FdSc Fitness & Health
Programme Specification
2015-2016
Undergraduate Programme
Handbook
To be read in conjunction with Module Handbooks
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Contents
Page
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3
4
5
6
7
8
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Frequently Asked Questions
Welcome to Sport & Community Engagement at Warrington
Programme Leader and Staff Contact Details
Programme Aims and Objectives
Programme Structure and Progression
Module Descriptors

Your FdSc classification explained
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Code of Conduct
Department Office/Resources
Health and Safety
Methods of Communication
Absence Procedure
Personal Academic Tutors (PATs)
Student Representation and Evaluation
Learning and Information Services
Study Skills Development and Referencing
Careers and Employability
Disclosure and Barring Service (Formerly CRB & ISA)
Assessment and Submission of Work
Submission of work for formal written assessment
Accepting coursework assessments electronically
Turnitin policy
Anonymous marking of students’ assessed work
Marking of Assessed work
Reassessed/Deferred work
Excess Word Count
Late Work
Assessment Board Structure and Operation
Programme Assessment Grid
Academic Malpractice
 Definition of Academic Malpractice
 Mitigating Circumstances
 Extensions and Deferrals
Generic Marking Criteria for Levels 4, 5 and 6
Academic Programme Policies and Procedures
The Student Experience
– A Companion to the Quality & Standards Manual
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Frequently Asked Questions
‘What do I do if I have an academic or personal problem?’
See pages 19-22 and 44
‘How am I expected to behave on the degree programme?’
See page 16
‘How can I contact tutors and how will they contact me?’
See pages 5 and 19
‘Where is the Department Office and when is it open?’
See page 17
‘How is my programme structured?’
See pages 7-16
‘When do I submit my assignments?’
See page 37
‘How do I submit coursework?’
See pages 28
‘What happens to my work and how will I get my marks and feedback on my
work?’
See page 30
‘What do I do if I need an extension to the submission date for an assignment?’
See pages 46
‘What will happen if I submit my work in late or if I exceed the word limit?’
See page 34 and 35
‘What is plagiarism and are all the rumours about it true?’
See page 42
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Welcome to the University of Chester & West Cheshire College!
A very warm welcome to your Foundation Degree studies. Although you are studying
for your first year at West Cheshire College your Foundation Degree is operated to
the same academic standards and procedures as other undergraduate programmes at
the University of Chester. Indeed you can complete studies at level 6 within the
within the Department of Sport Community Engagement at Warrington Campus.
So, congratulations in choosing to do your Foundation Degree with us! The
University Department works in close collaboration with colleagues at West Cheshire
College to provide this programme, and students benefit from the flexibility and
expertise in training & education that this partnership provides.
Recently the University Department was rated excellent by the national Quality
Assurance Agency following a week long inspection. This rating of excellent is
testimony to the high level of teaching delivered by the Department through a well
constructed curriculum, strong student support systems and very good teaching
resources. West Cheshire College is also currently gaining very positive assessments
of its higher education provision as indicated through successful outcomes from
involvement in recent quality assurance assessment review (IQER).
In addition whether you are studying at Warrington or West Cheshire the Programme
is excellently served by a strong team of academic, technical and administrative staff
who are more than willing to offer you any help you need.
The University and West Cheshire College are confident you will have many
opportunities and a positive experience on your chosen course, and we hope in
choosing to come to the University of Chester you will also work hard to maintain
and develop its strong academic and sporting traditions.
Finally, sincere best wishes for your academic and sporting success at the University
of Chester and West Cheshire College.
Marc Harris
FdSc Programme Co-ordinator (West Cheshire College)
Clive Harvey
FdSc Link tutor (University of Chester, Warrington Campus)
Please make appropriate use of this Undergraduate Programme Handbook.
It should contain most of the answers to the questions that you have.
In addition, you should be aware that SharePoint is the definitive means of
communicating to students information relating to all academic matters.
Finally, sincere best wishes for your academic and sporting success at the University
of Chester.
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Programme Leader and Staff Contact Details
Name
Position
Room
Tel
Programme leader Sport
Link Tutor
Sport staff
room
Sport staff
room
Sport staff
room
WNH006
Head of Department
WNH008
01244
656468
01244
656468
01244
656468
01925
534260
01925
534312
Email
Teaching Team
Marc Harris
Programme leader
Suzie
Sprules
Geoff
Hilton
Clive
Harvey
Kirstie
Simpson
Lecturer
m.harris@west-cheshire.ac.uk
s.sprules@west-cheshire.ac.uk
g.hilton@west-cheshire.ac.uk
c.harvey@chester.ac.uk
k.simpson@chester.ac.uk
Programme External Examiner
University of Derby
Charles
Spring
Please Note:
Under no circumstances are students permitted to independently contact an
external examiner. If the student wishes to engage formally with the quality
management process, there are appropriate mechanisms in place at the
University of Chester, further guidance on which can be obtained from the
AQSS section on SharePoint.
Programme Aims and Objectives
The FdSc Fitness & health programme aims to provide a high quality academic and
practical programme of study in sports coaching through the delivery of compulsory
modules at levels 4 and 5.
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To provide a high quality academic and practical programme of study in
fitness & health with learning opportunities for students from a variety of
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backgrounds both in their place of work and through utilising specialist
facilities on the respective University and College campuses.
To provide students with the knowledge, understanding and skills required by
employers in the fitness & health industry, through using teaching, learning
and assessment strategies that develop professional experience concurrent with
academic development.
To offer flexible delivery modes and study patterns to meet the needs of
students from a variety of backgrounds and employment situations.
To provide a high quality academic and practical programme of study in
fitness & health that remains relevant, valid and responsive to the needs of
employers and students through maintaining and expanding effective
partnerships with students, employers, professional bodies and sector skills
councils.
To provide a programme of study that qualifies students for further study at
graduate level on an appropriate BA Hons programme to be offered at the
University of Chester, Warrington Campus.
To provide a degree programme that equips students with both the academic
skills and required knowledge and the confidence to pursue and engage in
further development and learning opportunities in the future.
The aims and objectives have been derived to produce thinking, discerning graduates
who are knowledgeable, well-informed and competent in many respects. The aims
recognise the value of undergraduate study in fitness & health. They acknowledge the
need to develop complex, specific skills, which can be applied in certain contexts; the
ability to theorise about practice and to connect abstract thought with reality is
fundamental to the programme.
They, in turn, depend upon knowledge and
understanding of concepts, theories, taxonomic and contextual issues.
The programme is designed to develop abilities of decision making, problem solving
and communication and the contexts which underpin them. The use of quantitative
and qualitative methods, and the understanding and application of information
technology, are vital and permeate a number of modules in the programme. The
understanding of human relations, the ability to work in groups, the awareness and
understanding of organisations and how they function are also important for
developing necessary social, interpersonal and organisational skills. Competence in a
number of functional aspects of sports coaching is, therefore, an important aim from a
vocational perspective. However, the planning team acknowledges the difficulties of
implementing and assessing a competency based approach.
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Programme Structure and Progression
The FdSc Fitness & Health programme is designed as a balanced academic and
vocationally relevant programme that enhances students’ employability in this rapidly
growing field.
The programme comprises of six modules at level 4 and 5 of 20 credits in value.
Specific modules studied, which aim to provide students with underpinning theory
and professional knowledge and skills, are outlined below:
Level 4
SS4219 Introduction to Continuous Professional Development
SS4203 Psychology For Sport & Exercise
SS4210 Anatomy & Physiology for Sport
SS4213 Health & Fitness: Assessment & Monitoring
SS4214 The Fitness Industry: Health Perspectives
SS4212 Learning at Work I (Fitness & Health)
Level 5
SS5202 Research Skills for Sport & Physical Activity
SS5203 Applied Physiology: Growth, Development & Training in Young People
SS5209 Positive Communication & Counselling Skills
SS5215 Physical Activity: Interventions & Measurement
SS4213 Learning at Work II: (Fitness & Health)
SS5214 Working with Different Populations
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Intermediate exit awards
The award of FdSc in Fitness & Health shall involve the accumulation of 120 credits
at Level 4 and 5
Successful completion of Level Four – accumulation of 120 credits – Foundation
Certificate
Successful completion of Level Five – accumulation of 240 credits – Foundation
Degree
Progression to a Level 6 Top-Up Year
To progress to a top up BA programme at the University students NEED TO attain an
average mark of 50% across Year 2 (Level 5) of the programme. It is obviously
important to try and consistently achieve this standard as early as possible in your
programme and you should have been consistently achieving 50% in Year 1 (Level
4). If this hasn’t been the case and you are serious about the top-up option you should
access as much support as you can from University services (e.g. Learning &
Information Services) and academic tutors.
Module Descriptors
Level 4
SS4210 Anatomy and Physiology for Sport
This module is intended to provide core knowledge and understanding of anatomy &
exercise physiology which students can apply to their
professional activities in areas of fitness & health and sports coaching. It is designed
to prepare students, who have little or no background in the discipline, but also to
challenge and stimulate students who already have some experience, knowledge and
application, for further study and vocational application. This module is in the
physical activity strand of the Foundation Degrees and is essential for the basic “
product knowledge”, namely the physical systems of the human body that support the
activities which students’ future clients might undertake. An understanding of the
effects of exercise on the body is important in establishing safe and effective
activity/coaching sessions.
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SS4213 Health & Fitness: Assessment & Monitoring
Fitness assessment is of central interest in health and fitness studies in order to
indicate a client’s health status, fitness status and monitor change/improvement
throughout an intervention. Fitness assessments require a matching of client
requirements with what fitness testing equipment/procedures can offer. The module
will also look at a range of tests/assessments that are relevant for different
populations (e.g. general population or sporting competitors). A detailed
knowledge of available equipment and issues relevant to measurement and
reporting results should ensure that the health & fitness professional communicates
effectively with clients.
SS4219 Introduction to Continuous Professional Development
This module will introduce students to appropriate Continuous Professional
Development (CPD), through the development of study skills and research skills. It
is anticipated that this will maximise success, both in their chosen programme and
in the workplace.
Students will be introduced to key transferable and academic skills such as
communication, problem solving, numeracy and IT proficiency, and will be
encouraged to reflect on personal challenges and strengths in this respect. The
module will introduce students to personal development planning, through the use
of the SharePoint-based Progress File, as well as the concept of life long learning.
SS4212 Learning at Work I (Fitness & Health)
This module will provide an opportunity for students from the Foundation degree in
Fitness and Health to undertake a level 2 Central YMCA Qualification in Fitness
Instructing (Gym).
The level 2 CYQ is considered a standard entry route to working in the health and
fitness industry and provides students with the opportunity to join the Register of
Exercise Professionals (REPs), which is fully supported by employers, training
providers and the government.
Students will then undertake fitness-related work-based learning for academic credit.
The purpose of the work-based learning is to provide a context in which students
examine their own abilities, qualities, behaviours and professional development
within the working environment. It enables them to link theory and practice by
relating what they have learnt in undertaking a relevant vocational qualification to
work that they can undertake for an employer. The distinctive features of this module
are an emphasis on explicit links between skills, knowledge and qualities developed
by students through the vocational qualification and work-based learning.
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SS4203 Psychology for Sport & Exercise
Fitness industry professionals and coaches are fundamentally concerned with
increasing sport / exercise participation generally and more specifically with helping
their participants / clients to maintain their involvement and maximise their
enjoyment & potential. An understanding of what motivates people generally and
individuals specifically is key to being able to ensure that they remain motivated and
committed to coaching / exercise programmes. This module aims to develop such an
understanding in students and to develop their ability to consider how positive /
adaptive behaviours can be maintained, whilst negative / maladaptive behaviours may
be challenged and motivation re-discovered
SS4214 Fitness Industry: Health Perspectives
The area of health and fitness collectively concerns activities, behaviours and policies
pertaining to the maintenance or promotion of health, physical fitness and well being.
Being physically active and healthy is an important part of everyday life, especially
with the Government agenda concentrating more and more on the need for regular
physical activity. The health and fitness sector provides a range of services to clients
including gym instruction, personal training and instruction for special populations or
those who have been referred by a GP. There are, therefore, increasing expectations
from government and national agencies for the health and fitness sector to make a
major contribution to the physical activity and wider health agenda. This module will
explore the role of the fitness industry in relation to the broader objective of
promoting the nation’s health.
Level 5
SS5202 Research Skills for Sport & Physical Activity
The purpose of this level 5 core module is to consider the central role of research in the
academic environment and it provides a detailed examination of the research process. The
module considers research design and implementation from both qualitative and
quantitative perspectives.
SS5203 Applied Physiology: Growth, Development & Training in Young
People
This module addresses issues related to the growth, maturation and development of
children and young adults from a largely physiological perspective. It develops an
understanding of long term athletic development, considering implications for those
engaged in delivering and co-ordinating the delivery of sports opportunities, aimed
at improving both participation levels and performance. The module is also
designed to apply underpinning physiology in the development of
training/conditioning programmes in accordance with principles of periodisation
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and appropriate planning and goal setting.
SS5209 Positive Communication & Counselling Skills
One of the primary aims of the Sports Coach / fitness industry professional is to
promote positive change in the behaviour and attitudes of people and organisations
and facilitate opportunities for people to participate, perform and excel in sport.
Thus, a desirable competence of the sports coaching / fitness industry professional
is the ability to listen and communicate effectively. This module is designed to
introduce, explore and develop students' awareness of and practice of counselling,
interpersonal and reflective skills that can be utilised by individuals in their
respective professions in the future.
SS5215 Physical Activity: Interventions & Measurement
This unit looks at the origin and development of diseases and the role of
physical activity, fitness and health. It looks at the evidence for general physical
health benefits of physical activity and current levels of physical activity and the
potential for prevention of disease based on appraisal of current participation
levels and recommendations for physical activity.
Methods for assessing physical activity and energy expenditure are examined
along with the validity/reliability of physical activity questionnaires, heart rate
monitoring and motion sensor devices.
Current interventions for promoting physical activity and health-related fitness
are looked as are local strategies to promote physical activity in primary
h e a l t h care, including exercise referral schemes, leisure activities and
community-based interventions.
SS5213 Learning at Work II: (Fitness & Health)
This module will further equip students with the knowledge and skills required for
employment and advancement in the health and fitness industry through appropriate
academic and professional preparation. Students will negotiate an academic, skills
training and work-placement package and be responsible for managing established
objectives.
Relevant vocational preparation is undertaken supported by application in a work
placement environment. Opportunities for students to engage in learning strategies
based on planning for assessment related to this and other level 5 academic modules,
individual reflection and mentoring are central to the philosophy in this module.
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SS5214 Working with Different Populations
Health and fitness professionals who are responsible for designing exercise
programmes for referred patients must have knowledge and skills specific to the
referral process, specified medical conditions and relevant health risk factors related
to exercise participation. This module aims to apply the fundamental knowledge and
skills of exercise prescription to specified medical conditions and also to review the
implications and requirements in providing physical activity/exercise relevant to older
people and individuals with disability
Your Foundation Degree Classification Explained
Classification:

All modules must be passed or compensated in order to complete the award

The classification of the Foundation Degree is based on Level 5 marks only;
Level 4 modules must be passed or compensated but are not included in the
calculation of the average percentage mark upon which the classification is
based.

Where numerical marks are available for all 120 credits at Level 5, the marks
of the lowest 20 credits will be discarded from the calculation of the average
percentage mark upon which the classification is based

Module credit values are taken into account in the calculation of the average
percentage mark; a 40 credit module has double the worth of a 20 credit
module, for example.
The following criteria are applied:
1. Average Mark
70%+
Distinction
60 – 69.99%
Merit
However, where the average mark falls within 0.5% of the classification boundary,
the classification will be raised:
69.5% is raised to 70% and a Distinction is awarded
59.5% is raised to 60% and a Merit is awarded
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2. Average mark and profile
Where the student’s average percentage mark is no more than 3% from the
classification boundary (displayed in the table above), they will be awarded the
higher class where half their Level 5 credits are at the required level:
67 – 69.49% may be considered for a Distinction
57 - 59.49% may be considered for a Merit
The following examples are based on the University’s standard 20 credit module
size; hence there are 6 marks at Level 5 (a 40 credit module mark would appear
twice in order to reflect its weighting). In each example, the lowest mark (highlighted
in bold) is discarded from the calculation of the average percentage mark:
Example 1
1
2
3
4
5
6
75
73
70
68
63
40
In Example 1, the average is 69.8%. This would be raised to 70% and a Distinction
would be awarded.
Example 2
1
2
3
4
5
6
75
73
70
65
57
40
In Example 2, the average is 68%. As the average is within 3% of the Distinction
classification boundary and half the Level 5 credits are at the Distinction level, a
classification of Distinction would be awarded
Example 3
1
2
3
4
5
6
75
73
69
66
57
40
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In Example 3, the average is 68% (as in Example 2). However, on this occasion a
Distinction would not be awarded as half the Level 5 credits are not at the Distinction
level. The classification in Example 3 would be a Merit
Example 4
1
2
3
4
5
6
75
73
70
54
52
40
In Example 4, although half the Level 5 credits are at the Distinction level, a
Distinction would not be awarded as the average is only 64.8%, not within 3% of the
classification boundary. The classification would be a Merit
Progression: How do I get on to the BSc (Hons) Top Up?
Students who obtain profiles at merit or distinction level will be entitled automatically
to a place on our BSc Physical Activity and Health top up programme
To be considered for the BSc Physical Activity and Health top up programme students
must obtain a mark average of 50% or more from their second year of study with us.
In calculating this average, the students best five (from six) 20 credit module marks
will be used.
Consideration means exactly this. The programme leader of the BSc Physical Activity
and Health reserves the right to use his / her judgement in making the final decision
about entry onto level 6 (year 3) study. This decision may be informed by
consultation with other colleagues and may require further discussion with the
individual student before it is ultimately reached.
In all cases though, consideration will NOT be given to students whose profiles
do not reach, or exceed 50%*.
(*In cases where the average value from year 2 comes out at 49.5 this will clearly be
rounded up to 50% and the student would be considered for study at level 6 / year 3).
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Code of Conduct
This should be read alongside the Student Contract Conditions which sets out your
and the Universities obligations once you have enrolled as a student.
1. Students will be polite, courteous, and respectful in their dealings with staff
and fellow students.
2. Students and tutors will arrive for lectures on-time. If they arrive late they
should apologise for being late. Students who are late should ask for
permission to join the session. Tutors may decline entry to sessions if students
are late.
3. Students are expected to actively ‘engage’ with the learning, this includes
attending all sessions, completing required reading and other work set by
tutors either in class or out of class.
4. Students are expected to wear appropriate clothing for practical sessions (e.g.
Official Department polo shirt/t-shirt).
5. Students will switch off mobile phones before lectures and practical sessions,
for the duration of the session.
6. Students and tutors should ensure that upon leaving a classroom or lecture
theatre it is left in a fit and tidy state.
7. Students are expected seek help from tutors if they are having difficulty with
any aspect of the module being taught. This can be done by booking a tutorial
or informally with tutors at the end of lectures. If students make appointments
for tutorials they are expected to keep the appointment. If tutors need to cancel
appointments they will contact students, wherever possible, beforehand, or
ensure a note is left on their door indicating they have had to postpone the
meeting.
8. Students who fail (or do badly in) coursework are expected to seek additional
feedback from the tutor concerned.
9. Students contacting staff, especially via e-mail, should, at all times keep
correspondence courteous and formal, and ensure that they address members
of staff appropriately.
10. Students should make appropriate use of resources – including module
handbooks, and cannot expect replacements if they are lost. Students are
expected to behave appropriately with library resources, by not hiding books
and journals and not defacing them or ripping out pages from them.
11. Extreme behaviour such as verbal or physical abuse or threatening conduct
will be reported to the police and the Department will seek criminal
prosecution where appropriate.
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Sport and Recreation Facilities
West Cheshire students can access facilities at Northgate Arena, E/P Campus and the
UoC (Chester Campus).
Inductions will be needed to use the gyms at all three facilities. Leisure classes at
Northgate Arena will be offered at a reduced price ask your PAT for details. You will
need to become a Member of the relevant Athletic Union/Clubs and information on
these options will feature as part of your Induction and as it relates to the University
provision in the form of a University Student Guide (Chester Campus).
Health and Safety:
The Sports Department at WCC operates Codes of Practice for all leisure facilities /
amenities. Copies are kept in the LC area E/P Campus – 3rd floor.
Your course practicals and extra-curricular sporting activities might well complement
each other. Participation in team/individual sports and recreation is a very important
aspect of life as a student. However, many sports injuries occur in the first few weeks
of term, before the course has covered trouble-shooting and treatment! If in doubt
about injuries seek advice from sensible sources - staff, or the medical centre. Many
of these injuries and mental stresses arise because of over-zealous commitment early
on in term. Planning your academic and extra-curricular activity and maintaining a
good balance is important and worth thinking about.
First Aid:
First Aiders can be contacted at the main reception areas at the E/P Campus.
Coaching, Teaching and Leadership Awards:
WCC students can access Governing Bodies Sports Awards at the UoC (Chester
Campus). These will be displayed on the notice board outside the gym (E/P Campus).
The Recreation Department runs and has access to a number of Governing Body
Sports Award Courses. Courses may run at either Campus – you need to check which
one when booking your place. Examples of some previous courses are detailed below;
Sport (Level)
Badminton (BA of E Leaders Award); Basketball (EBBA Coach Part One Award);
Basketball (EBBA Club Coach); First Aid Sports First Aid Course;
Football(FA 1st 4 Sport Level 1); Football (FA 1st 4 Sport Level 2); Football (
FA Teaching Certificate - Key stage 3&4); Gymnastics (B.G.A. Extra-curricular
Teachers Award); Hockey (EHA Hockey Coach - Level 1 Certificate); Netball (
AENA Level 1 Coach); Netball (AENA Bridging Course to Level 2);
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Rugby Union(RFU Mini/midi Foundation Course); Rugby Union (RFU Youth Level
1); Rugby Union (RFU Tag Rugby Certificate); Lifeguarding (National Pool
Lifeguard Qualification – Foundation Course & NPLA Pool Specific);
Disability Support including SpLD Staff
Aside from the University wide mechanism for ensuring that ALL students are
serviced with a Personal Academic Tutor, there will, on occasions, be situations that
arise where students experience difficulties with their studies that can not be
alleviated through discussion with the module tutor/s. If therefore, you feel that you
are likely to require additional support or guidance during the course of the module,
please let consult with your PAT as soon as possible so that appropriate
guidance/support can be sought. This procedure applies to all students including
those with specific learning difficulties (e.g. dyslexia) through to those who are
finding their studies challenging and have no assessment of need.
Lots more information in respect of Student Support and Guidance is available on
SharePoint. Follow the Link:
https://ganymede.chester.ac.uk/index.php?page_id=220608&group=2
Methods of Communication
The MOST IMPORTANT POINT OF CONTACT FOR YOU WILL BE
THROUGH THE myCourse system at West Cheshire College and the
SharePoint SYSTEM at Chester University. myCourse is the colleges VLE where
all learning material can be accessed and where course information is stored. The
University SharePoint system allows all students access to information about the
University and Departments. Students must use their college emails facility when
contacting members of staff, and must check for student notices..
THIS IS VITALLY IMPORTANT. A NUMBER OF STUDENTS IN THE PAST
HAVE CLAIMED TO NOT HAVE RECEIVED EXTREMELY IMPORTANT
INFORMATION, WHICH HAS, IN FACT, BEEN SENT TO THEM, THEY
HAVE JUST NOT OPENED THEIR E-MAIL.
For more information about the SharePoint system, please contact Chester
Information Technology Services (ext. 1234) or your Personal Academic Tutor
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Absence Procedure
Students are expected to attend all lectures, seminars, tutorials and external visits
arranged by the Module tutor. Module tutors will take a register for all formal
contact time in all modules.
Since participation involves more than attendance, students are expected to make a
positive contribution in all the activities of the module.
The means of monitoring course participation reside within the tutors’ discretion. If
the tutor regards a student's participation as less than satisfactory, the tutor will
normally advise the student informally as soon as possible.
If unsatisfactory participation persists, the tutor is required to implement the formal
Academic Progress Procedure, which involves the issue of a Letter of Concern
(LoC) and an Academic Warning. Failure to respond to these letters could the
result in formal withdrawal procedures.
Attendance at all practical sessions is compulsory – i.e. it is a module requirement –
as absence of an individual student as either the deliverer of the micro-coaching
session or as a participant is detrimental to a session because all practical timetabled
sessions are either assessed or integral to the assessment process.
Marks are deducted as a penalty for non-attendance. A register of attendance is kept
by the Module Leader in relation to timetabled sessions for this purpose.
If you miss a practical session for medical or serious personal reasons or if you expect
to be absent from a future session because of medical or serious personal reasons
please contact the Module Leader as soon as possible. You should also obtain a
medical note or letter from your Programme Leader or Personal Academic Tutor and
present it to the Module Leader in this situation.
The Student’s responsibilities regarding absences
Absences under one week (7 days including weekends)
A student who is absent from University for under one week is required to:
 report their absence (by the student or representative of the student) directly to
the Academic Department Office, on the first day of absence.
Absences for one week or more (7 days including weekends)
A student who is absent from University for one week or more is required to:
 report their absence (by the student or representative of the student) directly to
Academic Department Office, on the first day of absence.
18

