Preston’s College
Higher Education
STUDENT HANDBOOK
HNC/HND Aeronautical Engineering
Full/Part Time
In Partnership with
Pearson Education
Academic year 2015 -2016
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Contents
Introduction
4
Section 1: Introduction to the Course
5
1.1 Introduction to the Course
5
1.2 Introduction to the Course Team
5
1.3 External Examiner
6
1.4 Aims of the Course
6
1.5 Course and module Structure
6
1.5 Course Learning Outcomes
7
1.6 Module Descriptions
7
1.7 Workbased Learning and Work Experience
Section 2: Study Support
12
13
2.1 – The InZone
13
2.2 Learning Zone Assistants
13
2.3 - VALNOW
14
2.4 E- Learning Facilities
14
Section 3 : Support For Students
14
3.1 – SEND
14
3.2 - Student Services
15
3.3 - The Learner Voice – Have Your Say
15
3.4 - Student feedback
16
3.5 - The Student Council
17
3.6 - The Students Union. (SU)
17
3.7 – Complaints and Compliments
17
3.8 - The Student Charter
17
3.9 – Conduct
17
3.10 - Attendance
18
Section 4: Progression
18
Section 5: Assessment
18
5.1 – Assessment
18
5.4 – Extenuating Circumstances
19
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5.5 - Assessment Boards
21
5.6 - Cheating, plagiarism, collusion or re-presentation
21
Section 6: Health and Safety
22
Section 7: Data Protection
23
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Introduction
We are delighted to welcome you to Higher Education at Preston’s College. The purpose of
this handbook is to provide you with a comprehensive and user-friendly guide to Higher
Education at the College in conjunction with our partners.
It offers a range of practical information that explains what you need to do in order to succeed,
together with information about the range of support at your disposal. It also outlines what the
college's expectations are of you.
The College has an inclusive, diverse and friendly environment, and we encourage
independence and responsibility in all our students, while giving you the support you need,
when you need it. College can be your stepping stone to a great new life and we will do
everything we can to ensure that you get the training and qualifications you need.
Whatever course you study, you will get first class teaching and support from staff who really
care and want to help you do well. Your commitment is equally important and we expect you
to attend regularly and punctually and to make the most of the many opportunities that
Preston’s College will provide.
This Handbook should be read in conjunction with the Academic Regulations and, where
appropriate, with programme documentation, student handbooks.
If there is any information you can’t find in the handbook – just ask. We’re here to help.
Lis Smith
Principal and Chief Executive
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Section 1: Introduction to the Course
1.1 Introduction to the Course
HNC/D Aeronautical engineering is a broad programme which covers fundamental aspects
of mechanical engineering, electrical and electronic engineering and propulsion technology,
as well as specialist aerospace topics such as aerodynamics, aircraft control systems,
avionics and aircraft structure.
Well-structured HNC/D Aeronautical Engineering course will teach you how to integrate
mathematics, physics, electronics, aerodynamics, engine propulsion, and material science
together under a strong design philosophy to allow you to design, analyse, test, and maintain
aircraft airframe, avionic and power plant systems.
A key progression path for HNC/D learners is to the second or third year of a degree or
honours degree programme, depending on the match of the Higher National units to the
degree programme in question.
This course is for those students wanting to progress into aerospace technology management or
gain professional recognition, by progressing to Incorporated Engineer Status. Students must
have the ability to self-motivate and a willingness to learn new skills and techniques.
1.2 Introduction to the Course Team
1. SCOTT CUBITT: HEAD OF SCHOOL
2. MOHAMMED MOKAMMEL HOQ : PROGRAMME TEAM LEADER
3. SHAB KABIR: LECTURER
4. EAMONN REYNOLDS: LECTURER
5. MIKE MAGUIRE: LECTURER
6. KEVIN MURPHY: LECTURER
7. WAYNE HARLING: LECTURER
8. RICHARD BLACKIE: LECTURER
9. RICHARD BONE: LECTURER
10. CHRIS APPLEBY: LECTURER
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1.3 External Examiner
The External Examiner is appointed by Pearson who helps to ensure that the standards of your
course are comparable to those provided at other higher education institutions in the UK. You
will be notified in due course the name of the External Examiner.
1.4 Aims of the Course
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To provide individuals with knowledge, understanding and skills for success in employment
in the Aerospace engineering and related sectors.
To permit progression to an undergraduate degree or further professional qualification in
Aerospace engineering or related areas.
To provide opportunities for specialist study relevant to individual vocations and contexts.
To develop the individual’s ability to make an immediate contribution to employment in the
Aerospace engineering sector, through effective use and combination of the knowledge and
skills gained in different parts of the programme.
