MA Education TL Part Time Handbook

FACULTY OF EDUCATION AND SPORT
Postgraduate Professional
Development

MA Education Part-time
Course Handbook
2014 2015

MA Education (Teaching Leaders)

School of Education
Learning and Development
MA Education Part time Course Handbook Teaching Leaders 2014/15 Page 2
Contents

Part 1: Generic information for Learning & Development courses

Contents ....................................................................................................................... 2
Introduction ................................................................................................................... 4
Equality and diversity .................................................................................................... 5
Keeping in touch ........................................................................................................... 6
Staff contact details ....................................................................................................... 6
Personal Tutors ............................................................................................................ 8
Contacting you .............................................................................................................. 8
Studying on Learning and Development Programmes with the University of Brighton ... 9
Responsibilities ............................................................................................................. 10
Making your voice heard ............................................................................................... 11
The academic year, semesters and modules ................................................................ 12
Communication systems ............................................................................................... 12
Aims and objectives of Learning and Development ....................................................... 12
Learning and Development Awards .............................................................................. 14
The structure of awards ................................................................................................ 15
Permitted registration periods ....................................................................................... 15
Teaching and learning methods .................................................................................... 16
Management of Learning and Development programmes ............................................. 17
Recognition of Prior Learning ........................................................................................ 17
Record keeping procedures .......................................................................................... 17
Submissions of assignments ......................................................................................... 17
Late submission of work ................................................................................................ 18
Non-submission of work ................................................................................................ 19
Plagiarism and collusion ............................................................................................... 19
Assessment regulations ................................................................................................ 20
Frequently Asked Questions ......................................................................................... 20
Code of Practice in Assessment ................................................................................... 24
Grading Descriptors ...................................................................................................... 35
Guidelines for the Use of References ............................................................................ 42
Abbreviations ................................................................................................................ 54
Glossary of Terms ......................................................................................................... 55
Who to turn to if you have problems .............................................................................. 57
Student Support & Guidance Tutor ............................................................................... 57
Student Services ........................................................................................................... 59


Part 2: MA Education (Teaching Leaders) and Part-time course information
Contact details 62
Introduction and Aims 63
Curriculum overview 64
Pathways and Programme Structures (Teaching Leaders and MA) 65
Learning and Teaching 65
Code of Conduct for Professional Blogs 66
Ethics 67
Assessment 68
Student Support (Roles & Responsibilities of Teaching Leaders and MA) 69
Personal, Academic Tutoring Policy 70
Quality Assurance and Transferability 70
Structure of MA Education programme 72
Structure of MA Education (Teaching Leaders) award:
2 year standard route 2014 start
73
73
2 year standard route 2013 start (year 2)

3 year route
74
75
Calendar for MA Education(Teaching Leaders) 76
Introduction
Welcome to the School of Education at the University of Brighton. We hope that this
handbook will support your progress through your course. The handbook is designed to:
give you the official regulations for your chosen programme of study, whether you are
signing up for one short module or aiming for one of our learning and development
awards;
remind you of your rights and responsibilities and of the support available to you - and
of course it tells you how to get in touch with us;
provide relevant information for the programme for which you are registered. Outlines
for elective modules are available on studentcentral;
provide a set of guidelines about academic references which we expect you to use for
any written work you are giving us.
The handbook is arranged in two parts which give you detailed information about being a
student in the School of Education and about the course that you have enrolled on.
Part 1 is designed to provide you with general information, regulations and guidance
that apply to all Learning and Development students in the School of Education. This
includes the Faculty of Education and Sport Code of Practice in Assessment, and
specific advice and guidance about procedures that you will need to follow as a student
in the School of Education;
Part 2 presents the Programme Specification for your course. This provides specific
details relating to your course as a whole and will be supplemented with more detailed
information about each year of the course at the beginning of each year of study.
You will need to read the handbook very carefully at the start of your course and refer to it on
a regular basis. Make sure that you keep your handbooks safely for future reference!
This handbook has been produced as early as possible in the interest of students and tutors.
Changes may be made to some of the information during the academic year. At the time of
going to print all the information was correct but, as part of the ongoing process of course
development, the School reserves the right to make changes as necessary. Any such
changes will be brought to your attention by your course leader.
This course handbook should be read alongside the University student handbook for
students, which gives more information about general university systems, structures and
services. This handbook is available on studentcentral.
https://studentcentral.brighton.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=null&url
=%2Fwebapps%2Fblackboard%2Fexecute%2FcourseMain%3Fcourse_id%3D_42980_1

Supplementary details relating to your specific course can also be found on the my course
section of studentcentral, where details of any changes to your course, governing
regulations, or procedures that you will need to follow can be found.

In addition to this course-specific guidance, online resources to help you study effectively are
available through the my tools menu on the homepage of studentcentral. You will find the
link in the My tools menu on the homepage. This includes the Ask student handbooks which
contains information for all University of Brighton students and the Ask study guide.