provide medical evidence. This is crucial if mitigating circumstances are
to be claimed for assessment.
Absences during assessment
A student who is absent from University during Assessment period is required to:
 report the absence (by the student or representative of the student) to the
Student Support and Guidance.
 report the absence on a daily basis, if an assessment will be missed
 provide medical evidence.
Personal Academic Tutors
The PAT’s Role
The overall role of a Personal Academic Tutor is to provide academic and pastoral
support for students throughout their University career.
PATs are expected to:

Discuss general academic issues

Help students to reflect on what helps and hinders their learning and
encourage them to take responsibility for becoming a more effective learner.

Listen to personal problems and circumstances (but not act as a personal
counsellor), referring on to the appropriate specialist guidance services where
necessary such as Student Welfare and Student Counselling

Liaise with relevant support staff where necessary

Provide references where appropriate
What can the student expect of their PAT?

A minimum of two PAT meetings per year, with an extra additional
introductory meeting in the first year (induction week meeting).

To be a friendly and helpful first point of contact.

To respond to requests for meetings positively and promptly, and to signpost
to other sources of help if a prompt meeting is not possible.
19

That key academic areas are discussed and the opportunity to discuss pastoral
concerns is given
What can the PAT expect of their student?

To attend pre-arranged meetings and to respond to requests for meetings.

To inform their PAT of any circumstances which may impact on their studies.

