Modular Access to HE Diploma
Comprising:
Access to HE Diploma (Humanities)
26AD3HUMAC
Access to HE Diploma (Social Sciences)
26AD3SOCAC
Access to HE Diploma (Business Studies combined with Humanities)
26AD3BSHAC
Access to Higher Education Diploma (Combined Sciences)
26AD3CBSAC
Access to HE Diploma (Art & Design)
26AD3ARDAC
Access to HE Diploma (Nursing and Healthcare Professions)
26AD3NHPAC
Canterbury College in partnership with
Laser Learning Awards
Student Handbook 2014-2015
V1
You should take the time to read this information before you commence
your studies, and retain the handbook to refer to as necessary
throughout your programme of study. The handbook is also available on
the Access to HE page of the College Moodle VLE site. You can
download an electronic version of the handbook. If there are any
changes to your programme the electronic version of the handbook will
be updated on the VLE and it will be given a new version number.
FACULTY OF HIGHER EDUCATION
ACCESS TO HIGHER EDUCATION
Name: _________________________________________________________________
Pathway: ________________________________________________________________
Personal Tutor: ________________________ Tel: _____________________________
In the event of you not attending your lessons, you are required to telephone Naomi Morris
or Emma Smith on 01227 811164, after 9.00 and provide an explanation of your
circumstance.
SUBJECT
SUBJECT TUTOR
i
Contents
Welcome by Anna Webber
4
Introduction
5
Your programme of Study
6
Module Details
6
Studying at Canterbury College
13
Equality and Diversity Statement
13
HE Faculty Policies and Procedures
13
Attendance and Punctuality
13
Cheating and Plagiarism
14
Turnitin
15
Health and Safety – Duties of Students
15
Fire Action
16
Assessment Criteria for Access Modules
17
Deadlines
19
Resubmissions
19
Communication Channels
20
Computing
20
Moodle
21
E books and Electronic Resources
21
Coursework
22
Coursework: HE Assessment Policy
22
Coursework: Late/Non-Submission
25
Coursework Presentation
26
Coursework Retention
26
Coursework Writing Skills
27
Disciplinary Procedures
28
Disciplinary Procedures – Academic
28
Dyslexia Support
29
Effective Study Technique
29
Student Appeals
30
Internet, Use of the
31
Pathway Tutor Scheme
31
Applications to HE
32
Enrichment Programme
33
Quality Assurance
33
Referencing and the Harvard System
33
ii
Self-Directed Learning
37
Student Representatives
38
Deadline Extension Form
39
College Education Calendar 2013-14
41
iii
Welcome
Welcome to the Access to HE Diploma Programme. This handbook is designed to
answer some of your questions about the Access Programme and support you during
your studies at the College.
Your handbook contains general information about Canterbury College including
Health and Safety, Evacuation and Careers Advice, the Appeals Procedure and the
Disciplinary Procedure.
The Access to HE Diploma Programme is an intensive course, you will need to be
prepared to apply yourself to your studies and be committed to your development as a
learner throughout. Previous experience has shown that successful completion is
dependent on a variety of factors. To succeed on your course you will need to:
•
•
•
•
•
•
•
have a high degree of commitment
meet deadlines for written work
attend all classes regularly and punctually
maintain a regular pattern of work throughout the year
achieve and maintain the required standard of work
be willing to communicate with Personal and Subject Tutors concerning any
difficulties (academic or otherwise) which affect your work
respect the viewpoint of others
At first you may be feeling a little apprehensive, not knowing exactly what is expected
of you and whether you can cope, especially if your previous experiences of study
have not been good. We hope to change that. We recognise that you may not have
studied for some time. Our previous experience informs us that most students find
the course challenging, particularly in the first term, but also extremely rewarding and
satisfying.
It is very common to feel a bit overwhelmed initially, but don’t give up. Most of our
previous students have found that it all begins to make sense by the end of the first
half term. If you do have any concerns, please don’t keep these to yourself. Discuss
them with your Personal Tutor.
Should you begin to feel truly overwhelmed, please make an appointment to see your
Personal Tutor. He or she will help you to work out a programme to allow you to
organise your studies and perhaps renegotiate deadlines. Try not to take time off as
this will only make the situation worse. Talk to us; we are here to support you.
I hope you will find your time of study with us particularly enjoyable and successful as
a bridge to your future aspirations.
Anna Webber
(Head of HE Faculty)
4
Introduction
Welcome to Canterbury College. We hope you have a rewarding and enjoyable time
studying with us. If you have any questions about your programme of study or the
college in general, please contact your Programme course tutor who will be happy to
assist.
Programme title:
Access to HE Diploma
Awarding body:
Laser Learning Awards
Duration:
One year full time
Tutors:
Mick Bull
John Pullinger
Angela Klappa
Graham Farbrace
Hillary Blackwell
June Hopkins
Sarah Hancock
Faculty Manager
Karen Socci
Head of Faculty for Higher Education:
Anna Webber
Dean of Higher Education:
Lauren Anning
Principal:
Alison Clarke
Your programme of study is run in partnership with Pearson and monitored for quality
by OFSTED. You will be enrolled as a member of Canterbury College, however the
programme and assessment regulations of both the College and Laser Learning
Awards will apply.
Your studies will be delivered through a variety of means, such as lectures, seminars,
workshops, practical sessions, tutorials and self-directed study. Your tutor will advise
you of the specific requirements of your programme of study. Remember you are
required to attend all lessons and it is your responsibility to ensure that you do so.
This handbook contains important information about your studies at Canterbury
College. You will also be given a college diary, which contains essential information
about Canterbury College policies, facilities and services. Please see this for
information on the Students’ Union, Learning Resources Centre, Student Services
and other college services as well as regulations such as health and safety, equal
opportunities, use of mobile phones and student responsibilities.
This handbook also provides you with important information about the modules that
comprise your programme of study. It shows the structure and content of each module
that you will study.
Full details of your programme are contained in the Access to HE Modules and Units
document which is published on the access to HE VLE Moodle pages.
Please keep this handbook handy; you will find it useful to refer to throughout your
studies. You should be aware that this is a non-smoking campus and it is illegal to
smoke in the college or its grounds.
5
Your Programme of Study
GCSE Passes
It is your responsibility to identify your academic career path requirements and establish your
need for GCSE passes as University entry criteria. In order to gain entry to Access to HE
programmes you must have met this criteria prior to enrolment on an access to HE programme
or to have a coherent and realistic plan agreed with your tutors for achieving the required
qualifications.
The Access to HE Credit Structure
In order to gain an Access Diploma you need to complete 60 credits at Level 3. 45
credits will be graded and 15 credits will be ungraded.
Each Access Module is worth 18 level 3 credits. The first unit (3 credits) in each
module is ungraded. The remaining 15 credits of each module are the graded units. In
addition you will complete a 6 credit ungraded Independent Academic Study linked to
one of the modules in your Diploma.
You must pass your final module examinations in order to receive your diploma.
Modules and Units
This specification is based on the Module and Unit specification validated by Laser
Learning Awards on 31st July 2014
Subject
Modules
Units
The Philosophy of History (Ungraded)
Russia Under Stalin
Social History: the Victorians
8. History
Elizabeth the First
The Russian Revolution
The Victorians: Local History Research
Access to
The Short Story (Ungraded)
Higher
Shakespeare
Education
4. English Literature
The post nineteenth century novel
Diploma
The pre 20th Century Novel
(Humanities)
Poetry
Origins of Modern Art (Ungraded)
Critical Studies 1
2. Art Theory/History
Art
Practice
in
the
(Option1)
Renaissance/Sculptural Techniques
Art History Renaissance to Modern Day
American Dream (Ungraded)
European Literature
14. American and
Literary Comparisons
European Literature
Literature from a Counter Culture
(Option 2)
Post-Nineteenth Century American
Drama
The Black Experience
Independent Academic Study (Humanities) (Ungraded)
Optional Units available will depend upon the profile of the student group.
6
Subject
Access to
Higher
Education
Diploma (Social
Sciences)
Subject
Modules
Units
Introduction to Sociology (Ungraded)
Power and Politics
Research Methods
13. Sociology
Social Stratification
Sociology of Education
Sociology of Religion
Introduction to Psychology (Ungraded)
Clinical Psychology
Cognitive Psychology
12. Psychology
Social Psychology
Practical Research Project
Research Methods in Psychology
Introduction
to
Social
Policy
(Ungraded)
Educational Policy
15. Social Policy
Health and Health Services
Housing and Homelessness
Poverty and Income Maintenance
Social Work and Community Care
Independent Academic Study (Social Science) (Ungraded)
Modules
Units
Business
Management
Theory
(Ungraded)
Business Management Practices
10. Management and
People in Organisations
Marketing
Marketing Concepts and Marketing
Research
Implementing the Marketing Mix
Consumer Law (Ungraded)
Finance and Accountancy
5. Finance and Law
Access to
Business Law
Higher
Business Environment
Education
The Philosophy of History (Ungraded)
Diploma
Russia Under Stalin
(Business
8. History
Social History: the Victorians
Studies
(Option1)
Elizabeth the First
combined with
The Russian Revolution
Humanities)
The Victorians: Local History Research
The Short Story (Ungraded)
Shakespeare
4. English Literature
The post nineteenth century novel
(Option 2)
The pre 20th Century Novel
Poetry
Independent Academic Study (Business Studies) (Ungraded)
Independent Academic Study (Humanities) (Ungraded)
Optional Units available will depend upon the profile of the student group.