To develop a range of skills and techniques, personal qualities and attributes essential for
successful performance in working life and thereby enabling learners to make an immediate
contribution to employment.
To provide education and training for a range of careers in the Aerospace Engineering
sector.
To provide opportunities for learners to gain a nationally-recognised vocationally-specific
qualification to enter employment in the sector or progress to higher education
qualifications such as a fulltime degree in a related area.
To present opportunities for learners to focus on the development of the higher level skills
in Aerospace engineering and related areas.
To provide opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life.
To assist in the development of learners’ knowledge, understanding and skills in the field of
Aerospace Engineering.
1.5 Course and module Structure
Unit No
Module Title
Year 1
Semester
1
Analytical Methods for Engineers
1&2
2
Engineering Science
1&2
3
Project Design and Implementation
1&2
5
Electrical Principles
1&2
67
Theory of Flight
1
82
Aircraft System Principles
1
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83
Aerodynamic Principles and Aircraft Design
2
90
Aircraft Propulsion Systems
2
Unit No.
Module Title
Year 2
Semester
7
Business management Technique
1&2
8
Engineering Design
1&2
30
Quality Assurance Management
1&2
35
Further Analytical Methods
1&2
84
Aerodynamic Principles and Aircraft Stability
and Performance
1&2
85
Automatic Flight Control Systems
1&2
89
Aircraft Structural Integrity
1&2
92
Aircraft Gas Turbine Science
1&2
1.5 Course Learning Outcomes:
For Specialist Units Visit:
http://qualifications.pearson.com/content/dam/pdf/BTEC-HigherNationals/Aeronautical-Engineering/2010/Specification/BH023339-HNCD-L45-inAeronautical-Engineering-units-130710.pdf
For General Units Visit:
http://qualifications.pearson.com/content/dam/pdf/BTEC-HigherNationals/Aeronautical-Engineering/2010/Specification/BH023332-HNCDEngineering-units.pdf
1.6 Module Descriptions
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Year 1 Units
This first year provides you with the core discipline knowledge you will require to utilise throughout
your future studies. Further, it develops your competency in both laboratory and live environments,
equipping you with a range of practical techniques. The first year also equips you with a wide range
of academic and professional skills which will allow you to navigate successfully the transition, from
school to college
Analytical Methods for Engineers:
This module will provide the analytical knowledge and techniques needed to carry out a range of
engineering tasks and will provide a base for further study of engineering mathematics.
Engineering Science:
Engineers, no matter from what discipline, need to acquire a fundamental understanding of the
mechanical and electrical principles that underpin the design and operation of a large range of
engineering equipment and systems.
This module will develop learners’ understanding of the key mechanical and electrical concepts that
relate to all aspects of engineering. In particular, learners will study elements of engineering statics
including the analysis of beams, columns and shafts. They will then be introduced to elements of
engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform
acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion.
The electrical system principles in learning outcome 3 begin by refreshing learners’ understanding of
resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoff’s law
to solve problems involving at least two power sources. Circuit theorems are also considered for
resistive networks only together with a study of the characteristics of growth and decay of
current/voltage in series C-R and L-R circuits.
The final learning outcome develops learners’ understanding of the characteristics of various AC
circuits and finishes by considering an important application – the transformer.
Aircraft System Principles and Applications:
This module will enable learners to apply the necessary mechanical, electrical and electronic
principles to the examination of aircraft systems. Learners will investigate the principles and
components used for the control and performance monitoring of aircraft systems, including
transducers and signal conditioning and amplifiers. They will examine the construction and
operation of aircraft power systems and the methods used to ensure the integrity and safety of
aircraft power distribution. Finally, learners will analyse aircraft control systems and will apply
aircraft system control methods to the response of typical aircraft systems.
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Construction and Operation of Aircraft Fluid Systems: This module will investigate the constructional detail,
operating principles and system function of a variety of aircraft hydraulic and pneumatic system components.
Learners will interpret and analyse hydraulic and pneumatic circuit drawings and use a variety of illustrative
methods and conventions so that fluid system operational status may be determined. The module will also
enable learners to inspect a range of aircraft hydraulic and pneumatic systems.
Automatic Flight Control Systems:
This module will examine the automatic flight control systems that are key to the safe operation of
aircraft. Learners will investigate and carry out a systems analysis on aircraft servo-mechanisms,
such as control and indication systems and integrated flight control systems. They will then analyse
the function and operation of yaw damper systems and will examine yaw channel instability. The
behaviour and parameters of auto pilot and auto throttle systems are also investigated, before
learners look at the characteristics of auto land systems.
Project:
This module provides opportunities for learners to develop skills in decision making, problem solving
and communication, integrated with the skills and knowledge developed in many of the other
modules within the programme to complete a realistic project.