To respect the times that the PAT has said that they are available.
Student Representation and Evaluation
The Staff-Student Liaison Committee and Programme Representatives
In line with University policy, the Department operates a Staff-Student Liaison
Committee system, more commonly known as Set Rep (i.e. Set Representatives).
This involves students from each module electing one or more representatives
(depending upon the size of the module) who are charged with collecting feedback
from the module group regarding the module. These issues are then fed back to the
Module Tutor in formal Staff-Student Liaison Meetings. The points raised, together
with the Tutor’s responses to these points, are minuted and fed back to the module
group by the Student Academic Representative(s) (or Set Reps) or Tutor.
One module representative from each module meets at a later date with the
Undergraduate Programme Leader to discuss and minute year or level-wide matters.
Those people volunteering to act as ‘Set Reps’ are offered Student Support and
Guidance training on how to make the most of these meetings and how to report back
to fellow students. We strongly recommend that module representatives take up these
opportunities.
In addition, two Programme Representatives will be nominated to represent their
level at undergraduate programme meetings. These Programme Reps will be selected
at the beginning of the academic year and will be the port of call for general student
feedback. Contact details for these students will be made available on the Department
SharePoint page.
20
Learning Resources
West Cheshire Students can access the resources at the E/P Campus Learning
Centre (1st floor E/P Campus), and the University of Chester library (both
Chester and Warrington sites). Opening / closing times will be available on the
University intranet University of Chester and provided via your PAT for West
Cheshire services.
The University Libraries (Chester and Warrington Campus) provides a
comprehensive service for students and staff. Library staff will make you feel
welcome and provide all the help you need. There are over 150 study spaces, arranged
over three floors, with both group work and silent study areas.
University library services include an IT suite with networked PCs, providing internet
access to electronic journal databases, IT packages, CD ROM, scanning and printing
facilities and computer support to help you make the best of them. There is also an
audio visual suite with VHS and DVD, equipped with over 1000 videos and DVDs
which can be viewed or loaned on request. Photocopying facilities are also available
in the library.
For further information:
https://ganymede.chester.ac.uk/index.php?page_id=46807
Study Skills Development
•
Student Skills Development is a unit within Student Support and Guidance,
which specialises in helping students to develop their skills and make the most
of their time at the University of Chester.
•
They offer opportunities for students to make a real difference to the
University and the local community whilst developing the kind of
transferrable skills that employers are looking for through:
•
•
•
School Mentoring
Peer Assisted Learning Leaders (PALL)
A wide range of Volunteering opportunities from our one day ‘Give it a Go’
programme to long term opportunities such as Child Line and the Citizens’
Advice Bureau
They also offer opportunities for academic development through:
21
•
•
•
Dedicated Study Skills support for help with issues such as essay planning and
structuring, reflective writing, referencing, revision strategies and exam
techniques
Dedicated support if English is not your first language
Peer Assisted Learning workshops (pilots running in partnership with
Psychology and Early Childhood Studies)
So, if you would like to develop your academic skills, develop your employability
skills, give something back to our community and enhance your student experience,
you can drop in to our office, in Martin WMA012, for more information or to make
an appointment you can e-mail student.skills@chester.ac.uk or call 01925 534398.
Referencing
Referencing is a system used in assignments to indicate where evidence, ideas,
theories, facts, or any other information was found. A reference is a note giving
information about a source you have used in a piece of coursework. By referencing
your work you are demonstrating that you have read around your subject and are
aware of relevant current thinking.
There is a Moodle module (LS0003) about referencing which provides guidance on
what to reference, styles used, and avoiding plagiarism.
The APA style is the main referencing style used at the University of Chester. Some
Faculties or Departments use variations on the APA referencing style, so please check
with your Faculty or Department to see if their requirements vary from these
guidelines.
Quick Guide to the APA Referencing Style - this two page handout covers the basics
of APA style and is available from University of Chester library helpdesks.
A comprehensive guide to the APA Referencing Style is available, for use within the
library, from University of Chester library helpdesks.
Reference management - EndNote
EndNote is a piece of bibliographic referencing software that allows you to collect,
store and organize your references. EndNote also allows you to insert references into
your word documents in the correct bibliographic referencing style using a function
called “cite while you write”. The latest version of EndNote is version X5.
22
Careers and Employability
Room:
Contact:
Email:
WMA024 (Ground Floor Martin Building)
01925 534235
warrington.careers@chester.ac.uk
The University has a fully recognised, long established Graduate and Employability
Centre located on the ground floor of the Martin Building. Individual guidance is
available through discussions and interviews and can be supported through the use of
computer-aided guidance packages.
Each student takes part in a Work-Based Learning Programme, which offers an
opportunity to gain an insight into employment and develop relevant personal and
work skills.
The University has contact with a wide network of employers. Careers Fairs are
arranged where students meet employer representatives. The well-equipped Career
and Employability Centre contains a comprehensive library of occupational literature,
employer and vacancy information, and prospectuses for post-graduate study. The
Careers Service is committed to helping students make a successful transition into a
wide range of employment and professional training.
The Department Administrator liaises with the Careers and Employability Centre,
who disseminates information to students within the Department via the Department
Careers notice board and via Email.
The Sport and Community Engagement Department has a strong reputation within
many areas of the sport and fitness industry and an increasing number of students
direct themselves towards this expanding job market within both public and private
sectors. The Department also has links in other countries, which facilitate work
experience, employment opportunities and further study within these countries. Close
liaison with other colleges and universities helps students who wish to pursue higher
degrees or PGCE courses leading to a career in teaching.
Students are strongly advised to think carefully regarding their work based learning
placement. This is a great opportunity to gain appropriate experience in a chosen
vocational field. Gaining work experience within schools, for example, is seen as
extremely important for making a successful PGCE application.
23
Disclosure and Barring Service (Formely CRB & ISA)
Completion of an enhanced Criminal Records Bureau disclosure is an entry
requirement of the programme and will be organised at the start of the academic year.
A fee is charged for a web-based application. Students are liable for this fee.
A copy of the disclosure will be sent to the University and yourself.
You will need to retain your copy to show your placement mentor/supervisor or
module tutor, if requested to do so. Failure to apply for a disclosure may
jeopardise your study on the module.
DBS Web-based Application Process (Paper Version)
The above takes you to the University on-line application process at
www.chester.ac.uk/disclosure. In order to complete the application you will need a
unique username and password. These may be found either in the letter or email, from
Rob Dawson, that you have received informing you that a DBS check is necessary.
Further specific instructions on how to complete the form can be found by clicking on
the relevant link below.
24
Assessment and Submission of Work
Submission of work for formal written assessment
Where candidates are presenting written work for formal assessment, other than
examinations, such work must be submitted by the due date prescribed by the
Department.
All written assignments must be word processed: Font; Times New Roman, size
12 and double line spaced.
Except when prevented by illness or by other sufficient cause (please refer to
mitigating circumstances procedures), the marks of any student who fails to submit
work by the prescribed date shall be subject to penalty deduction in accordance with
the scale as specified in the section on Late Work below.
Accepting coursework assessments electronically
All summative coursework is to be submitted electronically through Turnitin
(unless it is in a format that cannot be presented electronically, e.g. practicals).
The University’s Turnitin policy can be read below.
Electronic submission shall normally only be accepted via the modules learning
engine facility on the Portal. Submission must be via the student’s own user account
and not through another student’s account.
Once the assignment has been sent, the Portal will send an acknowledgement to the
sender, the module leader and the departmental administrator, which will record the
time the assignment was sent. It is the student’s responsibility to ensure that the
assignment has been sent. The module leader will be responsible for printing off the
assignment. Students should keep backup copies of all assignments sent
electronically.
Turnitin policy
Coverage
Students must submit all assessed work which can be handed in electronically to
Turnitin for originality checking. This applies to all summative assessments submitted
for a University of Chester award at levels 4, 5 and 6. Students consent to this on
enrolment, in their acceptance of the student contract.
25
Access
Access to Turnitin is provided through Moodle for staff and students on programmes
leading to University of Chester awards only.
Acceptable use
Turnitin is used as a tool to:
• Help students embarking on a programme of study to understand the concept of
academic integrity, and to develop academic writing skills appropriate for their
discipline. All students at level 4 will have the right to see the Turnitin
originality report for one initial assignment, and to discuss it with a tutor, to
develop their understanding of academic writing practices.
• Assist academic judgements regarding the originality of work submitted for
assessment for University of Chester awards. The use of Turnitin does not
replace academic judgement, and decisions about whether a piece of work may
be plagiarised should not be based solely, or mainly, on the originality score.
Matches should be scrutinised both individually and to see whether they form
part of a pattern. Scrutiny must be undertaken by a member of academic staff,
normally the first marker.
Students may only use Turnitin to submit their own work for assessments on their
own programme of study. Further information and guidance about Turnitin and step
by step instructions on submission procedures are provided in the Student Guide to
Online Submission.
Students are advised to ensure they also retain a copy of any work submitted in case
there are any issues arising from electronic work not being received. Guidance will be
given by module tutors on the format and process for electronic submission of
assignments via Moodle.
Any work received after the 12 noon deadline will be marked as ‘late’ (see late work
policy outlined below).
Anonymous marking of students’ assessed work
Students’ assessed work should be marked anonymously (i.e. without the identity of
an individual student being known to first or second marker until after an internal
mark has been agreed), in those assessment components which consist of:
a) written examinations;
b) essays or similar written assignments involving set titles or questions, where there
is no negotiation of such titles/questions by individual students and there is no
element of oral assessment or assessment of groupwork, within the assessment
component.
26
Students assessed under (a) or (b) above who choose to identify themselves, and those
whose special circumstances make it impossible to conceal their identity, shall not
deprive the remaining students taking an assessment component of their entitlement to
anonymous marking.
Oral assessment and presentations
Students shall be given a minimum of four weeks notification, in writing, of the
date of the assessment and a minimum of two weeks notification of its time and
venue.
Students shall be informed as to what materials, if any, they are permitted to use and
the format of the assessment.
A student who does not attend an oral assessment or presentation within the time
period allocated will be awarded a mark of 0 for that assessment, unless there are
valid mitigating circumstances. If a student arrives late, but within the period
allocated for the oral assessment, s/he shall normally be allowed such time as remains,
without any adjustment of marks.
Written examinations
Methods of assessment are specified in the module descriptor as validated, but
reference to an ‘examination’ without further qualification is taken to mean a ‘closed’
‘unseen’ written examination, i.e. one in which candidates have not seen the paper in
advance and are not permitted to take materials into the examination room.
Where an ‘Open Book’ assessment is specified, the Programme Leader shall be
required to inform the candidates in writing of the title of the paper for advance
publication, the date on which the paper will be available to candidates and the venue
for collection of the paper by the candidates.
Except where prevented by illness or by other sufficient cause (please refer to
mitigating circumstances procedures), a student who fails to present herself/himself
for written examination in a module at the time and place indicated in the published
timetable shall be deemed to have failed in that part of the assessment. Misreading of
the timetable will not be regarded as 'sufficient cause'.
Marking of Assessed Work
Assessment tasks and their weightings, by means of which students are assessed, shall
be in accordance with the authorised and published module descriptors as these are
currently validated.
Where a formal written examination constitutes a part or the whole of the assessment
of a module, the work presented by a student for that formal written examination shall
27
be assessed by University of Chester internal assessors in such a way as to preserve
the anonymity of the student.
University of Chester requires that, normally, the marks awarded to students are
determined by a first and second marker who shall be members of the Module
Assessment Board and who shall satisfy themselves that the assessment of that
module has been conducted accurately and fairly. Within these requirements, the
phrase 'second-marking' applies in cases where there is an element of sampling, but
'double-marking' where every assignment is fully marked twice.
While the principal responsibility for accurate marking of an entire cohort’s work
rests with the first marker, an internal second-marker (monitor) also has a
responsibility for ensuring that the entire cohort is fairly assessed.
The statements which follow on second-marking and double-marking are
requirements for Levels 5 and 6 and in cases where students register for a designated
Level 4 award. There is no obligation to observe the requirements on second- and
double-marking in relation to work submitted at Level 4, except where students have
registered for a designated Level 4 award. However, no student shall be failed in a
Level 4 module without a second-marker having participated in the determination of
the agreed internal mark and without the confirmation of marks by an External
Examiner.
Monitoring form
It is not necessary for monitors to signal agreement of the marks for individual
assignments (whether inside or outside the selected sample) on scripts or assignment
feedback forms, provided that a Monitoring Form is completed as above, and includes
the statement ‘The verification of the total cohort is based on the sample, as recorded
on this form’, which must be signed by the monitor.
The Monitoring Form shall:
(i) include brief guidance from the first marker to the monitor on the performance of
the cohort, and (if appropriate) on any issues for attention;
(ii) include comment by the monitor based on the second-marking of the sample,
either verifying the overall marks awarded, or proposing the moderation of the entire
cohort up or down, or requiring the re-marking of the entire cohort. (It shall be left to
the discretion of the Chair of the relevant Module Assessment Board whether such remarking shall be conducted by the first marker, the monitor, or a third marker.) In
cases where agreement on marks cannot be reached, the Chair of the Module
Assessment Board shall arbitrate, with recourse as necessary to a third marker;
(iii) record the total number of assignments passed to the monitor, and the names (or
numbers) of students whose assignments were in the sample second-marked, as
evidence that procedures have been followed;
(iv) record all cases in which changes have been proposed to marks of 69% and
above, or 40% and below, together with the agreed internal marks;
28
(v) on completion, be made available to the Departmental Assessment Contact, or
other designated person, who shall pass it to the External Examiner with the work of
the relevant cohort. The External Examiner shall take account of the comments on the
Monitoring Form in reaching a judgment on the assessment.
Double-marking
All work of an individual nature where the supervisor is also the first marker, such as
Level 6 dissertations, performances and exhibitions, must be 100% double-marked,
with the comments of both markers, and agreed internal marks, recorded.
Module Assessment Boards have discretion to apply double-marking to other modules
in consultation with the External Examiner. In all such cases, the monitoring
procedures outlined above shall not apply, but where the two markers cannot agree a
mark, the Chair of the Module Assessment Board shall arbitrate as set out above.
Oral assessments
Oral assessments (presentations, dialogues, debates, etc.) shall, as far as practicable,
have two markers present to determine the marks awarded. Where this is not
practicable and only one marker is present, arrangements to assure the consistent
standard of marking (such as appropriate staff development and the observation of
every marker on at least one occasion) shall be agreed with the External Examiner.
These arrangements should, where possible, include the submission of evidence of
each student’s performance, for example via recordings, copies of PowerPoint slides,
or a written script. Where recordings are made, all students undertaking an assessment
must be recorded in order to ensure consistency of practice; a monitor will sample the
recordings and a Monitoring Form will be completed in the manner set out for written
work above.
For work at Level 4 and for work weighted at 10% or less of total module assessment,
only one marker need be present and the procedures set out above need not apply.
These requirements shall also apply to the assessment of ‘live’ performances, subject
to the agreement of the External Examiner.
Practical work
Practical work (other than written work arising therefrom) shall be subject to
monitoring according to established professional procedures, and/or as agreed with
External Examiners and approved by validation panels. No student shall be recorded
as having failed without a second opinion having been obtained. Written assignments
arising from practical work shall be subject to the normal procedures set out above.
29
Internal compensation
In the assessment of a given module, compensation between components of the
modular assessment shall normally be permitted in the case of determining whether or
not a student shall be deemed to have passed the module, provided that a minimum
mark of 20% has been obtained for the failed component. In cases where a minimum
level of attendance must be attained as a precondition for the passing of the module,
this must be made explicit in the module descriptor. The overall module mark
awarded for the work of a student who fails because either the mark obtained for a
component or the level of attendance was below the minimum required shall normally
be either the arithmetical mark actually attained, or 39%, whichever is the lower.
Calculation of marks
In calculating the overall mark for a given module all marks of 0.50 or above shall be
rounded up to the next integer. Correspondingly, all marks of 0.49 and below shall be
rounded down to the appropriate integer.
Feedback on assessed work
Written feedback on coursework (other than for final-year dissertations) shall
normally be available to students in good time to be of assistance in preparation for
the next assignment (where applicable) and within four term-time working weeks of
the submission deadline.
Feedback shall show the agreed internal mark following the second-marking process.
In cases where, for good reason, the four-week schedule cannot be adhered to,
students shall be notified by the relevant Subject Department with an accompanying
rationale and a revised schedule. (Notification may be through letters, e-mails, an
announcement on the Portal or on a Departmental noticeboard, as appropriate).
Feedback on dissertations may be deferred until after the relevant Module Assessment
Board has met, but students shall be informed of departmental practice on this matter.
In a case of suspected academic malpractice, the initial letter of accusation to the
student shall stand in place of the normal feedback.
A student who submits written coursework early shall not be given feedback until
after the submission deadline.
Departments and Programme Teams shall not return examination scripts to students
but shall offer oral feedback on them to all students. This will be done without
prejudice to the outcome of any reassessment. In addition, departments should
consider other ways of providing feedback on examinations; for example, a written
summary, commenting in general terms on the answers to each question and posted
on the departmental noticeboard, offers a model of good practice. Departments
wishing to provide individual written feedback to students on exam performance,
including the disclosure of provisionally-agreed marks for each answer, may do so but
must ensure that such feedback is given to all students who took the exam in question.
30
For oral presentations and other forms of non-written assessment (e.g. practials),
students shall normally receive written feedback within three working weeks, even if
supported by oral feedback. Feedback shall show the agreed internal mark, following
the second-marking process. (The three weeks shall not include days when the
University is officially closed.) Cases where, exceptionally and for good reason, the
three-week schedule cannot be adhered to shall be notified to students with a
rationale, as for feedback on written work.
Reassessed/Deferred work
When marking reassessed or deferred work, in circumstances in which the total
number of scripts is often very small, the requirements for second-marking shall be
interpreted flexibly. All work proposed (before adjustment for reassessment) for a
mark of 40% or below shall be second-marked, plus a representative sample of work
proposed for higher marks (prior to any adjustment to 40%). All work subject to
second-marking shall be recorded on the Monitoring Form in the standard fashion,
with a sample (including all proposed fails) sent to the External Examiner.
Excess Word Count
A penalty for excessive word count shall be applied to all programmes of study that
use numerical marking.
The word count shall not include appendices, bibliographies or references to sources.
Quotations may also be excluded from the word count at the discretion of the relevant
Module Assessment Board, but students must be notified via the module handbook of
the Assessment Board’s practice on this matter.
Wherever possible, on the basis of the electronic word count facility, students should
include the number of words written, excluding the relevant items above, on the front
of the assignment cover sheet or at the end of the assignment.
There will be a 10% leeway allowed above the specified word count before the
penalty is imposed. Assignments must be marked in their entirety and the penalty
imposed at the end.
The penalty for exceeding the word count will be 5 marks per 1000 words excess
(e.g. a 1000-word assignment should have 5 marks deducted if it runs to 1101-2100
words, 10 marks deducted for 2101-3100 words, and so on).
Late Work
These University Requirements operate for any piece of assessed work for which a
submission date has been given at the start of a module and where the assessment
does not involve the attendance of the student during the assessment (e.g. the handing
in of an essay or project but not the presentation of a seminar, a drama performance, a
written examination).
31
Where an extension to the deadline for the submission of an assignment is requested,
the student shall follow the procedures set out in the section Extensions and
Deferrals, above. A request will not be considered unless accompanied by a valid
medical certificate signed by a doctor, or other certified written evidence. Categories
of acceptable mitigating circumstances are listed under Mitigating Circumstances.
Assessed work submitted after the original submission date or after the extended
submission date will be recorded as late. The time and date of submission should be
recorded on the cover sheet by the member of staff receiving the submission.
Late assessed work should be marked in the usual way so that the student who has
made the effort is given feedback on the standard of work achieved.
In the final calculation of a student's performance in a module the late assessed work
will be appropriately penalised. The penalty mark awarded to late work refers only to
the component of the module that is submitted late.
Late assessed work will be penalised and the penalty incurred will be 10 marks for
work submitted up to 24 hours after a deadline and 10 marks per day after this,
including weekends, e.g.:
Intrinsic Merit
(% mark awarded by tutor)
Work up to 24 hours 65
late
Work up to 48 hours 65
late
Work up to 72 hours 65
late
and so on, to 0.
Penalty Mark
%
55
45
35
Where an assessment component is assessed on a Pass/Fail basis, a fail will be
recorded in cases where that component is submitted after the deadline.
A record shall be kept by departments of any work penalised for late submission. All
such penalties shall be recorded in the minutes of the Module Assessment Board.
Extensions to a student’s period of registration
Students requesting an extension to their period of registration should complete form
RP1 (available on the Registry Services Sharepoint Portal pages). Claims will be
considered by the relevant Mitigating Circumstances Board or Awards/Progression
Assessment Board and must, therefore, be submitted by the stipulated deadline.
Extensions to a period of registration will only be granted in exceptional cases where
the student is able to provide independent documentary evidence proving they have
suffered severe and prolonged mitigating circumstances which have affected their
ability to complete within the approved period of registration. If approved, an
extension will be granted for a maximum of 12 months in excess of the approved
period of registration; further extensions are not normally granted.
32
Assessment Board Structure and Operation
The University operates a two-tier system of Assessment Boards, with subject
specialist External Examiners who operate through Module Assessment Boards and
Chief External Examiners appointed to Awards/Progression Assessment Boards.
A Module Assessment Board has responsibility for the outcomes of modules assigned
to that Board. An Awards/Progression Assessment Board has responsibility for the
outcomes of the Programmes of Study assigned to that Board. The appropriate
Awards/Progression Assessment Board considers matters of awards, progression, reassessment and third assessment attempts. An Appeals Board deals only with appeals
against the decision of an Awards/Progression Assessment Board or Examination
Committee.
Except provisional marks disclosed in the normal course of assignment feedback, only
component marks, coursework and/or examination marks, as finally approved by both
tiers of Assessment Board, shall be disclosed to students.
Requirements Governing the Assessment of Students 2014/15 can be found in
Handbook F: The Assessment of Students at Levels Z, 4, 5, 6, 7 and Taught Provision
at Level 8
33
FdSc Fitness & Health Programme Assessment Grid 2014/15
Week
Beginning
28/9/15
Level 4
Level 5
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
11/01/16
18/01/16
25/01/16
01/02/16
28
17
08/02/16
29
30
31
18
19
20
15/02/16
22/02/16
29/02/16
32
21
07/03/16
SS5209 - 2
33
34
35
36
37
38
22
23
SS5215 - 2
24
14/03/16
21/03/16
28/03/16
04/04/16
11/04/16
18/04/16
SS4213 - 2
SS5209 – 3, SS5205 - 2
39
25
25/04/16
SS4219 – 3, SS4212 - 2
SS5209 – 3, SS5205 - 2
40
26
02/05/16
SS4219 – 3, SS4214 - 2
SS5209 – 3, SS5202 – 2, SS5214 - 2
41
27
09/05/16
SS4219 – 3, SS4212 - 3
SS5213 - 3
42
43
44
45
28
29
30
31
16/05/16
23/05/16
30/05/16
6/6/16
05/10/15
12/10/15
21/10/15
26/10/15
02/11/15
09/11/15
16/11/15
23/11/15
30/11/15
07/12/15
14/12/15
21/12/15
28/12/15
04/01/16
SS4219- 1a
Student Development Week
SS4219- 1b
SS5209 - 1
SS5213 - 1
SS4219- 1c
SS4219- 1c
SS4210 - 1
SS5205 - 1
Christmas
SS5215 - 1
SS4210 – 2 SS4219 – 1d
SS4210 - 3
SS4210 - 3
SS5213 - 2
S5202 -1, SS5214 - 1
SS4210 – 3, SS4213 – 1,
SS4214 - 1
SS4212 – 1
SS4219 – 2
Student Development Week
SS5209 - 2
SS5209 - 2
Easter
SS4210 Exam
MAB
34
NB The deadline for all coursework submission is 12.00 (Noon) on the Friday of
the week indicated on the PAG. If the assessment is a presentation or an in class
test, please refer to the module tutor/handbook for details.
FdSc Fitness & Health Assessment Components
Level 4
SS4219 Introduction to Continuous Professional Development
SS4203 Psychology For Sport & Exercise
SS4210 Anatomy & Physiology for Sport
SS4213 Health & Fitness: Assessment & Monitoring
SS4214 The Fitness Industry: Health Perspectives
SS4212 Learning at Work I (Fitness & Health)
Level 5
SS5202 Research Skills for Sport & Physical Activity
SS5203 Applied Physiology: Growth, Development & Training in Young People
SS5209 Positive Communication & Counselling Skills
SS5215 Physical Activity: Interventions & Measurement
SS4213 Learning at Work II: (Fitness & Health)
SS5214 Working with Different Populations
35
Student Development Weeks
The academic year 2014/15 will include two Student Personal Development Weeks as
highlighted on the PAG above.
Designed to enhance students’ learning and to develop their employability, the
Student Personal Development Weeks may provide opportunities for students to:










meet with their PAT on a one-to-one basis to review progress and discuss
strategies for successful study;
prepare for assessments as appropriate to their programmes of study;
seek specialist help with academic skill development from staff in Student
Support and Guidance and Learning and Information Services;
enhance their IT skills to assist them in their programmes of study and to
prepare them for employment;
develop cognitive skills relevant to the workplace e.g. teamwork, time
management;
attend workshops linked to career planning and preparation for job
applications e.g. writing a graduate CV; introduction to postgraduate study;
attend Graduate Careers Fairs;
gain additional qualifications to enhance their CV e.g. ECDL, Sports
Coaching Awards (e.g. UKCC Level 1 and sports coach UK workshops);
participate in a range of voluntary activities in the locality, either
individually or in groups;
get involved in events put on by student clubs and societies across the
university.
There may also be programme specific activities that are most effectively delivered outside
standard teaching weeks, for example, whole day site visits; fieldtrips; residential
experience; short conferences and guest lectures.
36
Academic Malpractice
Definition of Academic Malpractice
Academic malpractice may be deemed to have occurred where a student has gained,
or sought to gain, advantage in assessment contrary to the established conditions
under which students’ knowledge, abilities or skills are assessed for progression
towards, or the conferment of, academic credit.
Academic malpractice can occur whether or not the student intends to deceive.
Students may be penalised in the normal course of assessment for work which, in the
judgement of the examiners, relies too heavily on the verbatim reproduction of work
derived from other published sources where those sources are acknowledged.
However, such over-reliance on work reproduced directly from published sources but
acknowledged by the student to be taken from those sources may also be regarded as
academic malpractice, if a student is judged to be implying that the phraseology is her
or his own.
Specific practices which shall be deemed to constitute academic malpractice are:
a. plagiarism, that is, where a student incorporates another person’s work (including
another student’s as well as published sources) by unacknowledged quotation,
paraphrase, imitation or other device, in a way which suggests that it is the student’s
original work. Work in this context is to be taken as any intellectual output being
assessed for academic credit, and may include text, images, data, oral presentation,
sound or performance.
Examples of plagiarism are:

the verbatim copying of another’s work without acknowledgement;

the close paraphrasing of another’s work by simply changing a few words or
altering the order of presentation, without acknowledgement;
unacknowledged quotation of phrases from another’s work;
the deliberate presentation of another’s idea as one’s own;