7
Subject
Access to
Higher
Education
Diploma
(Combined
Sciences)
Subject
Access to
Higher
Education
Diploma (Art &
Design)
Modules
Units
Basic Physics (Ungraded)
Physical Quantities and Units
Mechanics and Energy at Work
Materials, the Effects of Stretching and
11. Physics
Heat
The Nature of Waves and geometrical
Optics
Electricity and Magnetism
Exploring Chemistry (Ungraded)
Atoms, Molecules and Mass
Matter and Structure
3. Chemistry
Substances
and
the
Periodic
Classification of Elements
Chemical Reactions
The Cell as a Basic Unit of Life
(Ungraded)
Health, Disease and Contraception
Nucleic Acids, Genetics and Gene
9. Human Biology
Technology
Biochemistry and Digestion
The Heart, Lungs and Homeostasis
Tissues, Muscles and Nerves
Independent Academic Study (Scientific Project) (Ungraded)
Modules
Units
Materials Exploration (Ungraded)
Painting Mixed Media
1. Art and Illustration
Sculpture – Non Traditional
Drawing Life
Communication and Presentation Skills
in an Art and Design Context
(Ungraded)
Design Project
6. Graphic Design
Art and Design Exhibition
Photography Landscape Cityscape
Reflection on Learning
Origins of Modern Art (Ungraded)
Critical Studies 1
2. Art Theory/History Art
Practice
in
the
Renaissance/Sculptural Techniques
Art History Renaissance to Modern Day
Independent Academic Study (Art and Design) (Ungraded)
8
Subject
Access to Higher
Education
Diploma
(Nursing and
Healthcare
Professions)
Modules
Units
Introduction to Psychology (Ungraded)
Clinical Psychology
Cognitive Psychology
12. Psychology
Social Psychology
Practical Research Project
Research Methods in Psychology
Health and Health Services (Ungraded)
Ageing Process and Disability
7. Health and Health
Changing Patterns of Health
Care
Health and Disease
Health and Society
Health Studies for Medicine
The Cell as a Basic Unit of Life
(Ungraded)
Health, Disease and Contraception
Nucleic Acids, Genetics and Gene
9. Human Biology
Technology
Biochemistry and Digestion
The Heart, Lungs and Homeostasis
Tissues, Muscles and Nerves
Independent Academic Study (Professional Studies) (Ungraded)
1. Art and Illustration
Unit Title
Materials Exploration
Painting Mixed Media
Sculpture – Non Traditional
Drawing Life
Level
3
3
3
3
2. Art Theory/History
Unit Title
Level
Origins of Modern Art
3
Critical Studies 1
3
Art
Practice
in
the
3
Renaissance/Sculptural Techniques
Art History Renaissance to Modern
3
Day
3. Chemistry
Unit Title
Level
Exploring Chemistry
3
Atoms, Molecules and Mass
3
Matter and Structure
3
Substances
and
the
Periodic
3
Classification of Elements
Chemical Reactions
3
4. English Literature
Unit Title
The Short Story
Shakespeare
The post nineteenth century novel
Level
3
3
3
9
Credits
3
3
3
9
Graded
U
G
G
G
M/O
M
M
M
M
Code
BSD524
SER301
SER304
BYZ670
Credits
3
6
3
Graded
U
G
G
M/O
M/O
M/O
M/O
Code
BSD537
BYZ665
BUN628
6
G
M/O
SER871
Credits
3
3
3
3
Graded
U
G
G
G
M/O
M
M
M
M
Code
WJC918
WJC925
WJC926
WJC927
6
G
M
WJC928
Credits
3
6
3
Graded
U
G
G
M/O
M/O
M/O
M/O
Code
BUN825
WIZ087
BZP266
The pre 20th Century Novel
Poetry
3
3
3
3
G
G
M/O
M/O
BZP268
BUN847
English Literature is mandatory for Science and optional for Business Studies Combined with
Science.
5. Finance and Law
Unit Title
Consumer Law
Finance and Accountancy
Business Law
Business Environment
Level
3
3
3
3
Credits
3
9
3
3
Graded
U
G
G
G
M/O
M
M
M
M
Code
WIZ073
BZY026
SER576
SER583
Credits
3
Graded
U
M/O
M
Code
BZZ043
3
3
3
6
G
G
G
G
M
M
M
M
BSD523
SER288
SER190
BZY151
Level
3
3
3
3
3
3
Credits
3
3
3
3
3
3
Graded
U
G
G
G
G
G
M/O
O
O
O
O
O
O
Code
BUN236
BZN647
BZA451
BZC140
BZA449
SER132
Level
3
3
3
3
3
History
3
Credits
3
3
3
3
3
3
Graded
U
G
G
G
G
G
M/O
M/O
M/O
M/O
M/O
M/O
M/O
Code
WIZ094
WIZ085
BZQ321
BUN925
WIZ096
BZQ323
6. Graphic Design
Unit Title
Level
Communication and Presentation
3
Skills in an Art and Design Context
Design Project
3
Art and Design Exhibition
3
Photography Landscape Cityscape
3
Reflection on Learning
3
7. Health and Health Care
Unit Title
Health and Health Services
Ageing Process and Disability
Changing Patterns of Health
Health and Disease
Health and Society
Health Studies for Medicine
8. History
Unit Title
The Philosophy of History
Russia Under Stalin
Social History: the Victorians
Elizabeth the First
The Russian Revolution
The
Victorians:
Local
Research
History is mandatory for Science and optional for Business Studies Combined with Science.
9. Human Biology
Unit Title
Level
The Cell as a Basic Unit of Life
3
Health, Disease and Contraception
3
Nucleic Acids, Genetics and Gene
3
Technology
Biochemistry and Circulation
3
The Heart, Lungs and Homeostasis
3
Tissues, Muscles and Nerves
3
10. Management and Marketing
Unit Title
Business Management Theory
Level
3
10
Credits
3
3
3
Graded
U
G
G
M/O
M
M
M
Code
WIZ089
WIZ026
WIZ027
3
3
3
G
G
G
M
M
M
WIZ044
WIZ092
WIZ023
Credits
3
Graded
U
M/O
M
Code
WIZ064
Business Management Practices
People in Organisations
Marketing Concepts and Marketing
Research
Implementing the Marketing Mix
3
3
3
3
3
6
G
G
G
M
M
M
WIZ062
BZN673
SER090
3
3
G
M
SER578
Credits
3
3
3
3
Graded
U
G
G
G
M/O
M
M
M
M
Code
WJC919
WJC920
WJC921
WJC922
3
G
M
WJC923
3
G
M
WJC924
11. Physics
Unit Title
Level
Basic Physics
3
Physical Quantities and Units
3
Mechanics and Energy at Work
3
Materials, the Effects of Stretching
3
and Heat
The Nature of Waves and geometrical
3
Optics
Electricity and Magnetism
3
12. Psychology
Unit Title
Introduction to Psychology
Clinical Psychology
Cognitive Psychology
Social Psychology
Practical Research Project
Research Methods in Psychology
Level
3
3
3
3
3
3
Credits
3
3
3
3
3
3
Graded
U
G
G
G
G
G
M/O
M
M
M
M
M
M
Code
WIZ075
WIZ071
BUN859
BUN861
BUN871
WIZ082
13. Sociology
Unit Title
Introduction to Sociology
Power and Politics
Research Methods
Social Stratification
Sociology of Education
Sociology of Religion
Level
3
3
3
3
3
3
Credits
3
3
3
3
3
3
Graded
U
G
G
G
G
G
M/O
M
M
M
M
M
M
Code
BUP191
BUN162
BUN158
BUN231
BZQ555
BUN166
Credits
3
3
3
3
3
Graded
U
G
G
G
G
M/O
O
O
O
O
O
Code
BZP272
BUN953
BUN948
BZP270
WIZ081
3
G
O
BUN951
Credits
3
Graded
U
M/O
M
Code
BUN833
3
3
3
3
3
G
G
G
G
G
M
M
M
M
M
BUN845
BUN236
BUN174
BUN178
BUN853
14. American and European Literature
Unit Title
Level
American Dream (Ungraded)
3
European Literature
3
Literary Comparisons
3
Literature from a Counter Culture
3
Post-Nineteenth Century American
3
Drama
The Black Experience
3
15. Social Policy
Unit Title
Level
Introduction
to
Social
Policy
3
(Ungraded)
Educational Policy
3
Health and Health Services
3
Housing and Homelessness
3
Poverty and Income Maintenance
3
Social Work and Community Care
3
11
Independent Academic Study Units
Unit Title
Level
Independent
Academic
Study
3
(Humanities)
Independent Academic Study (Social
3
Science)
Independent
Academic
Study
3
(Business Studies)
Independent
Academic
Study
3
(Scientific Project)
Independent
Academic
Study
3
(Professional Studies)
Independent Academic Study (Art and
3
Design)
Credits
6
Graded
U
M/O
M
Code
WJC851
6
U
M
WJC858
6
U
M
WJC847
6
U
M
WJC855
6
U
M
WJC854
6
U
M
WJC910
Full details of you modules are available in:
Access to HE Modules and Units 2014-2015 V5
Which is available on the College VLE Moodle page for your access
programme.
12
Studying at Canterbury College
Equality and Diversity Statement
Canterbury College is committed to Equal Opportunities. No one will be denied
opportunity by any form of direct or indirect discrimination on grounds of race, gender,
age, culture, sexual orientation, disability, gender realignment or background. The
College will encourage and support students and staff to challenge prejudice,
stereotyping and intolerance, and will manage the environment in a way that
maintains every individual’s dignity & rights.