It requires learners to select, plan, implement and evaluate a project and finally present the
outcomes, in terms of the process and the product of the project. It also allows learners to develop
the ability to work individually and/or with others, within a defined timescale and given constraints,
to produce an acceptable and viable solution to an agreed brief.
If this is a group project, each member of the team must be clear about their responsibilities at the
start of the project and supervisors must ensure that everyone is accountable for each aspect of the
work and makes a contribution to the end result.
Electrical and Electronic Principles:
Circuits and their characteristics are fundamental to any study of electrical and electronic
engineering and therefore a good understanding is important to any engineer.
The engineer must be able to take complex electrical circuit problems, break them down into
acceptable elements and apply techniques to solve or analyse the characteristics. Additionally, fine
tuning of the circuits can be performed to obtain required output dynamics.
This unit draws together a logical appreciation of the topic and offers a structured approach to the
development of the broad learning required at this level. Learners will begin by investigating circuit
theory and the related theorems to develop solutions to electrical networks.
In learning outcome 2 the concept of an attenuator is introduced by considering a symmetrical twoport network and its characteristics. The design and testing of both T and π networks is also covered.
Learning outcome 3 considers the properties of complex waveforms and Fourier analysis is used to
evaluate the Fourier coefficients of a complex periodic waveform.
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Finally, learning outcome 4 introduces the use of Laplace transforms as a means of solving first order
differential equations used to model RL and RC networks, together with the evaluation of circuit
responses to a step input in practical situations.
Aircraft Propulsion Technology:
In this module learners will examine the scientific principles that relate to aircraft gas turbines and how they
affect the performance of aircraft propulsion engines. Learners will also consider the aerodynamic and
mechanical design of gas turbine engine modules and propellers. The module will develop learners’
understanding of the performance parameters of gas turbine engines, the material limitations of
engine modules and the information used to monitor engine performance.
Finally learners will investigate the construction, operation and layout of aircraft engines and engine
components.
Year 2
In the second year you will be given the opportunity to expand upon your basic knowledge and skills.
The final year of the programme concludes the HND.
Business Management Techniques:
In industry, engineers need to understand other factors which drive the business forward. The
current financial state of the business will dictate what resources can be afforded to potential
projects. Therefore, it is not always possible to select and use the latest technology. Most often,
engineering solutions must also be business solutions which are constrained by budgets and time for
example. To this end, engineering management requires understanding of business management
techniques in order to advance business interests. This unit will provide the learner with the key
knowledge and understanding of management skills required by engineering managers.
This unit is intended to give learners an appreciation of business organisations and the application of
standard costing techniques, as well as an insight into the key functions underpinning financial
planning and control. It also aims to expand learners’ knowledge of managerial and supervisory
techniques by introducing and applying the fundamental concepts of project planning and
scheduling.
Learners will understand how to justify projects using financial tools such as profitability forecasts
and contribution analysis. They will also be able to develop resource and project plans in the form of
Gantt charts and with the use of software. They will be able to manage work activities using
methods such as Just in Time (JIT) and Statistical Process Control (SPC).
Materials Engineering:
The selection of the most appropriate materials for an engineered product and their processing is of
prime importance if the product is to be fit for purpose. Engineers must thus be aware of the range
of materials at their disposal. Knowledge of the structure of materials and the way in which this
affects their properties is also desirable. Material properties may be determined or verified by
testing and engineers should be aware of the range of standard tests and test equipment that is
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used and be able to interpret the test data. Materials generally need to be formed to shape,
fabricated or processed in some other way, to make engineering components. The properties of the
raw material can affect the choice of process and in some cases the choice of process can affect the
final properties of a component. Materials also, for a variety of reasons, sometimes fail in service
and engineers need to be aware of the modes and causes of such failure, as well as the preventative
methods that may be used, to prolong their service life.
This module will thus provide learners with the necessary background knowledge and understanding
of the properties, testing, treatments, processing, selection, failure modes and prevention of a
variety of engineering materials. In addition, this module offers learners the opportunity to consider
environmental issues related to increased productivity and sustainability that lead to less waste and
to the more efficient use of energy and resources when selecting materials for particular
applications.
Aircraft Gas Turbine Science:
In this unit learners will investigate aircraft gas turbine fluids, including the measurement of fluid flow and
aerodynamic losses in gas turbine modules. Learners will apply the thermodynamic principles that relate to
aircraft gas turbine engines and investigate the importance of thermodynamics in the design of aircraft
engines and control systems. The unit will also provide a basis for further study in aircraft thermofluids.