copying or close paraphrasing with occasional acknowledgement of source
may also be deemed to be plagiarism if the absence of quotation marks implies
that the phraseology is the student’s own;
copying of data.
b. plagiarism in creative work
In arts practice the presentation, re-presentation and representation of extant material
may explicitly refer to its sources. Where such references are artistically implicit they
should be extrinsically stated in document or orally. The absence of such
acknowledgement may constitute academic malpractice.
37
In arts practice stylistic or structural resemblance to extant material must be explicitly
or extrinsically acknowledged to ensure fitness for purpose of submission for any
given assessment. Where a student is unclear on either point the onus will fall on them
to discuss the particular issue with an appropriate member of academic staff prior to
assessment.
c. copying, that is, reproducing verbatim another’s work, for example, downloading
and incorporating material from the internet or other electronic sources;
d. collusion, that is, the conscious collaboration, without authorisation, between two
or more students in the preparation and/or production of work which is ultimately
submitted by each in an identical, or substantially similar, form, and is represented by
each to be the product of her/his individual efforts. Collusion also occurs where there
is unauthorised co-operation between a student and another person in the
preparation and/or production of work which is presented as the student’s own;
e. submitting, or assisting in submitting, false evidence of knowledge and
understanding, for example by submitting coursework from an outside source or
which has been completed by another student;
f. commissioning another person or persons to undertake an assessment which is then
submitted in whole or part of a submission for academic credit;
g. fabricating references or primary sources;
h. falsifying data or record, that is, where data or record presented in laboratory
reports, projects, dissertation, journalistic interview and so on, based on work
purported to have been carried out by the student, has been invented, copied or
otherwise obtained by the student;
i. incorporating material which has been submitted, previously or simultaneously, in
support of an application academic credit from this or any other awarding body,
except for the purposes of drawing attention, for reference purposes only, to such
work, or where resubmission of previously failed work has expressly been permitted.
j. obtaining data unethically, or by methods which are not in receipt of formal, ethical
approval;
k. communicating with, or copying from, another person by any means during an
examination;
l. copying or gaining information from any unauthorised source, by any means, from
either inside or outside of the examination room;
m. introducing any written or printed material into the examination room unless
expressly permitted by the rubric of the examination;
n. introducing any electronically stored information into the examination room, unless
expressly permitted by the rubric of the examination;
38
o. gaining access, or attempting to gain access, to unauthorised material before or
during an examination;
p. being a party to impersonation in an examination;
q. preventing or attempting to prevent another student’s assessment taking place
properly;
r. fabricating evidence in support of a mitigating circumstances claim;
s. fabricating evidence in support of an academic appeal;
t. any other dishonest practice resulting in, or intended to result in, a student gaining
an unfair advantage in assessment, or disadvantaging other students’ assessments.
No case for academic malpractice shall be made on the basis of an anonymous
accusation by one student against another.
In cases of plagiarism, where identical or very similar source material can be found in
more than one location, an example source shall be regarded as evidence.
Mitigating Circumstances
Mitigating circumstances are those which may adversely affect a student’s
performance in assessment, and in respect of which a student formally advances a
claim for special consideration.
The Registry Services Officer responsible for the co-ordination of all documentation
related to mitigating circumstances and associated cases is the Assistant Registrar:
Undergraduate Programmes and all claims for mitigating circumstances shall be
considered by the University’s Mitigating Circumstances Board.
Where claims for mitigating circumstances relate to assessment for which the
deadline date has already passed, applications should be submitted on form MC1 to
Registry Services (Student Programmes). Claims should be supported with medical or
other evidence (signed by a doctor or other relevant authority). The deadline date for
submission shall be advertised at the beginning of the academic year.
Claims submitted after the deadline date may, at the discretion of the Mitigating
Circumstances Board, be considered, but in no circumstances shall claims be
considered by the Mitigating Circumstances Board after the relevant Module
Assessment Board has taken place. The date of the written evidence must be
concordant with the dates of the assessment for which mitigation is being sought.
Students must specify which component of the module(s) (e.g. written coursework;
oral presentation; examination) is affected by their circumstances, and for which they
39
are seeking mitigation. ‘Blanket’ applications (i.e. applications which seek to claim
mitigation across all components of all modules) will not normally be accepted.
Other than in exceptional circumstances, the outcome of a valid claim for mitigating
circumstances shall be one of the following:
(a) to be allowed to miss an assessment component and to be granted the opportunity
to take that missed component, on a future occasion, as if for the first
time (deferred assessment). Students will normally be required to submit themselves
for deferred assessment on the next designated occasion when the relevant assessment
opportunity is made available.
(b) where an assessment component has been attempted, to have the mark for that
component set aside, so that the student attempts the component again, as if for the
first time (deferred assessment). Where a student undertakes a deferred assessment, as
a consequence of mitigation, the mark for that deferred assessment must replace any
previous mark.
In both (a) and (b) above, ‘first time’ shall be read as ‘second time’ in any case where
mitigation is granted in respect of reassessment and ‘third time’ in respect of third
assessment attempts.
(c) Where a student has a registered/confirmed disability or specific need, this shall be
reported to the relevant Module Assessment Board, but normally no further
consideration will be given since, as set out in guidelines for students with disabilities
or specific needs, account will already have been taken of this.
(d) Where a student has a chronic condition or her/his circumstances are not
improving, the normal recommendation shall be interruption of studies.
(e) Where a late work penalty has been applied, to have this penalty revoked and the
full mark awarded for the relevant component(s)
The outcome determined by the Mitigating Circumstances Board in respect of each
student shall be communicated in identical terms to each Module Assessment Board
which has responsibility for the assessment of that student. A Module Assessment
Board has no discretion in the matter and must accept the outcome determined by the
Mitigating Circumstances Board.
If the claim is deemed invalid by the Mitigating Circumstances Board no action will
be taken and the original mark will stand. A student who misses an assessment
component and whose claim for mitigating circumstances in respect of that
assessment is deemed invalid shall be awarded a mark of 0% (fail) for that
component.
40
Extensions and Deferrals
Where a student is aware in advance of the relevant deadline that they wish to
postpone the submission of an assignment, they may take one of two courses of
action.
a) If seeking an extension to the deadline for the submission of an assignment which
falls within the period set in the University timetable for the delivery and assessment
of the module concerned, the student shall complete form EX1 (available from
Registry Services (Student Programmes)) in advance of the deadline date. This form,
with accompanying medical or other evidence (signed by a doctor or other relevant
authority), shall be submitted to the relevant Head(s) of Department (as Chair(s) of
the Module Assessment Board(s)) or nominee. The student must obtain the signature
of the Head of Department, or nominee, who will make a decision based on the
written evidence. A copy of form EX1 will be kept by the department who will
confirm the new submission date with the student. Where such extensions are granted
at the discretion of a Head of Department, or nominee, they will normally only be
reported to the Mitigating Circumstances Board in cases where students may appear
to be claiming mitigation over and above that already allowed by the extensions.
Where an extension is granted, the mark must be available to the Module Assessment
Board.
(b) If seeking an extension to the deadline for the submission of an assignment which
falls after the period set in the University timetable for the delivery and assessment of
the module concerned, the student must seek a deferral of assessment. S/he shall
complete form DF1 (available from Registry Services (Student Programmes)). This
form, with accompanying medical or other evidence (signed by a doctor or other
relevant authority), should be submitted to the relevant Head(s) of Department (as
Chair(s) of the Module Assessment Board(s)), or Deputy Head, for approval. The
student must obtain the signature of the Head of Department who will make a
decision based on the written evidence before returning form DF1 and the written
evidence to Registry Services.
Where such deferrals are granted at the discretion of a Head of Department they will
be reported to the Mitigating Circumstances Board, to be recorded alongside deferrals
granted by that Board.
A student who for any reason seeks to postpone attendance at an examination for
assessment must complete form DF1. This form, with accompanying medical or other
evidence (signed by a doctor or other relevant authority), should be submitted to the
relevant Head(s) of Department (as Chair(s) of the Module Assessment Board(s)) for
approval. The student must obtain the signature of the Head of Department who will
make a decision based on the written evidence before returning form DF1 and the
written evidence to Registry Services.
Claims for extensions or deferrals will not be accepted once the submission deadline
date has passed, save in exceptional circumstances which made submission of a claim
impossible by the due date.
41
Students submitting assessment having already been granted a deferral to the next
assessment point will be deemed to have presented themselves for assessment; in this
event the deferral will no longer be valid. Students in this position who feel their
performance was adversely affected must submit a claim to the Mitigating
Circumstances Board.
Categories of acceptable mitigating circumstances
The following should also be taken into account by Heads of Department and
others when granting extensions or deferrals):

Those students with a specific need or disability. Guidelines for dealing with
such students should be consulted and the procedures applied prior to the
assessment period, subject to written medical evidence or an up-to-date
psychologist’s report.

Those students who have long term illness/medical conditions, for whom
medical evidence has been submitted in advance of their assessment periods.

Those students who sit an examination or complete and submit a piece of
work when they are ill or troubled in some way.

Those students whose preparation for assessment is affected by illness or other
adverse circumstances.

Those students for whom mitigating circumstances have arisen during an
assessment period which may have affected only a part of the assessment, for
example in one subject area only.

Bereavement (family or otherwise).

Domestic problems (including divorce, separation, parental divorce).

Work commitments (part time students and those repeating modules on a part
time basis only)

Other factors which may reasonably be deemed to have had an adverse impact
comparable with those above.
Where a student submits a claim for mitigating circumstances due to illness or
circumstances relating primarily to family or friends, evidence must be submitted
demonstrating how the illness or circumstances have affected the student.
The following are unacceptable reasons for mitigation:

Misreading the timetable resulting in absence from an examination.

IT failure, including but not limited to computer failure/storage device
failure/printer failure.