The College considers that its duty is to:
• Work towards the elimination of discrimination
• Promote equality in terms of sex, race, disability, sexual orientation, age, religion,
belief, status, life-style, social background, country of origin, or any other group
definition in our society.
• Understand and respond to people’s needs to develop vocational and occupational
skills in an environment which offers equality of opportunity.
The College is committed to:
• Actively promoting equality and diversity via training, the curriculum and events.
• Ensuring staff are equipped to challenge discrimination.
• Investigating all allegations of discrimination sensitively.
• Monitoring and reviewing the curriculum and learning to ensure they actively
promote equality of opportunity and reflect the diverse community that exists within
the College.
What does this mean in practice?
• All who learn and work at the college have the opportunity to participate fully and
achieve their full potential.
• Physical, social and economic barriers to accessing the college are minimised.
• The environment is welcoming and supportive.
• Everyone has a responsibility to uphold equality and show respect to others.
The Faculty of Higher Education welcomes a wide range of students and values the
range of talents which this diversity brings to the college. All students are expected to
show respect for their peers and are positively encouraged to accept and value the
differences that they will find. The faculty seeks to widen participation, to create an
atmosphere where all students are able to access learning and to develop its
curriculum to meet the diverse needs of its student body.
HE Faculty Policies and procedures
All HE Faculty Policies and procedures are published on the HE Policies and
procedures VLE page.
Attendance and Punctuality
Canterbury College insists upon a high attendance rate. It is the responsibility of
students to ensure good punctuality and attendance and that quality of work is
sustained. Students are expected to sign a learning agreement on entry to the college
and to ensure its terms are met.
You are expected to attend all timetabled sessions and tutorials and a register will be
taken at the beginning of each session to record attendance. If you are going to be
13
absent it is very important that you inform your tutor as soon as possible (see
Communication Channels).
You will often be required to take part in group activities and projects. Please
remember that non-attendance of such activities will adversely affect the other
members of the group, particularly where work will be assessed. You are expected to
be reliable and considerate of your fellow group members at all times.
Cheating and Plagiarism
Canterbury College and Laser view cheating and plagiarism as serious
academic misconduct and will penalise students who are found to have
attempted such deception.
Plagiarism is when a student submits any part of another person’s work and tries to
pass it off as their own. This applies to all work submitted for assessment (e.g.
essays, reports, projects, diagrams, music, examination answers).
Examples of plagiarism:
♦ directly copying a sentence, phrase or paragraph from another source, whether
published or unpublished, without quotation marks and referencing
♦ paraphrasing another source by simply changing a few words without referencing it
♦ copying other students
♦ submitting the work of others
♦ using another person’s ideas and claiming them as your own.
This includes:
♦ another student’s assignment
♦ textbooks
♦ material purchased from essay banks etc
♦ a newspaper or magazine article
♦ an extract from a television or radio programme, a piece of music or other type of
media
♦ web pages
♦ your own work, which has previously been submitted for assessment, either at
Canterbury College or elsewhere, without acknowledging that the work has been
so submitted.
If you quote from any source it must be referenced in your work and in the
bibliography.
Cheating includes the following:
♦ using unauthorised notes or devices in an examination
♦ obtaining an unauthorised copy of an examination paper
♦ communicating, or trying to communicate, with another student during an
examination
♦ being party to an impersonation in relation to an assignment or examination
♦ copying from other students
♦ soliciting work from others (e.g. individuals, essay banks etc)
14
♦ fabrication or falsification of information, data, sources, analysis etc
♦ submitting work previously assessed on a different module or programme.
Turnitin
Turnitin is a software programme that allows teachers and students to submit work for
originality checking. Its purpose is to prevent plagiarism by comparing the text in any
document against previously submitted student papers, web material books and
publications.
Turnitin does not directly identify plagiarism. It will identify the proportion of any text
that is shared with other documents. If this shared text is correctly attributed and
referenced then there is no evidence of plagiarism. If however the proportion of
shared text exceeds the attributed or referenced material then the matter will be
investigated for a decision on plagiarism to be made.
Such determinations of plagiarism require human judgment, students should
understand the College and awarding body policies before submitting written
assignments for assessment.
All appropriate student written work completed in respect of Canterbury College HE
Programmes will be submitted to turnitin for analysis. Teachers will scrutinise the test
results and take action in respect of any cases of suspected plagiarism.
Duties of Students - Canterbury College Health and Safety Policy (21.5.12)
Whilst on the College premises or in attendance at other premises as part of the
curriculum, students have a general duty to be aware of the health and safety
requirements and to take reasonable care for the health and safety of themselves and
of other persons who may be affected by what they do or fail to do during their course
of their education. Additionally, all students must wear their ID cards at all times whilst
on the campus. Students who fail to comply with these duties (further defined below)
will face disciplinary action by the College.
Notices & Written Instructions
• Students must comply with all hazard/warning signs and notices displayed on
the premises.
• Students are expected to read and observe any official notices and
instructions displayed in their work area.
Working Conditions/Environment
• Students must make proper use of all safety equipment and facilities provided
to control working conditions/environment.
• Students must keep work areas clean and in a tidy condition.
• Students must dispose of all rubbish and waste materials within the working
area, using the facilities provided.
• Students must clear up any spillage of liquids as soon as is practicable.
Fire Precautions
• Students must conform with all emergency procedures pertinent to their work
activity.
• Students must not obstruct any fire escape route, fire-fighting equipment or
fire doors.
• Students must report any use of fire-fighting equipment to their lecturer.
15
Accidents
• Students must seek first aid attention from a qualified first aider for all injuries
you sustain, no matter how slight and ensure that appropriate records are
entered onto an Accident Report Form completed by yourself or your lecturer.
Upon returning from treatment, you must report the incident to their lecturer.
• Students must report all incidents accidents and near misses to your lecturer
for using the appropriate form which must be forwarded to the College Health
and Safety Officer.
Health
• Students must report to your lecturer any condition which could affect the
safety of themselves or others.
• Students are expected to carry out their work in a way that does not endanger
their health or that of others.
Safe Working Procedures
• Students must not operate any machine, plant or equipment unless they have
been trained and authorised to do so.
• Students must make full and proper use of all machine guarding.
• Students must report to their lecturer immediately, any fault, damage, defect or
malfunction of any machinery, plant, equipment, tools or guards.
• Students must not leave any machinery, plant or equipment in motion whilst
unattended unless it is designed specifically for this purpose. Students must
not operate 'prescribed dangerous machinery' in any circumstances if under
the age of 18. If over the age of 18, they must have received sufficient training
or be under adequate supervision.
• Students must not make any repairs or carry out maintenance work of
any
description
• Students must use all substances, chemicals, liquids, etc. in accordance with
all written and verbal instructions provided by their lecturer.
Any difficulties in following a safe working procedure must be reported to their
lecturer immediately and there must be no attempt to perform a task which is likely to
cause injury to yourself or others.
Rules Covering Gross Misconduct
Students may be liable to summary expulsion if found to have acted in any of the
following ways:
• A serious or wilful breach of the safety rules.
• Unauthorised removal or interference with any guard or protective device.
• Unauthorised operation of any item of machinery, plant or equipment.
• Unauthorised removal of any item of first aid equipment.
• Wilful damage to, misuse of, or interference with any item provided in the
interests of health and safety or welfare within the College.
• Unauthorised removal or defacing of any label, sign or warning device.
• Mis-use of chemicals, flammable or hazardous substances or toxic materials.
• Horseplay or practical jokes which could cause accidents.
This list is neither exclusive nor exhaustive.
Fire Action
Your student diary explains the procedure for Fire Action
Within the College Buildings continuous sounders give the fire warning
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If necessary evacuation chairs will be used by trained staff to evacuate the refuge
areas. However if there is no danger, you may be advised to make your way to the
nearest refuge or another on the same floor and remain there.
On discovering a fire
Raise the alarm, by operating the nearest break glass unit.
On hearing the fire alarm
Evacuate the premises quickly and calmly following the running figure signs, and
proceed to the appropriate muster points.
Follow the instructions from Fire Marshals
Do not delay your departure by collecting coats or other personal belongings
Where possible close all doors through which you pass on leaving the building
Do not use lifts as a means of escape, if you cannot use the stairs proceed to a
protected stairwell landing refuge area and communicate with the fire point
Do not re-enter the building until advised that it is safe to do so. A Klaxon will be
sounded as the signal to re-enter the building- this will only be sounded once the fire
brigade have left the campus
Assessment Criteria for Access Modules
Each Access module is made up of three to six Units. Each Unit has a set of
assessment criteria. You will be given an assignment brief for each assignment that
you undertake. The brief will contain details of the assessment criteria you have to
achieve. In order to achieve a pass grade for each unit, you must meet each of the
assessment criterion. Your work will be assessed according to a marking scheme
and you will be given a feedback sheet which will explain the ways in which you have
or have not met the assessment criteria. The feedback will give comments on various
aspects of your work and guidance notes on how you can improve in the future.
Subject Tutors will set aside some class time to discuss coursework with individual
students.
The way in which you present your work in terms of clarity of expression and logical
structuring is as important as the subject content itself.
Access to HE modules are divided into Graded Units, which are assessed as Pass
Merit or Distinction and ungraded units which are assessed as pass only. Each
Diploma contains 45 graded credits and 15 ungraded credits.