Aerodynamic Principles and Aircraft Design:
This unit will provide learners with an understanding of aircraft flight principles, including the means
by which aircraft are controlled, manoeuvred and stabilised. The unit begins by looking at the
properties of air and how these relate to the behaviour of aircraft. Learners will then investigate the
forces that act on an aircraft in subsonic flight such as lift, drag and thrust. They will also examine
the main design features of aircraft that are required to assist aircraft to fly safely. Finally, learners
will analyse the factors that influence aircraft stability and control and the systems used to achieve
this.
Advanced Mathematics for Engineering:
This unit will enable learners to develop further techniques for the modelling and solution of
engineering problems.
Learners will review methods for standard power series and use them to solve ordinary differential
equations. Numerical methods are then considered before both methods are used to model
engineering situations and determine solutions to those equations.
Laplace transforms are introduced in learning outcome 2 and their use in solving first and second
order differential equations together with the solution of simultaneous equations.
In learning outcome 3, Fourier coefficients are determined to represent periodic functions as infinite
series and then the Fourier series approach is applied to the exponential form to model phasor
behaviour. The final part of this learning outcome involves using the Fourier series to model
engineering situations and solve problems.
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Learning outcome 4 reviews partial differentiation techniques to solve rates of change problems and
problems involving stationary values. Also in this learning outcome, direct partial integration and the
separation of variables methods are used to solve partial differential equations. Finally, partial
differential equations are used to model engineering situations and solve problems.
Principles and Applications of Aircraft Fluid Systems:
In this unit learners will build on their understanding of aircraft fluid systems to analyse the
performance of pneumatic and hydraulic system components. Learners will use mathematical,
graphical and analytical methods to determine the parameters of fluid systems. They will apply the
principles of fluid mechanics, thermodynamics and heat transfer to analyse the performance of
hydraulic and pneumatic system components. Learners will then select components for a required
system based on component performance characteristics.
Aircraft Structural Integrity
In this module learners will analyse possible causes of aircraft structural failure, including fracture,
fatigue and creep. The unit will develop learners’ understanding of bonded repair concepts, enabling
them to design and analyse bonded repairs for metal and composite aircraft structures.
Finally learners will gain the skills needed to assess damage to structural components and produce
procedures for the inspection of aircraft structures. This will enable them to devise and produce
manufacturing schedules and manage preventative maintenance programmes.
Mechanical Principles
This module covers a range of mechanical principles which underpin the design and operation of
mechanical engineering systems. It includes aspects related to strengths of materials and mechanics
of machines. This module develops a firm foundation for work in engineering design and a basis for
more advanced study.
Learning and teaching will take place through a variety of mechanisms, including lectures, tutorials
and group work. Topics will be introduced in lectures and discussed through guided learning
activities.
Module assessment comprises a formative element and a summative element. The formative
assessment will take the form of a varying range of laboratory and tutorial tasks, to develop practical
and analytical skills. The summative assessment involves a single in course assessment comprising
three elements in the form of short answer questions.
1.7 Workbased Learning and Work Experience
No student should commence a work placement as part of this course that does not have a
current, valid health and safety appraisal – this appraisal may be undertaken by the College or
evidenced by the employer. The nominated member of the Course Team will agree a placement
in respect of health and safety and will consult with the College Health and Safety Manager where
necessary. Additionally each student will be required to undertake a H&S check on their
placement within the first week of any such work based learning. This check must be returned to
the nominated Tutor with responsibility for WBL on the course.
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Section 2: Study Support
2.1 – The InZone
Our state of the art Learning Zone is on two floors within the In Zone, with space to work,
quality resources and support for learning outside the classroom. Books and other
resources are in subject areas throughout the upper floor. Our self-issue kiosks enable you
to borrow and return your books and you can access our online resources 24/7!
We have space for class, group and individual work, relaxed low seating and silent spaces to
suit your way of learning. Most areas are drop-in but to ensure a space, book ahead (online
or in the Learning Zone). There is also an area for the exclusive use of higher education
students.
The main computer area is on the lower floor, but PCs are available through the entire
Learning Zone (over 100 altogether), with a suite of MACs on the upper floor. They are
available for drop-in but if you prefer to plan ahead, you can book a computer for a time to
suit you. Feel free to bring in your own laptop, tablet or smart phone. You can also borrow
our laptops or tablets to use in the Learning Zone. There are a range of printing services and
you can top up your printing account.
Our Learning Zone team is always on hand to help with using our resources and services
- researching, using e-books and other information, whilst helping you to develop your own
independent study skills.
Term-time opening hours
Monday
08.00-18.00
Tuesday
08.00-20.00
Wednesday
08.00-20.00
Thursday
08.00-20.00
Friday
08.00-17.00
Holiday opening hours
Monday– Friday 09.00-16.30
2.2 Learning Zone Assistants
Learning Zone Assistants are based in the Library Learning Centres and provide help with all
aspects of assignment work, research skills, MyCourse, referencing and study skills. In
addition there are Independence Coaches who provide support for students accessing DSA
See Section 2.