Work commitments for full time students

Problems associated with travelling arrangements/holidays traffic problems or
stress caused by travel problems. It is the responsibility of the student to make
42
appropriate arrangements to ensure that assignments are submitted on time
and/or that they present themselves for an examination on time. This should be
borne in mind when making any plans to return to University after a home
visit or when making holiday/travel arrangements. In cases of extremis, travel
issues may be taken into account for students with disabilities where the
combination of unforeseen circumstances and disability related issues impinge
on attendance.
Acceptable evidence in support of mitigating circumstances
Medical
Extensions or deferrals will only be granted in exceptional circumstances. The
University is unable to make allowances for minor illnesses such as headaches, upset
stomachs, coughs and colds. These affect everyone and it would not be practical or
sensible to take account of them all.
Students are expected to plan their work and allow leeway to cope with minor
misfortunes.
It is important that students go to see or have a telephone consultation with the doctor
or nurse while they have the symptoms so that a signed certificate can be issued
which includes precise dates of illness, a diagnosis or description of symptoms and a
statement on the severity of the impairment. Notes/letters from a doctor or nurse
stating that the illness/ailment ‘may have an impact’ or which state ‘the patient
informs me’ will not normally be accepted as valid evidence.
Medical practices will not normally issue certificates for self-limiting illnesses of less
than seven days
Where a student seeks an extension/deferral/mitigating circumstances due to illness or
circumstances relating primarily to family or friends, evidence must be submitted
demonstrating how the illness or circumstances have affected the student.
Where a student provides medical certification which states that they are suffering
from an on-going medical condition which will on an on-going or recurring basis
impact on their studies, they will not be expected to provide new date-specific
evidence for each assessment period for which they seek extension, deferral or
mitigating circumstances.
Work commitments (Part time students and those repeating modules on a part time
basis only)
Part time students seeking extension, deferral or mitigating circumstances on the
grounds of work commitments should submit a letter from their employer.
Practical problems
The University will not take account of events such as car breakdowns, public
transport delays, traffic problems and computer breakdowns. For a submission
deadline or an exam, students must allow extra time in case such things happen. It is
the student’s own responsibility to back up work on a computer.
43
Disability
The University will take into account issues arising from a combination of disability
and wholly exceptional circumstances
Evidence from the University
In exceptional cases, a signed statement from the Head of Student Support, or
nominee, may be deemed acceptable evidence. However, this will be limited to those
cases where in the view of the Mitigating Circumstances Board or, in the case of
extension or deferral, the relevant Head of Department, the nature of the mitigating
circumstances are such that other independent documentary evidence could not
reasonably be provided. The Head of Student Support or nominee are under no
obligation to provide a supporting letter and will only do so where strict criteria have
been met.
Late penalties will normally be waived if the University's own computing systems
were at fault. However the failure has to be substantial, very close to the deadline, and
documented by LIS.
Illness during examinations
A candidate who is absent from part or the whole of an examination on account of
illness must inform Registry Services (Student Programmes) and provide a valid
medical certificate without delay. A properly-evidenced claim for mitigating
circumstances should be submitted on form MC1 before the published deadline.
A statement from a member of University staff who witnesses the condition of the
student in or on leaving the assessment, describing the circumstances as witnessed,
may be considered by the Mitigating Circumstances Panel as evidence regarding a
case where a student leaves an assessment due to the sudden onset of illness.
Wherever possible, written examinations will be taken by candidates in recognised
assessment rooms and every effort will be made to avoid the necessity of making
specific assessment arrangements elsewhere.
Where a candidate is unable due to illness or temporary disability to sit a written
examination at the published venue, arrangements will be made, if feasible, for the
written examination to be taken in another room under the control of staff of the
University.
A candidate seeking such specific arrangements must report to Registry Services
(Student Programmes) as far as possible in advance of the start of the written
examination.
Students with a notifiable, communicable disease must not attend examinations and
should obtain medical evidence in support of a deferral or claim to the mitigating
circumstances board
44
Where a request is made for the written examination to be taken in a hospital,
approval of the request will be dependent upon the provision of suitable facilities and
access to such facilities by a supervisor of the University.
If a student is unable, through disability, to be assessed by the normal methods
specified in the module assessment requirements the Head of Department, in
consultation with the External Examiner, may vary the assessment methods as
appropriate, bearing in mind those competence standards which inform the learning
objectives. Any such alternative assessment shall be approved in advance by the
University’s Disabilities Coordinator or equivalent. Advice on the types of alternative
assessment may be sought from the Dean of AQE.
45
Generic Marking Criteria for levels 4, 5 and 6
The assessment criteria are used to measure student performance:
how well you have fulfilled the specific learning outcomes of the
module. The same criteria can apply to each level, because the
learning outcomes are graduated by level. The learning outcomes
at different levels define the complexity of understanding and skills
that you must achieve in that module.
The criteria offer descriptions of standards of achievement relating
to four types of learning outcome, and four separate charts of these
appear below:
 Knowledge and understanding
 Cognitive skills
 Practical or professional skills
 Communication skills.
There are various descriptors under these headings, describing
different aspects of understanding or skill. Assessors use the ones
that apply to the particular outcomes you should demonstrate: if the
learning outcomes of your module do not require (for example)
practical skills, then those criteria do not apply.
Because not all of the criteria will apply to each module, different
departments and faculties in the University may customise these
criteria to describe how they apply to your particular area of study
or to a particular type of assessment. They may also customise
them to show how they interpret and apply them at different levels
(4–6). In these cases, they will publish the criteria for you to see.
These discipline-specific, task-specific and level-specific criteria
will always conform to the institutional criteria set out here: they
will specify, not contradict them.
The University classifies Honours Degrees and awards Foundation Degrees (FD) with Distinction and Merit. A brief
summary of the broad characteristics of each class is given here, but you should consult the full grids below to fill out
the detail and full range of descriptors. Classifications are made at the point of award, using a formula set out in the
Principles and Regulations. Further details and examples may be found on the Registry Services Portal pages.
Honours
Degrees
Foundation
Degrees
Knowledge
and
understanding
Cognitive
skills
Practical or
professional
skills
Communication skills
1st
2.1
2.2
3rd
Fail
Distinction
Merit
Pass
Pass
Fail
Excellent command of
highly relevant,
extensively-researched
material;
very sound
understanding of
complexities.
Convincing ability to
synthesise a range of
views or information
and integrate
references
sophisticated
perception,
critical insight &
interpretation;
logical, cogent
development of
argument.
Expert demonstration,
and accomplished and
innovative application
of specialist skills;
very high level of
professional
competence.
Very clear, fluent,
sophisticated and
confident expression;
highly effective
vocabulary and style;
near perfect spelling,
punctuation and
syntax.
Clear, sound
understanding of
subject matter;
breadth and depth of
material, accurate and
relevant.
Basic knowledge
sound but may be
patchy;
reasonable range of
source material.
Limited consistency of
depth and accuracy of
detail; background
material relevant but
over-reliant on few
sources.
Content may be thin or
irrelevant; scant
evidence of
background
investigation.
Ability to synthesise a
range of views or
information and
incorporate references;
perceptive, thoughtful
interpretation; wellreasoned discussion;
coherent argument.
Evidence of drawing
information together;
ideas tend to be stated
rather than developed;
attempt made to argue
logically with
supporting evidence,
although some claims
may be
unsubstantiated.
Limited perspective or
consideration of
alternative views
largely descriptive;
some ability to
construct an argument
but may lack clarity or
conviction, with
unsupported assertion.
Superficial use of
information;
explanations may be
muddled at times;
poorly structured, little
logic;
may have
unsubstantiated
conclusions based on
generalisation.
Good performance;
capable and confident
application of
specialist skills;
substantial level of
professional
competence.
Clear, fluent, confident
expression;
appropriate vocabulary
and style; high
standard of accuracy in
spelling, punctuation
and syntax.
Mostly competent and
informed application
of specialist skills;
sound level of
professional
competence.
Sufficient evidence of
developing specialist
skills; satisfactory
level of professional
competence.
Little evidence of skill
development or
application;
questionable level of
professional
competence.
Clearly written,
coherent expression;
reasonable range of
vocabulary and
adequate style; overall
competence in
spelling, punctuation
and syntax.
Expression,
vocabulary and style
reasonably clear but
lack sophistication;
inaccuracies in
spelling, syntax and
punctuation do not
usually interfere with
meaning.
Expression of ideas
insufficient to convey
clear meaning;
inaccurate or
unprofessional
terminology; many
errors in spelling,
punctuation and
syntax.
KNOWLEDGE
&
UNDERSTANDI
NG
Range and
relevance of
reading and
research
90–100
(1st class/FD
Distinction
Far-reaching
investigation and
insight
80–89
(1st class/ FD
Distinction)
70–79
(1st class/FD
Distinction)
60–69
(upper second/FD
Merit)
50–59
(lower second/FD
Pass)
40–49
(third class/FD
Pass)
30—39
(Fail/FD Fail)
Comprehensive
research and
coverage of topic
integrating wide
range of academic
sources
Extensive subject
knowledge with
detailed insight
into and
understanding of
relevant theory
Excellent
command of
highly relevant,
extensivelyresearched
material
Extensive,
thorough coverage
of topic, focused
use of detail and
examples
Wide range of
core and
background
reading,
effectively used
Reasonable range
of reading;
references to
relevant but not
wide variety of
sources
Content generally
relevant and
accurate, most
central issues
identified; basic
knowledge sound
but may be patchy
Background
reading mostly
relevant but overreliant on few
sources
Scant evidence of
background
reading; weak
investigation
No evidence of
relevant reading
No evidence of
reading
No use of sources
Fairly basic
knowledge,
limited
consistency of
depth and
accuracy of detail;
not all aspects
addressed, some
omissions
Partial
understanding of
subject matter,
core concepts and
relevant issues;
basic reference to
theory
Contains very
slight detail;
content may be
thin or irrelevant;
issues poorly
identified
Little relevance of
content;
unacceptably
weak or
inaccurate
knowledge base
Knowledge base
extremely weak;
content almost
entirely irrelevant
or erroneous
Material not
relevant or
correct; no
evidence of
knowledge
Very little
understanding of
subject matter,
ideas and issues;
may be issue of
misreading/
misinterpretation
of question
Inadequate
familiarity with
the text
Significant
weaknesses and
gaps in
understanding of
subject matter,
ideas and issues;
misunderstanding
of question
Little awareness
of text
Devoid of
understanding of
subject matter,
ideas and issues
No relevant
understanding
evident; response
to question
virtually nil
Misunderstanding
of text
No reference to
text
Weak
understanding of
artistic or critical
context
Lack of
understanding of
artistic or critical
context
Inaccurate
reference to
artistic or critical
context
No awareness
demonstrated of
artistic or critical
context
Breadth and
depth of
coverage,
accurate and
relevant in detail
and example
Breadth and
depth of
knowledge
Develops new
knowledge or
novel perspective
going beyond the
literature
Understanding of
subject matter
and theory
Work produced
could hardly be
bettered when
produced under
parallel conditions
Sophisticated
understanding of
complexities of
key theoretical
models, concepts
and arguments
Excellent, very
sound
understanding of
complexities of
key theoretical
models, concepts
and arguments
Clear, sound
understanding of
subject matter,
theory, issues and
debate
Reasonable level
of understanding
of subject matter,
theory and ideas;
main issues
satisfactorily
understood
Textual studies
Outstanding
engagement with
text
Sophisticated
engagement with
text
Good, careful
engagement with
text
Reasonably good
ability to respond
to text
Some ability to
respond to the text
Contextual
studies
Outstanding
understanding of
artistic or critical
context
Sophisticated
understanding of
artistic or critical
context
Excellent,
consistent
engagement with
text
Comprehensive
understanding of
artistic or critical
context
Good
understanding of
artistic or critical
context
Sound, but may be
limited,
understanding of
artistic or critical
context
Adequate but
partial
understanding of
artistic or critical
context
20–29
(Fail/FD Fail)
10–19
(Fail/FD Fail)
0–9
(Fail/FD Fail)
COGNITIVE
SKILLS
90–100
(1st class/FD
Distinction)
80–89
(1st class/FD
Distinction)
70–79
(1st class/FD
Distinction)
60–69
(upper
second/FD
Merit)
Ability to
synthesise a
range of views
or information
and incorporate
references
50–59
(lower
second/FD
Pass)
Evidence of
drawing
information
together
Selection and use
of information
Outstanding
level of original
synthesis,
analysis,
argument and
evaluation
Creative,
innovative
synthesis of
ideas
Convincing
ability to