Whilst each graded Unit assignment brief will contain specific pass, merit and
distinction grading criteria, the following framework provides general guidance:
Pass
A satisfactory standard demonstrating understanding of the
subject at a general level with some evidence of the
beginnings of critical evaluation. The work responds to the
question at a basic level and the assessment criteria are met at
a minimum level. The work may include some irrelevant
material. There is some evidence of the appreciation of the
essential requirements of academic argument, although this
may lack cogency.
The work may contain errors and
incomplete coverage of the subject. While there may be a few
grammatical errors, the work should be clearly expressed in
complete sentences.
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Merit
Responds appropriately to the question demonstrating a clear
and accurate understanding of the relevant material. The work
shows strong evidence of critical evaluation.
The work
responds to the question at a general level although the
question will not be fully addressed. It contains almost
complete coverage of the subject and few irrelevancies. The
work is logically structured. The ideas are developed and it is
cogently argued. Expression is clear and accurate. Evidence
is handled rigorously and work is accurately referenced.
Distinction
The work is analytical, critical and evaluative. The question is
fully addressed and the essay shows a thorough and accurate
understanding of the subject. The subject is thoroughly
covered and there are no inaccuracies. The material is
logically structured, and well referenced. Evidence is handed
rigorously and the ideas are fully developed and cogently
argued. The work shows balance and a significant depth of
insight. The work is clearly and accurately expressed.
Final Examinations – as well as achieving the assessment criteria for this work, you
must achieve a minimum of a Pass grade in the final examinations to pass the course.
Assessment Components
Over the course of each full module you must complete the following:
•
•
•
•
•
•
•
•
•
•
One timed class comprehension
One assessed class discussion
One seminar presentation
Two essay plans
Essays totalling a minimum of 3,000 words
One timed two-hour assessment
One timed two-hour examination
One accurate set of notes from an oral source (class time)
One accurate set of notes from a written source (class time)
One critical analysis of an article
For the deadline of each of these assignments, consult your Subject Tutor or the
subject handbook.
Academic Board
At the end of the first six weeks of Term 1, a formal Academic Board will be convened
to review whether you have met all of the course requirements, including meeting your
assignment deadlines and standard of academic work, as well as your attendance,
punctuality, standard of behaviour. A further Academic Board will be convened at the
end of Term 1, again to review your progress in these areas. Throughout this first part
of the course, your Personal Tutor and Subject Tutors will be preparing an academic
reference, based on their review of your progress, as part of your application to Higher
Education institutions. An Academic Board will be convened at the end of Term 2 and
the final Examination Board at the convened at the end of Term 3. You are advised
to note that successful academic references, progression to Terms 2 and 3, and
successful completion of the course will be dependent on the outcomes of
these Academic Boards and final Examination Board reviews of your
contribution throughout.
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Deadlines
In order to pass the course all assignments must be completed. Assignments must
be handed in by the stated deadline. In exceptional cases deadlines can be
extended, but this must be negotiated with the Subject Tutor. There is a formal
procedure for the agreement of assignment deadline extensions. You must discuss
the matter with your Subject Tutor before the deadline date (apart from in cases of
sickness when a medical certificate must be supplied). After a discussion of the
problem and of the situation regarding the deadlines for other assignments, your
Subject Tutor may, where appropriate, agree an extended deadline. Together you will
complete the Deadline Extension Form which will be photocopied from your Access
handbook and signed by yourself, and the appropriate Subject Tutor. The Deadline
Extension Form will include a note of the agreed deadline for submission of work and
you will be required to complete and submit the piece work by this date.
If you find that you are having difficulties in meeting deadlines then you must make an
appointment to see your Personal Tutor who will consider your situation and help you
to make a reasonable plan to get the work completed according to a schedule which
is acceptable to your Subject Tutors.
If you have had one extension agreed in any one subject module, then you must
make an appointment to see your Personal Tutor to discuss the difficulties you are
experiencing with managing your work before another extension can be agreed.
You are advised that Subject Tutors are expected to comment in your UCAS
references on your reliability in handing in your assignments by the deadline.
If a piece of work is not received by the deadline and an extension has not been
agreed, the work will not be accepted. Consideration may be given for reasons of
illness supported by a medical certificate which explains why you were not well
enough to contact the College, or offer a satisfactory written explanation. In both
cases any consideration by the meeting with your Personal Tutor.
In the past there have been individual problems with students copying the work of
others and claiming it as their own. While it can be very helpful for you to read each
other’s essays after the assessments, it is plagiarism if you copy another’s work and
hand it in as your own.
All Subject Tutors will enforce the deadline and extension requirements and failure to
comply with these is likely to lead to the loss of the credit for the unit concerned.
Assignments should normally be handed directly to the appropriate Subject Tutor
during class time. Late work should be similarly submitted within the agreed extended
deadline.
If an extension for submission of work is agreed by the Subject Tutor and the
submission deadline is met, the work can achieve the appropriate grade.
If an extension for submission of work is agreed by the Subject Tutor and the
submission deadline is not met, the Subject Tutor may allow one resubmission.
Please do not deliver work, late or otherwise, to the staff room for passing on to the
intended recipient by colleagues.
You must keep a copy of all your assignments. If the Subject Tutor has not received a
piece of work it will be the responsibility of the student to provide a copy.
Resubmissions
If you do not meet all the criteria for an assignment, you may be given an opportunity
to resubmit the same piece of work after guidance. This may involve the entire
assignment needing to be revisited, or a case of adding material to rectify omissions.
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Resubmissions can only be presented for work that has not satisfied the Pass criteria.
“If an assignment does not meet, at first attempt, one or more of the learning
outcomes (at Level 3 then a student may have one opportunity for resubmission. The
tutor may give feedback concerning the learning outcomes, but not on potential
graded performance. Resubmitted work is eligible for grading if such work
demonstrates that the learning outcomes are achieved. Work that has achieved the
learning outcomes may not be resubmitted in order to improve the grade profile.”
Laser (2013-2014) Assessment Policy: Access to HE Courses:P7
In the event of a resubmission not satisfying the assessment criteria you should
arrange to meet with your tutor as soon as possible. If you are required to resubmit a
number of assignments, you should also arrange to meet with your Subject Tutor as
soon as possible. In both cases your Subject Tutor will arrange a progress review
and will advise you on the best course of action.
The resubmission of a whole piece of work will normally be allowed a further two
weeks for completion. Minor adjustments and additions are generally afforded one
further week beyond the return of the original assignment. The exact timeframe will
be explained to you by your Subject Tutor when your original piece of work is
returned. No resubmission of work will be accepted, one week before, the last
teaching day before the Self-Directed Study Week in Term 3.
Communication Channels
If you are going to be absent it is very important that you inform your tutor as soon as
possible. Absences for any reason other than illness should, as a matter of courtesy,
be agreed in advance with the college and with the tutor.
Students are expected to arrange any appointments (e.g. dentist, optician etc) outside
of college time.
College Main Telephone Number 01227 811111
Computing
All students are bound by the following rules for use of the Learning Resource
Centres and any computing facilities:
♦ User Logon IDs will be provided for every authorised user of Canterbury College
Computing Facilities. This will identify you to the system and under no
circumstances should you use any Logon ID except the one provided for you.
♦ User Logon IDs and passwords should not be divulged to anyone. It is the user’s
responsibility to take reasonable precautions to minimise risk of unauthorised
access, e.g. by choice of password.
♦ Attempting to acquire another user’s Logon ID, password or any other data for
which you do not have explicit permission to access is prohibited.
♦ Changing the configuration of any computing workstation is not allowed. This
includes the copying of any software to or from any college computer, either
networked or stand-alone.
♦ Students should abide by the booking procedures and understand that by arriving
more than 10 minutes late or leaving their machine unattended without informing a
member of staff their machine may be allocated to another user.
♦ Any facilities provided are for college related use only and should not be used for
non-college work.
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♦ No food or drink should be consumed in the Learning Resource Centres and
around any computing workstation.
♦ Mobile telephones, portable CD/cassette players etc should be turned off in the
Learning Resource Centres and around any computing workstation.
♦ Students are responsible for any books or videos issued to them. These items
should be looked after and returned by the agreed date or a fine may be incurred.
♦ Students should behave in a reasonable manner, observe the silent study area
rules and take care not to damage any property or equipment.
♦ Any audio/visual equipment/materials provided are for educational use only.
♦ Any computing facility (including software) provided by the College is used entirely
at the risk of the user. The College accepts no responsibility for any loss or
damage resulting from malfunction or failure of hardware, software or computing
facility.
♦ Users must not create, display, circulate or produce any material in any form which
is classed as unacceptable; including but not limited to pornography, abusive
language, discriminatory, sexual or racial harassment.
♦ Users must not deliberately damage College computing facilities or associated
wares, deliberately introduce any virus or attempt to circumvent access controls.
♦ Any evidence that a criminal act has been committed may be reported to the
police.
The Virtual Learning Environment - Moodle
Moodle is available to support student learning. The college will follow up any
complaint or instance of use that contravenes this policy.
♦ When using messaging or the forums, do not use language that is discriminatory or
disrespectful of another person of a clear sexual nature, messages that make
accusations of others, messages that could be seen as bullying or said to
intimidate.
♦ Do not send messages when it is clear that they are unwelcome or there is a
specific request to stop. ie. ‘go away’ or ‘don’t write to me again’.
♦ Students are reminded that: The messaging service allows you to block messages
from an individual and this should be used. Students can alternatively tell students
not to message them.
♦ All messages are kept it is possible to monitor usage and retrieve data.