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2.3 - VALNOW
The VALNOW system is a resource for HE students, which allows access to the University’s
Learning Centre book and on-line learning resources in addition to those available in the
College. The VALNOW service is accessible from any computer in the College which has
internet access and you will be shown how to use the system during induction. The Learning
Centre staff are also available to assist students with the VALNOW system.
2.4 E- Learning Facilities
MYCOURSE (Virtual Learning Environment) is an online area where all students can access
course materials, resources and information. Live @ Edu gives access to students’ own
college email account, 25GB of storage space, access to online applications such Word and
PowerPoint and a variety of communication and collaboration tools. The Extranet allows
access to work saved at college from anywhere in the world, without the need for disks or pen
drives. The student homepage is a portal for thousands of online resources. The E-Info Centre
can be accessed from the student homepage and learners can see messages from tutors and
advertised events.
Section 3 : Support For Students
3.1 – SEND
Support for HE students is accessed through an application to the Disabled
Students’ Allowance (DSA). The application requires current up-to-date evidence of
your Specific Learning Difficulty and/ or Disability as defined under the disability
section of the Equality Act 2010. The DSA decide upon your eligibility for support
which is funded by Student Finance England (SFE). If you are eligible for support,
your needs are assessed by a Needs Assessment Centre who will write a report
detailing your support and recommendations.
Therefore if you have a Specific Learning Difficulty and/ or Disability that may affect
your studies, please inform us prior to enrolment. Please follow the hyperlink for
more information on the DSA:
https://www.gov.uk/disabled-students-allowances-dsas
You can also contact us for guidance via:
Telephone: 01772 225335 or 225217
Email:
[email protected]
[email protected]
If you do not have the evidence to support your application but would like to be
assessed for a Specific Learning Difficulty please contact us via the details above.
In order to ensure that students at Preston’s College are treated equally and to
ensure the system for charging is transparent and consistent with our HE partners; a
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contribution of £100 per student for a full diagnostic assessment has been
introduced.
In cases where you are not eligible to apply for DSA your tutor will make reasonable
adjustments to accommodate your needs.
.
3.2 - Student Services
Student Services is based on the ground floor of the Earnshaw Building, at the Fulwood
Campus. If you wish to make an appointment for an interview with a Welfare Adviser, then
these can be made at the Help Desk, in person or by telephoning (01772) 225656. We also
offer a Welfare 'Drop-in' facility most lunch times. Alternatively please contact us via email or
through the college website:
[email protected] or www.Preston’s.ac.uk/studentservices
The Counselling Service provides a confidential place for students in “crisis” or where specified
as part of a student’s Needs Assessment. The College counsellors will be able to signpost
students to external services, if ongoing support is needed.
Information about the College’s services, support, policies and procedures are available on
our online Student eHandbook which is accessible via the Student Portal. Information is
updated regularly.
A weekly Bulletin is made available on ProPortal and via email providing useful, current
information about College life.
ProPortal, a performance monitoring system, allows you to access information about your own
academic progress, up to date attendance and enables you to communicate with College staff.
3.3 - The Learner Voice – Have Your Say
You can play an important part in the process of improving the quality of the course through
the feedback that you give. A system exists to ensure all students have the opportunity to have
their views and concerns heard at all levels of the College.
Early in semester one you will elect a Course Representative (normally one per group) who
you can trust to be able to put forward your problems and concerns. Please note that these
are concerns which affect the academic development of the group as a whole. Individual and
/ or personal problems should be brought up with your Nominated Tutor as and when the need
arises.
Your elected Course Representative will:

Gather group opinions
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Consider the external examiners report for the Course
Attend Staff, Student Liaison Committee (SSLC) meetings
Communicate items from the meetings
Lead discussions between the group and Course Leader/Team
Work with the Course Leader / Team to improve the Course for all
Take part in the 3 student Conferences held each term
All students have the opportunity to affiliate to the National Union of Students and take
advantage of the many discounts that then become available.
3.4 - Student feedback
In addition to the Student Rep’s meetings, Staff and Student Liaison Meetings (SSLC) will be
held when the Student Rep’ will have a meeting with the rest of the group to discuss issues
about College in general and about the way in which the course is managed and delivered.
This will then be fed back to the Course Team to help them when considering any
improvements or changes to the programme.
The purpose of a SSLC meeting is to provide the opportunity for Course Representatives to
feedback to staff about the course, the overall student experience and to inform developments
which will improve future courses. These meetings are normally scheduled once per semester.
Your Course Leader will facilitate the meetings using guidelines and provide a record of the
meeting with any decisions and / or responses made and / or actions taken as a result of the
discussions held.