synthesise a
range of views
or information
and integrate
references
Interpretation of
information
Work produced
could hardly be
bettered when
produced under
parallel
conditions
Sophisticated
perception,
critical insight
and
interpretation
Excellent
perception,
critical insight
and
interpretation
Perceptive,
thoughtful
interpretation
Sound
explanation; this
may be partly
descriptive and
factual; ideas
tend to be stated
rather than
developed
Critical analysis
using theory
Work produced
could hardly be
bettered when
produced under
parallel
conditions
Challenging,
comprehensive
critical analysis
sustained
throughout
Consistent
development of
critical analysis
and
questioning,
using theory
Some attempt at
critical analysis
using theory;
may be limited
and lack
consistency or
conviction
Structure and
argument
Work produced
could hardly be
bettered when
produced under
parallel
conditions
Authoritative
and persuasive
argument
Very good
depth and
breadth of
critical analysis;
sustained,
thorough
questioning
informed by
theory
Excellent
organisation of
ideas; clear,
coherent
structure and
logical, cogent
development of
argument
Logically
structured; good
organisation of
ideas; wellreasoned
discussion;
coherent
argument
Awareness of selfdevelopment, and
/or personal
engagement
Thorough and
sophisticated
appreciation of
learning gained
and impact on
self; pertinent
personal
analysis;
imaginative,
insightful,
creative
Thorough and
sophisticated
appreciation of
learning gained
and impact on
self; pertinent
personal
analysis;
imaginative,
insightful,
creative
Thorough
appreciation of
learning gained
and impact on
self; pertinent
personal
analysis;
imaginative,
insightful,
creative
Good awareness
of learning and
selfdevelopment;
pertinent
personal
comment; some
freshness of
insight, some
creative
thinking and
imagination
Reasonable
structure;
organisation
may lack some
logical
progression;
attempt made to
argue logically
with supporting
evidence,
although some
claims may be
unsubstantiated
Reasonable
awareness of
learning and
selfdevelopment;
may show a
little indication
of originality or
personal
engagement
40–49
(third class/FD
Pass)
30—39
(Fail/FD Fail)
20–29
(Fail/FD Fail)
10–19
(Fail/FD Fail)
0–9
(Fail/FD Fail)
Little
discrimination
in use of
material;
limited
perspective or
consideration of
alternative
views
Some
interpretation or
insight; may be
largely
descriptive, or
superficial;
over-reliance
on narrative or
anecdote for
explanation
Some evidence
of rationale;
minimal
attempt to
examine
strengths and
weaknesses of
an argument
Superficial use
of information,
minimal
association;
references not
integrated
Incorrect use of
material or
information
Little or no use
of material or
information
Little or no use
of material or
information
Little attempt to
interpret
material, or
merely
descriptive;
explanations
may be muddled
at times
Purely
descriptive;
very limited
discussion
Any attempt at
discussion
limited to
personal view;
no discernible
insight
No
interpretation
of information
Limited breadth
and depth of
analysis,
inadequate
critical skills;
shallow and
superficial
Lacking or
erroneous
analysis;
negligible
evidence of
thought
Isolated
statements
indicating lack
of thought
Isolated
statements
indicating lack
of thought
Basic structure;
may be some
repetition or
deviation; some
ability to
construct an
argument but
may lack clarity
or conviction,
with
unsupported
assertion
Poorly
structured, little
logic;
may have
unsubstantiated
conclusions
based on
generalisation
Lack of
recognisable
structure or
reference to
argument; no
related
evidence or
conclusions
Lack of
evidence of
reasoning
Some
awareness of
learning and
selfdevelopment;
personal
engagement
only very slight
Little or
muddled
awareness of
learning and
selfdevelopment;
minimal
appraisal
Structure
confused or
incomplete;
poor if any
relationship
between
introduction,
middle and
conclusion;
lack of
evidence to
support views
expressed
Discussion of
own learning
and
development
incoherent ;
issues are not
appraised
Very little
evidence of
self-awareness
No evidence of
self-awareness
90–100
(1st class/FD
Distinction)
80–89
(1st class/FD
Distinction)
70–79
(1st class/FD
Distinction)
60–69
(upper
second/FD
Merit)
Good
performance;
capable and
confident
application of
specialist skills
Useful links
drawn between
theory and
practice
50–59
(lower
second/FD
Pass)
Mostly
competent and
informed
application of
specialist skills
Specialist skills
Outstanding
expertise and
flair in the
application of
specialist skills
Sophisticated
expertise and
flair in the
application of
specialist skills
Integration of
theory and
practice
Skilled
integration of
theory and
practice
Skilled
integration of
theory and
practice
Expert
demonstration,
accomplished
and innovative
application of
specialist skills
Skilled
integration of
theory and
practice
Professional
competence
Extremely high
level of
professional
competence
Extremely high
level of
professional
competence
Very high level
of professional
competence
Substantial
level of
professional
competence
Sound level of
professional
competence
Reflective practice
Sophisticated
reflection on
personal and
professional
practice
Sophisticated
reflection on
personal and
professional
practice
Clear and
insightful
reflection on
personal and
professional
practice
Sound reflection
on personal and
professional
practice
Adequate but
limited
reflection on
personal and
professional
practice issues
Excellent
technical
understanding
and judgement;
work produced
could hardly be
bettered when
produced under
parallel
conditions
Excellent
technical
understanding
and judgement;
exceptional
level of
competence in
use of materials
and appropriate
application of
working
processes and
techniques
Thorough
technical
understanding
and judgement;
excellent level
of competence
in use of
materials and
appropriate
application of
working
processes and
techniques
Clear
understanding,
reflection and
evaluation of
implications for
personal and
professional
practice
Accurate
technical
understanding
and judgement;
good level of
competence in
use of materials
and appropriate
application of
working
processes and
techniques
Technical
understanding and
use of materials
Mostly accurate
technical
understanding
and judgement;
satisfactory
level of
competence in
use of materials
and appropriate
application of
working
processes and
techniques
Relationship
between content,
form and
technique
Work produced
could hardly be
bettered when
produced under
parallel
conditions
Excellent
design; strong
relationship
between
content, form &
technique
Good design;
meaningful
relationship
between
content, form &
technique
Fair design;
generally sound
relationship
between content,
form &
technique
Analysis of
performance
Outstanding
critical analysis
of performance
Excellent design
and
sophisticated
relationship
between
content, form &
technique
Sophisticated
critical analysis
of performance
Strong and
thorough
critical analysis
of performance
Good critical
analysis of
performance
Sound analysis
of performance
Adequate
though only
partially
accurate
technical
understanding
and judgement;
adequate level
of competence
in use of
materials and
application of
working
processes and
techniques
Adequate
evidence of
some
relationship
between
content, form &
technique
Adequate
analysis of
performance
PRACTICAL OR
PROFESSIONAL
SKILLS
Consideration of
related theory
and practice
40–49
(third class/FD
Pass)
30—39
(Fail/FD Fail)
20–29
(Fail/FD Fail)
10–19
(Fail/FD Fail)
0–9
(Fail/FD Fail)
Sufficient
evidence of
developing
specialist skills
Little evidence
of skill
development or
application
Very little
evidence of
specialist skill
development
Minimal
evidence of
specialist skill
development
No evidence of
skill
development
Consideration
of both theory
and practice,
which may be
uneven
Satisfactory
level of
professional
competence
Uneven balance
between theory
and practice
Little
appreciation of
theory in
practice
Relationship
between theory
and practice not
evident
No awareness
of theory in
practice evident
Questionable
level of
professional
competence, e.g.
may be some
evidence of
unsafe practice
Inadequate
reflection on
personal and
professional
practice issues
Lack of
professional
competence
Serious lack of
professional
competence
Professional
incompetence
Slight, if any,
reflection or
reference to
personal and
professional
practice
Slight, if any,
reflection or
reference to
personal and
professional
practice
Slight, if any,
reflection or
reference to
personal and
professional
practice
Slight technical
understanding
and judgement,
with
inaccuracies;
lack of
competence in
use of materials
and erroneous
application of
working
processes and
techniques
Feeble
technical
understanding
and judgement;
incompetence
in use of
materials and
erroneous
application of
working
processes and
techniques
Almost no
technical
understanding
or judgement;
serious
incompetence
in use of
materials and
erroneous
application of
working
processes and
techniques
No technical
understanding
or judgement;
uninformed and
arbitrary use of
material,
methods,
processes and
techniques
Limited or
unresolved
relationship
between content,
form &
technique
Very limited
relationship
between
content, form &
technique
Limited
information
about
performance
Very limited
information
about
performance
Minimal
evidence of
understanding
of relationship
between
content, form &
technique
Insufficient
evidence of
knowledge of
performance
No evidence of
understanding
of the
relationship
between
content, form &
technique
No evidence of
knowledge of
performance
COMMUNICATION
SKILLS
Written vocabulary
and style
Spelling, punctuation
and syntax
Referencing
Presentation skills
Dialogic skills
90–100
(1st class/FD
Distinction)
80–89
(1st class/FD
Distinction)
70–79
(1st class/FD
Distinction)
60–69
(upper
second/FD
Merit)
Clear, fluent,
confident
expression;
appropriate
vocabulary and
style
50–59
(lower
second/FD
Pass)
Clearly written,
coherent
expression;
reasonable
range of
vocabulary and
adequate style
Exceptional
clarity and
coherence;
highly
sophisticated
expression;
work produced
could hardly be
bettered when
produced under
parallel
conditions
Near perfect
spelling,
punctuation and
syntax
Extremely wellwritten, with
accuracy and
flair; Highly
sophisticated,
fluent and
persuasive
expression of
ideas
Very clear,
fluent,
sophisticated
and confident
expression;
highly effective
vocabulary and
style
Near perfect
spelling,
punctuation and
syntax
Near perfect
spelling,
punctuation and
syntax
High standard
of accuracy in
spelling,
punctuation and
syntax
All sources
acknowledged
and
meticulously
presented
Great clarity
and maturity of
presentation;
independence
in extensive
planning and
preparation
All sources
acknowledged
and
meticulously
presented
High standard
of presentation;
evidence of
thorough
planning,
preparation and
organisation
Sources
acknowledged
and accurately
presented
Overall
competence in
spelling,
punctuation and
syntax,
although there
may be some
errors
Sources
acknowledged
and referencing
mostly accurate
All sources
acknowledged
and
meticulously
presented
Complete
accuracy in
presentation;
highly
autonomous,
thorough and
well-managed
approach
Outstanding
ability to
stimulate and
enable
discussion
Excellent
ability to
stimulate and
enable
discussion
Excellent
ability to
stimulate and
enable
discussion
Clear evidence
of ability to
stimulate and
facilitate
discussion
Good standard
of presentation;
well-organised;
relevant
planning and
preparation
Presentation
generally
sound, maybe
some
weaknesses;
fairly good
organisation,
planning and
preparation
Capable
attempts at
participation in
discussion
40–49
(third class/FD
Pass)
30—39
(Fail/FD Fail)
20–29
(Fail/FD Fail)
10–19
(Fail/FD Fail)
0–9
(Fail/FD Fail)
Expression,
vocabulary and
style reasonably
clear but lack
sophistication
Expression of
ideas
insufficient to
convey clear
meaning;
inaccurate or
unprofessional
terminology
Lack of clarity,
very poor
expression;
style
inappropriate,
terminology
inadequate and
inappropriate
Inaccuracies of
expression and
vocabulary
render
meaning of
written work
extremely
unclear
Incoherent
expression
Inaccuracies in
spelling,
punctuation and
syntax do not
usually interfere
with meaning
Many errors in
spelling,
punctuation and
syntax
Many serious
errors of
spelling,
punctuation
and syntax
Many serious
errors of even
basic spelling,
punctuation
and syntax
Heavily
inaccurate;
inappropriate
use of
language
Sources
acknowledged;
references not
always correctly
cited/presented
Some
confidence in
presentation,
with some
lapses; adequate
organisation,
planning and
preparation
Referencing
incomplete or
inaccurate
Referencing
inaccurate or
absent
No attempt at
referencing
No attempt at
referencing
Few
presentation
skills;
weaknesses of
organisation,
planning and
preparation
Ineffective
presentation
skills; serious
deficiency in
organisation,
planning and
preparation
Inadequate
presentation
skills; almost
no evidence of
organisation,
planning or
preparation
Presentation
totally
ineffective; no
evidence of
organisation,
planning or
preparation
Adequate
participation in
discussion
Little
constructive
participation in
discussion
Inadequate
attention given
to discussion
No attention
given to
discussion
No attention
given to
discussion
Academic Programme Policies and Procedures
Originator
Policy / Procedure
(for further
enquiries)
Route from SharePoint Homepage
AQSS
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Publication
Student Experience: A Companion to the Quality & Standards
Manual
The Student Experience - A Companion to the Quality & Standards Manual is a
collection of policies, procedures and guidelines for staff and students covering the nonacademic aspects of a student’s university career. Within this area of SharePoint staff and
students can access policies and procedures relating to students’ support, behaviour, rights
and responsibilities.
The documents are split into three categories:
Student Related Policies and Procedures.
This section lists University policies and procedures that students should make themselves
aware of as they relate to students’ rights and responsibilities as a member of the University
community. The section also contains policies that staff may need to be aware of in their role
of supporting students and the student experience.
Student Related Guidance.
This section contains guidelines for students on their rights and responsibilities and explains
the ‘student related policies and procedures’. Students are advised to familiarise themselves
with this section.
Factsheets
This section is primarily aimed at staff who support students. This section contains guidelines
and fact sheets offering support and advice. All staff are advised to familiarise themselves
with these pages.
Staff and Students can access the documents contained within the companion using the
following information:
File Path: SharePoint Home > Support Departments > Student Support and
Guidance > The Student Experience - A Companion to the Quality & Standards
Manual