Failure to comply with these rules will result in instigation of the College’s disciplinary
procedure and may result in one or more of the following: A ban, temporary or
permanent, on the use of the Internet facilities. A ban, temporary or permanent on the
use of the College network. Permanent exclusion from the College.
E-Books and Electronic Resources
Students have access to a range of e-books and online resources. These can be
accessed by logging onto the College VLE Moodle, click on Student Support in the
task bar at the top of the page, then hover over Learning Resource Centre in the drop
down menu. Now click HE study Centre.
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Coursework
You will be given a coursework schedule and briefs by your tutor for each module.
Coursework can take a number of different forms, e.g. essay, report, presentation or
practical. Some modules may include a final examination and your tutor will confirm if
that is the case. You should also refer to the individual module details at the end of
this handbook. You must complete and pass all coursework and the examination
(if applicable) in order to be able to pass the module.
You will be provided with coursework deadline submission dates. These deadlines
must be met. It is your responsibility to plan and manage your workloads so that you
submit assignments on time.
If you pass an element you will not be permitted to retake it.
If you do not attend an examination it will be considered a failure and you will have to
resit it at a later date. Under such circumstances you will only be eligible to achieve a
Pass grade on the resit. If you do not attend due to extenuating circumstance and can
present evidence of this to the Board of Examiners, the failure may be condoned, in
which case you will be permitted to sit the examination as if for the first time.
Remember, tutors are there to support you and you should ask if you are finding
difficulty with a particular topic.
Higher Education Assessment Policy
Introduction
This policy is not intended to supersede or replace the assessment procedures of the
College’s awarding bodies but is based on the assumption that the faculty will be
complying with the requirements of its university partners and Pearson in every
respect. It is, however, intended to formalise the approach which the faculty takes to
its own assessment of students, in order to ensure that there is parity of treatment for
all its higher education students, whichever awarding body validates and quality
assures their qualification.
Assessment Policy
1. All assignment briefs and examinations which form part of a student’s final award
which are not written by a validating university, will be internally verified by another
member of the teaching team before being issued to students and a record kept to
confirm that this took place
2. A sample of all marked assignments will be internally moderated. This should
include consideration of those in the upper and lower brackets, all fails and a
sample of a size in accordance with the university or awarding body policy, with
the exception of final degree dissertations, which will all be second marked by
another member of staff with written feedback from both. A moderation grid will
be maintained as a record of this activity
3. All assessed work which is submitted punctually will be returned to the student
within no more than two working weeks, with the exception of dissertations which
have to be second marked in their entirety. A return date will be included on
assignment briefs issued to students
4. It is good practice to identify spelling and grammar errors in formative feedback
and expect students to correct this in summative feedback. Any students showing
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particular concern could be referred to DISC in the LRC and the group profile used
to check whether specific support is required and whether it is in place
5. All students should have the opportunity for at least one formative assessment
during an assignment and this should be timetabled into the scheme of work. It is
important not to create an advantageous situation for one student and usually,
more than one formal, formative feedback is not necessary.
Formative
assessment involves the assessor and student/s and takes place prior to
summative assessment.
6. The composition of Boards of Examiners is determined by the regulations of the
awarding body
7. The designated course tutor will ensure that all work is marked and moderated in
advance of the Board of Examiners, that marks are available in an appropriate
format for the awarding body and that a constructive dialogue is maintained
throughout the year with the External Examiner
8. Where work is submitted late without evidence of extenuating circumstances, the
regulations of the awarding body will take priority in consideration of whether the
work can be assessed and, if necessary, the final decision will rest with the Board
of Examiners. The ability to meet a deadline is an important part of preparing
students for employment and the consequences of late submission of work must
be made clear to students. Learners may be given authorised extensions for
legitimate reasons such as illness and they must complete the concessionary
paperwork that is available on their course page on the VLE.
9. Pearson programmes only: merit and distinction criteria relating to meeting
agreed timelines will be added to every unit/assignment brief, therefore a late
submission will result in a maximum grade of pass. Tutors can refuse to mark
student work that has been submitted late (more than 4 weeks after the
submission deadline). If this happens students will be asked to resubmit work, but
for a different assignment brief that will not contain merit and distinction criteria. If
a student meets the initial deadline, and has taken part in formative assessment,
and does not achieve the learning outcomes, a re-submission assignment brief
will be provided to provide a further assessment opportunity, with no Merit or
Distinction grading criteria. The student must not have further guidance and
support in producing further evidence. The re-submission could be under different
conditions, for example as a timed classwork. Any original submitted work will
remain valid the re-submission work will replace learning outcomes that were not
achieved.
10. Following both formative and summative assessment, students are not able to resubmit work to achieve a higher grade. Any further opportunities to improve
grades must be made available to all students and in agreement with the awarding
body, and/or external examiner.
11. Only the Board of Examiners has the authority to consider claims of extenuating
circumstances, on production of appropriate evidence from the student concerned
12. For university validated programmes, all assessment will follow as laid down in the
validation document in every respect and without deviation, unless with prior
agreement from the awarding body that the proposed alternative is acceptable
13. For Pearson validated programmes, all assessment will follow as laid down in the
Student Handbook.
Pearson programme specifications are re-written by
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Canterbury College and aligned to suit local market needs and the delivery of
modules cannot be changed without agreement of students, the Higher Education
Development Officer and the Section Manager.
14. All assignment briefs will be written in clear and concise language and will include
as a minimum:
• Details of title(s) of programme/module
• The learning outcomes which the student is expected to evidence in their
work
• Assessment criteria and weighting (where applicable)
• Hand-out date
• The deadline for submission
• The deadline for feedback to the students within no more than two working
weeks
• Name of unit/module convenor
• Internal verifier name
• A statement on plagiarism that is signed by students on submission or
submitted through Turnitin
15. The teaching team will endeavour to use a wide variety of assessment methods
on each programme so as not to disadvantage a range of students with different
learning styles and will make every reasonable adjustment for those with
disabilities whilst maintaining academic standards
16. All assignment grades are provisional until ratified by the Board of Examiners and
will be presented as such when feedback is given to students
17. Students are expected and encouraged to submit their work suitably presented,
including due regard to correct spelling and grammar, so as to foster the skills
which they will need to succeed in employment
18. All practical work and presentations which are considered for the final grades will
either be recorded or assessed by two members of staff so as to enable
moderation to take place and as evidence in the event of an appeal
19. New staff will be given appropriate training and support as part of their induction to
assessing at higher education level, which may include further training at the
university depending on the requirements of the partner institution. In their first
term, their Section Manager and/or mentor will ensure that their marking is
discussed with them on an ongoing basis and that examples from other members
of the team are shared with them
20. All suspected cases of plagiarism will be considered, in the first instance, at the
faculty’s internal Assessment and Plagiarism Board, which will meet no less than
twice termly to review ongoing compliance with the Assessment Policy, with
additional meetings to consider cases of plagiarism as the need arises. The
Board will be chaired by the Dean of Higher Education or the Head of Faculty for
Higher Education and attended by the Section Managers and those tutors
necessary for consideration of cases of suspected plagiarism. Thereafter, the
regulations of the relevant awarding body will be implemented
21. The Assessment Board, team meetings, standardisation sessions and the
moderation process will be used to ensure that there is consistency of practice
with regard to assessment across the faculty
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22. All student groups will be issued with a calendar of their assignment submission
dates at the start of the first term of the academic year. This calendar will be
drawn up with careful attention to the even spread of assignment dates through
the academic year so as not to unduly burden students at any particular time of
the year
23. Student inductions will include an introduction to assessment and the methods for
assessment to be used during the course of their studies and will be
supplemented with study skills and technique sessions through the year to give all
students the best possible chance of succeeding on their chosen programme of
study
24. Copies of all assignments and examinations issued to students which form part of
their final award will be lodged securely with the faculty’s Senior Administrator
25. Assignment briefs will be made available to the universities and awarding bodies if
requested in order to engage in a constructive and supportive dialogue thereon for
further development
26. Assessed work (or recorded evidence thereof) and feedback will be kept by the
College for the duration of a student’s year of study and until the Board of
Examiners has considered awarding of their qualification
27. In order to achieve any higher education qualification, a student must achieve
every learning outcome.
Only the Board of Examiners, in exceptional
circumstances, has the authority to consider waiving of this
28. No student shall be permitted to trail credits which would jeopardise their chances
of achieving their full award. The final decision as to this lies with the Board of
Examiners but will not exceed a maximum of 30 credits in any one year
29. Submission of work by students will be recorded and dated to avoid potential
uncertainty. This will normally be in the form of a Turnitin submission or an
assignment receipt where this is not possible
30. Students must submit their work as stated in the format in their student handbooks
or as required by the assignment brief
31. No appeal is permitted which challenges the academic judgment of a member of
staff. All other appeals will be considered initially by the Assessment and
Plagiarism Board
Coursework Late/Non-submission
Students who suffer serious illness or other problems that are outside of their control
can put forward extenuating claims for consideration.
Most students experience a certain amount of stress at periods of formal assessment.
It is expected that individuals studying in Access to higher education will develop the
ability to deal with this and to produce satisfactory work whilst meeting deadlines.
“Examination stress” or stress in a placement, shall not in and of itself be considered
as an extenuating circumstance. Problems arising from student’s own negligence or
inability to organise their time, will not be considered.
Students should also know that even if their extenuating circumstances are deemed
acceptable and relevant to the assessment they have failed, or not submitted, this
does not excuse them from completing formal assessment. They will still have to
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demonstrate that they have achieved the required learning outcomes in order to pass
that stage of their programme or qualify for the final award at a point in time when the
extenuating circumstances no longer affect the student’s performance. Nor will an
extenuating circumstances claim necessarily affect the academic judgement of
Progression and Award Boards.