Notes from these meetings will be shared with Pearson and the External Examiners.
The meetings include discussion of items forwarded by Course Representatives, normally
related to the following agenda items (dependent on time of year). Your Student Liaison Officer
will be invited to attend and support the resolution of any issues. The Course Team encourage
student feedback in all areas and recognise that additional items for discussion may also be
raised at the meeting.

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
Update on actions completed since the last meeting
Feedback about the previous year – discussion of external examiner’s report; outcomes
of National student surveys.
Review of enrolment / induction experience;
Course organisation and management (from each individual year group, and the course
overall);
Experience of modules - teaching, assessment, feedback;
Experience of academic support which may include e.g. Personal Development Planning,
Personal Tutoring arrangements.
Other aspects of HE
life relevant to student experience e.g. resources, IT, library;
Any other issues raised by students or staff.
You will also be asked to complete a Module Evaluation Questionnaire at the end of every
module. Responses to these will help the module team to see what they are doing right and
what changes should be made.
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In addition final year students will be asked to complete the National Student Survey in
semester 2.
However, if you do have any problems, please do not wait for a questionnaire to tell us, as we
may be able to do something immediately to remedy the problem.
3.5 - The Student Council
We seek nominations each year for a Higher Education Student Representative on the
College’s Student Council. We welcome your enthusiasm for this and if you wish to seek
nomination please inform your Course Tutor.
3.6 - The Students Union. (SU)
All students have the opportunity to affiliate to the National Union of Students - NUS.org.uk and take advantage of the many discounts that then become available.
The Students’ Union is a student-led, democratic organisation and exists to make life better
for you.
The Union is all about you taking the opportunities that are offered and making the most of
them.
3.7 – Complaints and Compliments
If at any time you are dissatisfied with any aspect of the College’s provision or services, you
should discuss this in the first instance with your Nominated Tutor or the Programme Team
Leader.
You can also lodge a complaint with Student Services. Student Services staff will provide
you with guidance on how to make a complaint. If you wish to complement the college or
the course team please also place your compliment with student services.
A copy of the full College Complaints Procedure and Complaints Forms are available from
Student Services and on the Student e-handbook. If you have exhausted all college
procedures you are able to take your complaint to the Office of Independent Adjudicators.
3.8 - The Student Charter
Preston’s College has adopted a Student Charter, which spells out those things which the
College promises to do its best to provide you with. In addition, the Charter also sets out the
College’s expectations of you during your time here. This can be found in the e-handbook.
3.9 – Conduct
You will be expected to abide by the Regulations for the Conduct of Students in the College
and expect you to behave in a respectful manner demonstrated by for example, using
appropriate language in class, and switching mobile phones / other devices off prior to
attending classes.
If your behaviour is considered to be unacceptable, any member of academic staff is able to
issue an informal oral warning and the College will support staff by invoking formal procedures
where necessary.
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3.10 - Attendance
We monitor you and your progress to ensure that you are on track to succeed! Your
attendance at all lectures, seminars, workshops and tutorials is taken very seriously by staff –
we expect you to be there.
We expect you to attend 100% of your timetabled classes. If your attendance is poor and you do not
respond to the support described below, you will be withdrawn from your course and this will have
implications for your tuition fees and student loan.
If you are unable to attend class for any reason you should contact your Nominated Tutor or
the Programme Team Leader. Please see your course handbook for further details.
We will try to help and support you in any way we can where you are facing particular
difficulties. However, if your attendance is not satisfactory then you will be asked to discuss
your situation with the Programme Team Leader. If your attendance continues to be
unsatisfactory you will be asked to attend an interview with the Head of School to discuss your
place on the course.
If you have not gained the required authorisation for leave of absence from your course, do
not respond to communications from the College and if you are absent for 3 weeks or more,
you may be deemed to have withdrawn from the course. If this is the case, then your date of
withdrawal will be recorded according to your last date of attendance. This date will be used
to determine any financial and other implications that your withdrawal may have.
Studying in Higher Education can be a very exciting and hectic time for students, but some do
find the difference between college and Higher Education difficult to adjust to. Juggling your
time to attend lectures, seminars and working on assignments and private study, plus the other
social and family commitments that you may have demands excellent time management skills.
Section 4: Progression
Discussions about your progression through the course normally take place in February each
year. It is an opportunity for you to make plans for your study over the next academic year.
The Course Team will tell you about the various modules / combinations available and you
will both agree on the most appropriate course of study for you.
Throughout your time with us we will provide a range of opportunities by which you can plan
for your progression. In addition you will have opportunities to consider other options to you
and your Nominated Tutor will be instrumental in this and can direct you to other sources of
careers information advice and guidance.