Claims for extenuating circumstances should be made at the time of the unforeseen
circumstances and not retrospectively.
Coursework Presentation
Written work should be submitted in the following format:
♦ Work should be word processed, unless specifically agreed with your tutor
beforehand.
♦ Preferred font is Arial 11.
♦ Write on one side of the page only.
♦ Use one and a half or double line spacing.
♦ Use clear and appropriate subheadings and leave a double line spacing between
paragraphs.
♦ Leave a wide margin on both edges and the top and bottom of the page, to enable
your tutor to write comments.
♦ Pages should be numbered and each must have your name at the top.
♦ Figures, diagrams and graphs should be clearly labelled.
♦ Check your spelling, using the UK spell-check on your computer or a dictionary.
♦ Grammar and punctuation are very important as inaccurate use can change the
meaning of a sentence. Be precise with words – technical language is expected at
this level and is taken into consideration by assessors.
♦ Present your work neatly in A4 plastic pockets. The pages must not be stapled or
in ring binders.
♦ Write in formal English and in an appropriate style.
♦ Ensure that the work meets the word count for the assignment. It must not be
significantly over or under the word count.
♦ Add the required and actual word counts to the front of your assignment.
It is your responsibility to hand over your work to the module tutor in person or, if the
tutor agrees, to leave the work with another designated member of staff, usually the
Academic Mentor. Please do not ask other tutors to accept work on behalf of an
absent colleague.
Coursework Retention
Each year the moderator takes samples of assignments. In particular, work from
students on the pass/refer borderline is often reviewed more carefully and the
Progression and Award Board may recall a student’s work. For this reason, all of your
marked coursework must be retained in your portfolio and practical work recorded
through photography, all of which your tutor stores.
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Coursework Writing Skills
It takes time to develop effective writing skills. The following pointers should help you
achieve this as smoothly as possible.
Effective ways or studying
♦ Take time to reflect on and use your notes.
♦ Use spider diagrams and flow charts to help you plan your assignment answers.
Preparing for an assignment
♦ Remember – your answer (essay, report etc) is a reasoned response to the
question asked. It is not an excuse to write all you know about the topic.
♦ Make sure you understand the question. How many parts are there? Make sure
you prepare to ANSWER ALL OF THEM.
♦ Look up any unfamiliar terms.
♦ Begin by gathering ideas and key themes of the topic. A spider diagram on a large
sheet of paper may be a good way to start. Put the assignment question in the
centre of the page.
♦ Begin to plan on the large sheet. Your responses will come from your reading, your
thinking, tutorials, past assignments, television broadcasts etc. Draw lines from the
question and cluster similar ideas together. Only a brief reference is needed - just
enough to remind you of the point or the source of information.
♦ Number the points on your plan in the best order for the answer.
♦ Before you begin writing, check that everything is relevant, and that nothing vital is
missing. Skim through your sources once more and recheck you understand the
assignment title.
The opening paragraph
♦ Outline your approach to the question. It may help to explain the implications of the
key commands in the title. Define any concepts which are going to be critically
examined. Summarise the range of evidence you are going to explore.
♦ Introduce any challenges you will have to face in answering the question - e.g.
conflicting evidence, academic controversies and debates or competing
perspectives.
♦ Develop your own style. Vary your sentence construction and length. Make sure
you correctly use the conventions of citation, quotations, references and
bibliography.
Other paragraphs
♦ Each should contain evidence (e.g. information, quotations, views of critics etc)
which you then DISCUSS and ANALYSE to bring out your RESPONSE - showing
how the evidence relates to the question. The discussion should always refer back
to the title.
♦ Include a clear link to the next paragraph in the final sentence, or in the first
sentence of the next one.
♦ Have you answered ALL the parts of the question in an equal way?
Final paragraph - conclusion
♦ This should draw together the main points you have already made. You may want
to compare and contrast them. Some of the evidence may be ambiguous or
contradictory - you must say which aspects of the evidence you consider to be
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most compelling in answer to the question as a whole. Refer to the key commands
and key terms in the title. Don't be tempted to add irrelevant observations!
♦ Leave your assignment alone for a day or so, then read it through carefully and
make final revisions. Don't be satisfied with your first effort. Check you have kept to
the word limit. Have you answered ALL parts of the question?
Disciplinary Procedures
Very serious misdemeanours may be subject to college disciplinary procedures.
There is also a review procedure to be followed when a student’s progress and/or
behaviour is giving cause for concern. This involves an initial oral warning, followed by
a written warning; if there is no satisfactory outcome, a student may be asked to leave
the course.
The emphasis at all times is one of helping all students to resolve any difficulties. All
problems involving the course, peers and/or college must be discussed with the tutor
in the first instance.
The student Disciplinary Procedure is designed to ensure that all students abide by
the college rules. This procedure is in two parts:
(a) Misconduct Procedure
This will be invoked for behaviour by any student that contravenes the college rules. It
is behaviour which actually or potentially impacts harmfully on that student, other
students, staff or other people's/college property.
The Misconduct Procedure provides for students being given warnings which become
increasingly serious if there is no improvement in behaviour. Warnings at each stage
are accompanied by an action plan for improvement and may also include sanctions
where appropriate.
(b) Serious Misconduct Procedure
This is defined as behaviour by students which is:
♦ Illegal, or
♦ which threatens the safety of other students, staff, the security of other people's or
the college's property.
The Serious Misconduct Procedure provides for the incident to be investigated by a
senior member of college staff and for decisive protective action to be taken. Serious
Misconduct is likely to warrant immediate temporary exclusion pending investigation,
which may be followed by permanent exclusion, return with specified sanctions, or reinstatement.
The college will involve the police if the incident is deemed criminal, although it may
be up to an individual to press charges.
Disciplinary Procedures - Academic
Students are required to act with honesty and integrity in fulfilling requirements in
relation to assessment of their academic progress.
The following are some examples of conduct which will be regarded as a breach of
this regulation:
♦ Cheating in examinations
♦ Attempting to influence an examiner or teacher improperly
28
♦ Repeatedly reproducing the work of others without proper acknowledgement
♦ Possession of unauthorised materials
♦ Use of unauthorised materials
♦ Copying from another student
♦ Substantial or serious plagiarism or reproduction of material
♦ Attempting to influence a teacher or examiner improperly
♦ Communicating with another student
♦ Conspiring with others to reproduce the work of others without proper
acknowledgement, including knowingly permitting work to be copied by another
student
♦ Falsification of data
If you are found to be in breach of this you will be subject to academic disciplinary
procedures, and penalties will be imposed.
Dyslexia Support
Canterbury College offers initial dyslexia screening through the Additional Support
Team. If the screening results indicate that you have significant dyslexia needs and
require support in order to succeed at your studies, a referral will be made to an
Educational Psychologist for a formal assessment. Depending on the outcome of this
assessment, you may be offered an accredited DSA Assessor. This person will be
able to complete a statement of need for a Disabled Student Allowance. This
allowance can entitle a student with dyslexia to receive a range of support and can
also include the funding for the purchase of a laptop and appropriate software.
If you have any concerns that you may have dyslexia you are strongly encouraged to
use the screening service as early on in your studies as possible in order for the
College to begin giving you the appropriate support.
For further information on dyslexia support offered at Canterbury College please
contact the Disability Advisor at the Canterbury College Student Information Centre.
Effective Study Technique
Becoming a ‘good student' involves you in a learning process. The following points will
provide you with a basis for developing a sound study technique.
1. Read around the subject area as much as possible and purchase the
recommended course books if you can.
2. Read all assignment briefs carefully and do only what you are asked. Ask for help
if you are not sure. Note what format you should produce, e.g. essay or report.
Note the word count and stick to it.
3. As appropriate, use library books, magazines and journals, the Internet and
television/radio broadcasts together with your own textbooks.
4. Take notes from your research selectively, asking yourself, what do I need to
know? Use the index and contents pages to isolate the part you need to read. In
some cases this may be very little. Note page numbers, the author, title, publisher,
and year of publication for all works used. This will enable you to trace any
quotation back to its source.
29
5. When taking notes in class, again try to be selective. Verbatim notes are not
necessary, and lecturers are unlikely to go at dictation speed.
6. Structure written work using a logical framework.
7. Try to support all arguments with evidence, avoiding unsupported statements.
8. With numerical work show your workings clearly
figures/calculations without description or explanation.
and
do
not
leave
9. Submit all work on time. Working to deadlines is an important skill and we impose
a penalty for lateness.
10. There are no extra marks for bulky folders, ring binders, ‘padding out' with leaflets
you have collected or putting every page in a separate plastic folder. In fact they
will tend to slow down your marker or assessor so avoid them!
11. Avoid the serious academic sin of plagiarism, by referencing all of your sources. In
order to avoid plagiarism it is important to reference all quotations, theories,
diagrams etc. You may quote from any published material, but not from lecture
notes and handouts prepared by teaching staff. We use the Harvard System of
referencing. See p20 of this handbook for details.
Student Appeals
Laser Learning Awards allow an appeal by a learner against an internal assessment
decision, only once the Centre’s own Appeals Process has been exhausted. (They
may be a charge by Laser of £50 for this process).
All appeals should be made in writing (not by email)***. Appeals should be sent to the
Quality Manager, LASER, The Runnymede Centre, Chertsey Road, Addlestone,
Surrey, KT15 2EP, and be marked ‘Appeal Against…’ with the relevant appeal type,
along with the relevant fee in full, or an agreement to pay the fee once payment
details are provided by LASER, upon receipt of the appeal.
Laser Learning Awards Complaints and Appeals Policy and Procedures 1 of 7 Version
5, October 2013. P4/5
Canterbury College Appeals
A student may appeal against a decision of an Examination Board on the following
grounds:
•
that circumstances exist which materially affected the student’s performance
which were not known to the Examination Board when its decision was taken, and
which it was not reasonably practicable for the student to make known to the
Board beforehand
•
that there were procedural irregularities in the conduct of the examinations and/or
assessment procedures
An appeal by a student against an academic discipline decision of an Examination
Board may only relate to the following grounds:
•
that the procedure was not properly carried out
•
that substantial new evidence has come to light
No appeal shall be allowed on the grounds that although the decision of the
examiners was properly made the Examination board is alleged to have erred in its
judgement of the academic standard achieved by the student.
30
Procedure for Appeals
An appeal must be submitted in writing by the student concerned to the Dean of
Higher Education and must be received no later than 15 working days after the
notification to the student of the decision of the Examination Board as appropriate.
The appeal should contain a full statement of the grounds that the appeal relies upon.
In preparing such a statement the student may draw upon the assistance of relevant
College staff, if appropriate.
The Dean of HE or their nominee will review the submission to ascertain whether
there are valid grounds for appeal. If the appeal rejected the appellant will be given
reasons for the decision.
If accepted the case will be referred back to the members of the Examination Board to
reconsider their decision.
Internet, Use of
♦ Use of the Internet is a privilege and may be withdrawn at any time.
♦ The downloading, viewing or sending over the Internet via any computing
workstation of any material classed as unacceptable by the college is prohibited
and will be treated at a very serious offence. Unacceptable material includes, but is
not limited to, pornography, ‘warez’ (illegal computer software), hacking,
‘phreaking’ (illegal use of any phone system) and any other material which may
cause offence or harm to others.
♦ The use of ‘Chat’ programs or similar software is not allowed.
♦ All Internet use is subject to the JANET Acceptable Use Policy, which is available
to view on the Internet at http://www.ja.net/company/policies/janet-aup.html. It is
the user’s responsibility to comply with this policy.
Pathway Tutor Scheme
You are obliged to attend formal tutorials when your individual progress can be
considered in conjunction with your personal portfolio. Times are published on the
notice board, but an open door policy is also operated if you wish to see a tutor
urgently.
The underlying philosophy of the pathway tutor scheme is to ensure that you receive
support throughout your studies. The scheme exists to:
♦ help maintain good communications between the college, staff and individual
students
♦ provide a systematic review of student progress
♦ help students solve academic problems
♦ help students resolve personal problems which may affect their academic work
♦ act as a source of referral to their College Officers, Student Services and outside
agencies where this is felt appropriate
♦ assist with progression/employment.
Your tutorials will include:
♦ your learning agreement
♦ student responsibilities
31
♦ learning support
♦ induction
♦ individual learning plan
♦ student activities
♦ recording your achievements
♦ target setting.
You will also be able to take time in your tutorial to discuss individual study
requirements with your personal tutor who either will be able to help you or guide you
to an appropriate member of staff.
Tutorial Programme
There is a formal tutorial programme relating to UCAS applications which is delivered
during the first term. In addition to this, your Personal Tutor will meet with you
individually at least twice a term to discuss your progress. You will need to bring
copies of the assignment feedback sheets so that your Personal Tutor can discuss
these with you and identify any areas of work you need to concentrate on.
If you feel that the course is not fulfilling your expectations in any way, please talk to
your Personal Tutor. It is vital that you air your concerns and difficulties. If we do not
know about them, we cannot give you the necessary support or deal with any problem
area.
Applications to Higher Education
Making an application to Higher Education can be a daunting process. You will
receive support from your Personal Tutor and Subject Tutors. It is your Personal
Tutor’s responsibility to ensure that your reference is ready by the stated date.
However, all other responsibilities relating to your application are yours. You must
ensure that you do the following:
•
•
•
•
•
•
Attend the tutorial slots when UCAS application guidance and support are being
given
Check with the admissions officers of your chosen Higher Education courses that
your combination of Access subject modules will give the required number of
credits and fulfil the requirements in terms of subjects
Complete the reference request form to inform your Personal Tutor of your chosen
HE subject(s) and hand to your Personal Tutor by the second week of October.
With support from your Personal Tutor and your Subject Tutors, produce a draft
personal statement to be handed to your Personal Tutor by the second week of
November
Hand Form HE1 to your Personal Tutor by the second week of May. This will
inform your Personal Tutor about your final choice of University (or other HE
institution) and whether you need information about levels of achievement to be
sent to the Institution
Collect your Access Diploma and any results letter that needs to be sent on to
your chosen HE Institution.
Please note that attendance on, and successful completion of, the Access course
does not guarantee progression to Higher Education. Access programmes have
come to represent the most popular route to degree level study for adult learners
because they are designed with the approval of local HE institutions and are closely
32
monitored by them. Progression to the degree programme of your choice will depend
on a variety of factors such as demand, places available and your performance at
interview. For this reason, students aiming to progress to high demand areas such as
Law, Midwifery, Occupational Therapy, Psychology, or RFTV are encouraged to also
apply to alternative HE course. Canterbury College Access students have an
impressive success rate of entry into Higher Education.
Enrichment Programme
As adult students managing a home and caring for a family it is recognised that there
may be greater demands on your free time than would be the case with younger
people. Therefore you are not required to follow a formal enrichment programme.
However, there are occasional visits and activities which, if you can attend them, can
greatly add to your enjoyment and understanding of your subjects. These events have
included:
•
•
•
•
Visits to the Canterbury Christ Church University and the University of Kent,
organised in conjunction with their Admissions and Partnerships Services
(Humanities and Teaching, Social Sciences)
Local field trips in History
Museum and Archives trips (History, Human Biology)
Theatre visits to the Lyric, Hammersmith; the Globe Theatre; and the Gulbenkian
Theatre at the University of Kent.
Quality Assurance
Canterbury College and Laser Learning Awards both operate a range of policies and
procedures to monitor and ensure the quality of the teaching and assessments that
you will experience.
All assessment briefs and examination questions are internally verified before being
provided to students to ensure that they are appropriate and robust. The awarding
body also has procedures to review assessments and examinations and looks at the
feedback and marks provided to students to confirm that standards are being adhered
to.
You will be required to complete questionnaires at three points during the programme:
at the beginning of your studies, during the year and at the end of your studies. This
enables us to check for any issues or problems that may have arisen and allow us to
deal with them quickly. Teaching staff are subject to observation in lessons, to ensure
that teaching remains at the highest standard and all programme course tutors
complete end of year reports to summarise the teaching and learning experience and
the outcome of any actions for that year. In order to continually improve quality, every
three years the Higher Education Faculty is subject to triennial review by external
consultants, in which all of the key aspects of teaching and learning in the last three
years are considered and new actions are decided.
This is just a summary of the main quality policies that we operate and if you have any
queries about how quality assurance is maintained please speak to your programme
tutor.
Referencing and the Harvard System
Referencing is a fundamental part of the academic process. You will be expected to
use each module’s reading list to focus your research for essays and assignments.
You will gather information, evidence and authors’ views and use this to support your
33
written work. Everything that you use that is taken from another authors work should
be referenced, whether the work is directly quoted, disambiguated, paraphrased or
summarised.
The Harvard System is a way of acknowledging the writings, ideas and data of
another person. The System requires absolute compliance with the rules of
referencing, every reference should comply precisely with the form specified for each
type of information. Although most Universities and Colleges use the Harvard
Reference System the exact details of how the references should be written vary with
every institution. You must ensure you follow the Canterbury College/Cite it Right
rules in respect of your references.
A Harvard System reference should contain sufficient detail to identify the source and
exact location of the information used. Learning to research, evaluate and use a
number of varying sources of information is an extremely important aspect of studying
at Higher level. Using references shows that you have undertaken research into your
subject and considered the theory relevant to your area of study. Perhaps most
importantly it gives credit to others for their work, which if it were not given would
amount to plagiarism.
It is essential that you properly reference all of your work:
♦ To avoid plagiarism
♦ To support arguments and give justification
♦ To demonstrate depth and breadth of your reading, knowledge and understanding
♦ To allow tracing of original work
Referencing is a very important skill for you to learn. Not only does it make your work
look professional but it also gives it credibility. It is taken into account when the work is
assessed.
The Harvard System
The Harvard System requires you to reference each item of information in two places.
Once in the text itself and once at the end of the work in a reference list. The
information contained at each location must be consistent and written exactly as the
examples below. This includes exact reproduction of capital letters, italics, brackets,
spaces and (text) case.
A reference list must be added to your essays and written work. The list should be
titled References. Some students like to add a list of all the sources they have referred
to whilst studying but not used in the work. This is called a Bibliography. The two
should not be confused, a reference list is mandatory, a bibliography optional. Even if
you complete a bibliography this must be proceeded by a reference list.
Remember the Harvard System requires you to reference twice, once in the text and
once in the reference list. The next section is split into citing in the text and citing in
the reference list to help you to identify what information should be included for each
type of reference and to show you the way that information must be presented.
Citing in the text
a) Direct quotation
If you are using a direct quotation you must identify the page number/s after the date
within brackets. Abbreviations are page (p.), pages (pp.).
Example
"These resting times provide periods for reflection and permit time for new things to
be learned, mastered and brought to fruition" Jones (1999, p.122).