Section 5: Assessment
5.1 – Assessment
See the Preston’s College Academic Regulations on Assessment on your My Course site.
We believe that assessment is a vital component of your learning – we will give you valuable
feedback on all assessments that will allow you to see how you have done and importantly
how you can improve. All modules will be assessed and you will be expected to attempt all of
the assessments for each module at the times scheduled unless you have authorised
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permission to defer an assessment submission deadline. (further details on this are given in your
course handbook)
Your Module Handbook or Module Information Pack (MIP) will give you further details on
assessment for any specific module.
There are likely to be two types of assessment on your course;
Formative assessment – these assessments do not contribute a mark to the overall grade for
the module but are important in allowing you and us to judge your actual and potential
performance and for us to give you feedback on how to improve. The first formative
assessment you are likely to undertake on your course is an early diagnostic assessment.
This will allow us to identify any needs that you (or the group as a whole) may have and to put
support in place to meet these needs.
Summative Assessment – these assessments do contribute to the overall grade for the
module but you will still get valuable feedback to help you improve.
Overall assessment strategy. You will be given detailed guidance on how you will be assessed
in each module in the Module Handbook / MIP.
5.2 - Feedback on Assessment
We are committed to giving you clear, legible and informative feedback for all your
assessments. You are expected to review and reflect on your feedback and learn from each
experience to improve your performance as you progress though the course.
Feedback will be provided within 15 working days of the scheduled submission or examination
date. Feedback may be oral, written, or by other appropriate means.
5.3 - Submitting assessments
Assessments must be submitted on time according to the guidance / instructions given on
your assignment brief.
Preston’s staff make every effort not to mislay assignments and it is an unusual occurrence,
however, it is your responsibility to ensure that you have a copy of your assignment ready for
resubmission in case this unusual event does occur. All coursework should be submitted in a
with an Assessed Work Record which has been completed and signed by you.
Please note by signing this Assessed Work Record you are giving a commitment that the work
is entirely yours and has not been subject to any cheating or other means to gain unfair
advantage.
Additionally some module tutors may ask you to submit electronic copies of your assessments.
5.4 – Extenuating Circumstances
What are Extenuating Circumstances?
Sometimes circumstances or events beyond your control may adversely affect your ability to
perform in an assessment/examination to your full potential or to complete an assignment by
the set deadline. In such cases extenuating circumstances may be applied, i.e. treating marks
or results in a way that recognises the adverse impact that may have resulted from those
circumstances or events, or waiving penalties that would arise from late submission.
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A disability or learning difficulty does not constitute an extenuating circumstance. Students
requiring special arrangements in relation to assessment (eg Dyslexia, Physical Disability)
should use the specific procedures operated through Student Services.
It is important to remember that, in order to qualify for consideration, the adverse
circumstances or events must be unforeseeable or unpreventable as far as you are
concerned, and sufficiently disruptive to have a significant adverse effect on your academic
performance or your ability to complete assignments by the due date.
Circumstances or events that merit consideration may include:
 suffering a serious illness or injury;
 the death or critical/significant illness of a close family member/dependant;
 a significant family crisis leading to acute stress;
 unplanned absence arising from such things as jury service or maternity, paternity or
adoption leave.
Circumstances or events that would not merit consideration include:
 holidays, moving house and events that were planned or could reasonably have been
expected;
 assessments that are scheduled close together;
 misreading the examination timetable or misunderstanding the requirements for
assessments;
 inadequate planning and time management;
 failure, loss or theft of a computer or printer that prevents submission of work on time. You
should back up work regularly and not leave completion so late that you cannot find
another computer or printer;
 consequences of paid employment (except in some special cases for part-time students);
 examination stress or panic attacks not diagnosed as illness.
 minor disruption in an examination room during the course of an assessment.
You must provide details of how your extenuating circumstances have directly affected your
studies.
The envelope should be handed in to your Programme Team Leader, observing published
deadlines for the submission of extenuating circumstances, together with independent thirdparty supporting or corroborative documentation. The nature of such documentation will vary
according to the nature of the circumstances, but it must be sufficiently independent to verify
the case you are making (e.g. a letter or medical certificate signed by a medical practitioner,
a document from an outside agency etc.). Corroborative evidence should be collected during
the period to which your circumstances apply.
Submitting your Application
You must submit the application as soon as possible and always before the closing date for
that assessment period. Late submission of extenuating circumstances will not be considered
without a credible and compelling explanation as to why the application was not made at the
appropriate time.
For further guidelines please see the Academic regulations and Extenuating Circumstances
policy on My Course.
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5.5 - Assessment Boards
These are formal events, Chaired by qualified and trained individuals at which a student’s
performance on modules and for the course as a whole is considered by members of the
Assessment Board, which will include the Course Leader, Module Tutors and External
Examiner.