34
b) General ideas and issues
When referring to the ideas, evidence or issues of another you must show in the text
the author and date of publication
The work of (Preece 1998) was concerned to emphasise the importance of quality in
social research.
This must be done at each point in your work that you refer to a particular idea or view
or issue.
If more than one author is involved: In the book (Smith and Jones 2010) Mexico is
found to be a prime example of…………
If in one piece of work you are referring to more than one document was published in
the same year by the same author, use a lower case letter after the date.
Example
The CBI (CBI, 1999a) which has been very influential in raising the public profile of
guidance, has itself adopted three very different positions on this matter. It is
significant that the CBI (CBI,1999b) generally argued the classic liberal case for
individual choice in the education training market in its report Towards a Skills
Revolution.
c) Multiple authors
In the case of four or more authors of a text, state the first author followed by 'et al'.
Example
(Matlock et al., 2001)
If more than one source identifies the same information then all the sources can be
identified in brackets: This is strong evidence that sugar leads to tooth decay (Smith,
1999; Pearce, 2001; Davies, 2006).
d) Secondary Referencing
Secondary referencing is not good research, you should always try to read from the
original source. However if you use a reference where an author is quoting, or using
information from another then you should show the original author as well as the
location you are referencing: (Piaget, 2003 cited in Armitage et al. 2009, p.21).
e) Online sources
If you are using a web page or other electronic source then the author and the year
that the site was published/last updated should be shown in the brackets, followed by
the title of the internet site in italics, available at: URL and the access :date.
For example: Peters, T. (2010) Doing the work at home. Available at:
http://www.indeed.co.uk/Work-From-Home-jobs (Accessed 31 July 2014).
f) Omitting some of the text
When using a direct quote you may want to omit a part of a sentence. You can do this
using three dots …For example: "This can be caused by processes, theory
development … and over use.” (Jones, 1999, p.5).
Placing quotes in the text
Your quotations should be concise and used sparingly. Short quotations (no more
than 2 lines) can be added to your text directly in speech marks. Longer quotations
should be entered in a separate paragraph, indented with increased margins on the
left and right of the page.
Smith (1999) makes it clear that the management are “in control of aspects of the
programme.
35
The evidence is quite clear, all the indicators identify the same general
message that the management of the initiative are very much in control
of aspects of the programme. They may be successful in delivering all
the planned benefits and outcomes. (Smith, 1999, p.79)
Citing in the Reference List (at the end of your text)
When completing your reference list you should follow these rules:
Put the surname/last name first, followed by the initials of forenames. For example
Hill, P.
Show the year of publication or when a web page was last updated.
Use the title given on the title page of the book. Show the title in italics
Enter the place of publication as well as the publisher
Examples
a) Book with one author
Hughes, R. (2000) The Shock of the New. London: Thames & Hudson
b) Book with two authors
Hughes, R., Smith, J. (2001) The Shock of the New Revisited. London: Thames &
Hudson
c) An edited book
Mundy, J. (ed.) (2002) Surrealism Desire Unbound. London: Tate Publishing
d) Book with several editors
Harrison, C., Wood, P. (eds) (2002), Art in Theory 1900-2000: An Anthology of
Changing Ideas. London: Blackwell Publishers
e) Journal article where the author(s) is known
Bennett, H., Williams, H, Reid, S. (2000) ‘Through a glass darkly: images of
appraisal.’ Journal of Teacher Development, 4 (3), pp.39-46.
f) Journal article where the author(s) is unknown
“How dangerous is obesity?. (1997) ‘British Medical Journal,’ No 7069, p.1115
g) An Online Source
Many Web documents give an author, if so then the author’s name should be used. If
not, use the title of the site as the main reference point as you would with any
anonymous work.
Cite the date when you accessed the information. Internet based material might only
be available for a short time and hence it is advisable to keep a personal copy as
evidence that the information existed.
Smith,
P.
(2010)
The
harm
alcohol
causes.
Available
http://www.homeoffice.gov.uk/crime/alcohol-licensing/ (Accessed: 24 July 2014).
at:
Home
Office
(2010)
Licensing
Organisations.
Available
http://www.homeoffice.gov.uk/crime/alcohol-licensing/ (Accessed 24 July 2014).
at:
h) A Television Programme
Eastenders (2010). BBC One Television, 28 July..
i) Film & Video
Now Voyager (1942) Directed by Irving Rapper [Film]. New York:Warner
36
Cite Them Right
Canterbury College HE Faculty Harvard referencing complies with “Cite Them Right”.
Cite them Right is available in Hard copy from the LRC or online at:
http://tinyurl.com/can-cite You will need to enter your College Computer ID and
password.
Self-directed Learning
At this level of study, self-directed learning is extremely important and in addition to
completing your assignments and attending college classes you will need to
undertake further reading and research to get the most out of your studies. Your tutors
will advise you as to specific recommended texts, but your reading should go beyond
this and include:
♦ a wider range of textbooks
♦ appropriate industry journals and magazines and broadsheet newspaper articles
♦ appropriate websites.
You should be prepared to purchase essential recommended textbooks. Many texts
and journals are available in the Cary Learning Resources Centre and the HE
Learning Resources Centre. This facility is specifically aimed at offering support and
advice to all HE students. The HE Centre offers:
♦ a quiet study environment
♦ an exclusive HE book collection
♦ newspapers, magazines and specialist journals
♦ free access to PCs, printing and photocopying facilities
♦ open careers advice session every Thursday
♦ advice on research methods and use of resources
♦ advice on dissertation writing
♦ access to online information
Opening hours are Monday-Thursday 9am – 7pm and Friday 9.45 – 4pm.
There is a large student drop-in IT facility in Canterbury College allowing for the use of
a wide range of software packages and the Internet and providing quiet study areas.
Other aspects of self-directed learning are:
♦ ensuring your class notes and diagrams are readable
♦ making notes from your wider reading
♦ researching and planning your assignment answers.
This is designed to help you develop the ability to learn for yourself, think
independently and evaluate information individually. However, if you do need any help
and advice, your tutors are always happy to help.
Group Support
We strongly recommend that you adopt the practice of working in collaboration with
your fellow students. You are not in competition with each other. Our aim is that
every student completes the course successfully. This does not mean copying each
other’s work, but it could include:
37
•
•
•
•
•
explaining concepts, theories and perspectives to each other to help you to
understand them
discussing essay plans together
rehearsing oral presentations with each other
writing outline essays together in preparation for examinations
forming study groups which meet regularly
Student Representatives
A student representative will be elected by the group at the beginning of the year.
Representatives have an important role to play in the running of the programme and
their duties are as follows:
i.
They are elected to represent the opinion of the whole group.
ii. As appropriate, they will attend course meetings and Staff/Student Liaison
Meetings. It is important that they seek out the opinions or concerns of the group
and convey these to the meeting.
iii. The representative reports back to the group the outcome of the meeting. They
will receive a copy of the minutes of the meeting, which they may wish to display
or circulate.
iv. In the event that they are unable to attend a meeting the representative should
arrange for a substitute. The group may wish to elect a substitute when electing
their representative.
v. If the need should arise the representative may, on behalf of the group, request a
meeting with the teaching team.
vi. The student representative should bring to the attention of the tutor any problem
that might lead to a dispute between a member of staff and the group.
38
CANTERBURY COLLEGE
FACULTY OF HIGHER EDUCATION
ACCESS TO HIGHER EDUCATION
DEADLINE EXTENSION FORM
NAME OF STUDENT
.………………………………………………………
COURSE TUTOR
.………………………………………………………
ORIGINAL DATE OF SUBMISSION
………………………………….……………………
REASON DISCUSSED
….……………………………………………………
DATE FOR NEW DEADLINE
.………………………………………………………
SIGNATURE OF STUDENT
……………………………………………………….
SIGNATURE OF COURSE TUTOR
...…………………………………………………….
39
Week
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
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47
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49
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52
HE
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
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30
Wk Commencing
Monday
28 July 2014
4 August
11 August
18 August
25 August
1 September
8 September
15 September
22 September
29 September
6 October
13 October
20 October
27 October
3 November
10 November
17 November
24 November
1 December
8 December
15 December
22 December
29 December
5 January 2015
12 January
19 January
26 January
2 February
9 February
16 February
23 February
2 March
9 March
16 March
23 March
30 March
6 April
13 April
20 April
27 April
4 May
11 May
18 May
25 May
1 June
8 June
15 June
22 June
29 June
6 July
13 July
20 July 2015
CANTERBURY COLLEGE CALENDAR 2014-2015
A Level Results –14 August
GCSE Results – 21 August ENROLMENT
College closed Monday 25 August ENROLMENT / ADMIN WEEK
TERMS STARTS, TUESDAY 2 SEPTEMBER
Induction - Fresher’s Week
Staff Conference – Friday 24 October
SELF DIRECTED STUDY WEEK
TERM ENDS FRIDAY 12 DECEMBER 2014
15 December Course Review day 16 December – Admin day
College closed 24, 25, 26 December
College closed 1 January
TERM STARTS 5 JANUARY
SELF-DIRECTED STUDY WEEK
23 February Course Review day
College closed Friday 3 April. TERM ENDS THURSDAY 2 APRIL
College closed Monday 6 April
TERM STARTS MONDAY 20 APRIL
College Closed 4 May
.
College Closed 25 May SELF DIRECTED STUDY WEEK
TERM ENDS FRIDAY 10 JULY 2015
14 July Course Review day 15 July Admin day
40