It is the role of the Assessment Board to consider a student’s module / course grades and to
apply the principles which underpin Pearsons decisions on awards and results.
Classification of Awards
You should note that no grades for any assessment are final until approved by the Assessment Board
5.6 - Cheating, plagiarism, collusion or re-presentation
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Cheating is any deliberate attempt to deceive and covers a range of offences.
Plagiarism describes copying from the works of another person without suitably
attributing the published or unpublished works of others. This means that all quotes,
ideas, opinions, music and images should be acknowledged and referenced within
your assignments.
Collusion is an attempt to deceive the examiners by disguising the true authorship of
an assignment by copying, or imitating in close detail another student’s work - this
includes with the other student’s consent and also when 2 or more students divide the
elements of an assignment amongst themselves and copy one another’s answers. It
does not include the normal situation in which you learn from your peers and share
ideas, as this generates the knowledge and understanding necessary for each
individual to independently undertake an assignment; nor should it be confused with
group work on an assignment which is specifically authorised in the assignment brief.
Re-presentation is an attempt to gain credit twice for the same piece of work.
All forms of cheating will be dealt with by the College as a disciplinary offence.
Penalties could range from failure of the assessment, through automatic failure of the
entire module to exclusion from the College. In any event the Chair of the
Course/Module Assessment Board will be told of the situation. In the event of a single
offence of cheating, plagiarism, collusion and re-presentation in an undergraduate
assessment, the appropriate penalty will be 0% for that element of assessment. The
plagiarised element of assessment must be resubmitted to the required standard
during the reassessment window.
In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation
(irrespective of whether the repeat offence involves the same form of unfair means) on
the same or any other module within the course, the appropriate disciplinary action will
be taken and the awarding body notified. (Please read in conjunction with the
academic misconduct policy.) In the event of 3 instances of unfair means students will
be withdrawn from the course.
(Please read in conjunction with the Academic Misconduct Policy and D7 in the academic
regulations)
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During your time in Higher Education you will be asked and indeed expected to read and
examine other people’s work (published and unpublished) to support your own arguments and
analysis, in essays, seminar papers and projects.
“Plagiarism is incorporating unattributed direct quotation or paraphrasing from someone else’s
work into your own. In effect, stealing another’s work and passing it off as your own”.
So make sure that you understand what constitutes plagiarism. Be aware that sloppy
referencing or failure to note in rough when you quote another’s words is no justification, nor
is the argument that you have changed some of the words or the order of the sentences. Take
care to cite your resources properly, and get into the habit of using a standard format whenever
you make a reference to someone else’s work.
There are some assessments where group work is required (the ability to work as a team
member is an essential skill for a graduate) and in these cases the module tutor will clearly
indicate the nature of the group work and how it will be assessed.
“Collusion is a situation in which two or more students have collaborated to produce a piece
of work to be submitted (in whole or in part) for assessment, and this is presented as the work
of one student alone”.
Collusion which is intended to deceive markers that the work submitted has been
independently produced by one student, is a form of cheating. When you submit an
assignment for assessment you will be required to sign a declaration that this is your own
work. If you are in any doubt whether a particular piece of work is group work or individual
work ask your module tutor for clarification.
Copying, collaboration, plagiarism etc will not be tolerated. Individual assignments are meant
to be done individually. Where a lecturer believes that students have worked together or
copied, all the students involved will be interviewed. All students who are knowingly involved
in either giving or taking information will be penalised.
Correct referencing will help you avoid any accusations of plagiarism and is probably one of
the most important academic skills you will learn. You must always make the effort to
reference the sources you use and attribute (give credit to) the authors whose ideas inform
your work. You will receive a lot of guidance about how to do this but it will take time and effort
to grasp.
Section 6: Health and Safety
As a member of the College you are responsible for the health and safety of yourself and
others around you. You must ensure that you understand and follow all health and safety
codes and guidance that will be brought to your attention. If in doubt ask for further guidance.
Please help us to keep the College environment safe and healthy by reporting near misses,
incidents and accidents to a member of staff as soon as possible.
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Risk assessments have been carried out to cover all elements of your Course and you will be
made aware of these during course and module induction periods or when a specific activity
is to be undertaken.
Please let us know if you have any specific needs in this respect – if necessary we can
implement a personal plan for you.
Section 7: Data Protection
The Data protection Act 1998 requires the College to inform you of the uses to which we put the
personal information that you provide. Should you need to make enquiries on this matter you
should contact the Head of School of your area.
All of the personal information obtained from you and other sources in connection with your
studies at the College will be held securely and will be used by the College both during your
course and after you leave the College for a variety of purposes. These are all explained during
the enrolment process at the commencement of your studies.
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