The Ask student website and other useful documentation can be accessed at:
http://student.brighton.ac.uk/ask/

Ask offers advice on how to make the most of seminars and lectures, reading and note
making, preparing for exams, tackling stress, essay writing, oral presentations, group work
and many other topics. You will also find information about the weekly Study Support
workshops held at all university sites and specialist services such as the Maths & Stats
Support Unit and English Language Support Programme.

We hope you find your study with us stimulating and worthwhile. If you have any comments
or difficulties, please do get in touch with your route leader or Personal Academic Tutor and
well do our best to help.

Equality and Diversity

The School of Education is committed to valuing, promoting and celebrating diversity and
challenging and addressing discrimination.

The universitys commitments to equality and diversity are detailed in our Equality and
Diversity Policy and as a member of the universitys community you are responsible for
making yourself aware of this policy and for abiding by it. This policy and associated
documents are available in full on the Universitys Equality and Diversity pages which can be
found here: www.brighton.ac.uk/equality

The university knows that some groups in society continue to experience discrimination, and
also that these groups may not be protected by the law. The university is committed to
getting rid of any forms of discrimination and to offering support and opportunity to all. Higher
Education has an important part to play in making equal opportunities really work for all
members of our society, and also depends upon contributions from people of different
backgrounds who bring a wide range of experiences to the university community.

Our Equality and Diversity Policy recognises that these differences (or this diversity) should
be seen as something positive, that should be valued and must be used to create a
successful, dynamic and respectful organisation.

The Policy Statement also makes it clear that all members of the university community have
a responsibility to think about how equal opportunities is relevant to them in their work or
study, and to act on this to take equality forward.

Keeping in touch
As a student registered on a Learning and Development programme you may need to
contact us about some aspect of your course. The best way to communicate is to telephone
the School of Education reception on 01273 643386 or the programme assistant for your
course (contact details below) to leave a message. Alternatively, write to us at this address:
School of Education
A306 The Checkland Building
University of Brighton
Falmer
Brighton
East Sussex
BN1 9PH

You can also fax us on 01273 643555 or email us at soeccpd@brighton.ac.uk.
Visit the School of Educations website at http://www.brighton.ac.uk/education.

The Learning & Development team of tutors and administrators
Administrative staff
Name and responsibility Direct line Direct email
Cathy ATHERTON
Programme Assistant
01273 644507 c.atherton2@brighton.ac.uk
Adam BYFORD
Programme Assistant
01273 643443 a.byford@brighton.ac.uk

Lindsay CHALLIS
Senior Records Officer
01273 643450 l.e.challis@brighton.ac.uk
Ben GARNETT
Administrative Assistant
01273 643386 b.garnett@brighton.ac.uk

Rosie JONES
Programme Assistant
01273 643313 r.c.jones@brighton.ac.uk

Katie MARSH
Programme Assistant
01273 643397 k.l.marsh@brighton.ac.uk
Helen McLAREN
Programme Assistant
01273 641931 h.l.mclaren@brighton.ac.uk
Claire WATSON
Senior Programmes Administrator
01273 643598 c.e.watson@brighton.ac.uk


Teaching staff

Name and responsibility

Direct line Direct email
Irena ANDREWS
Programme Leader for the MA programmes and
Postgraduate Education

01273 643436 i.l.andrews@brighton.ac.uk
Nancy BARCLAY
Route Leader for the PG Cert PES Primary
Mathematics Specialist Teacher Programme
(MaST)

01273 643404 n.barclay@brighton.ac.uk
Jane BRIGGS
Route Leader for the FdA Professional Studies in
Primary Education (Guernsey)

Julie CANAVAN
Route Leader for the FdA in Early Years Care
and Education (Falmer)
01273 643365

01273 643399

j.briggs@brighton.ac.uk

jc144@brighton.ac.uk

Jane CAMPBELL
Route Leader for the FdA Professional Studies in
Primary Education
01273 641148

j.campbell@brighton.ac.uk

Tim COXON
Route Leader for the BA(Hons) Education

01273 643370

t.coxon@brighton.ac.uk
Kerry DOYLE
Route leader for Post Compulsory Education

01273 643428 k.c.doyle@brighton.ac.uk
Nadia EDMOND
Assistant Head of School, CPD and Learning and
Teaching

01273 643448 n.edmond@brighton.ac.uk
Erica EVANS
Early Years Professional Status Programme
Leader (joint with Annie Richardson)
01273 643454

ee24@brighton.ac.uk
Melanie GILL
Student Support & Guidance Tutor

01273 643375 m.l.gill@brighton.ac.uk
Richard GOODMAN
Route Leader, Developing Mathematical Practice
Post-ITT SKE / PG Cert PES

01273 643117 r.n.goodman@brighton.ac.uk
Phil LUGTON
Route Leader for the FdA Adult Learning and
Development

p.lugton@brighton.ac.uk
Brian MARSH 01273 641901 b.marsh@brighton.ac.uk
Route Leader PG Cert PES (Science for
Secondary Teachers)

Jane MELVIN
Route Leader for the BA(Hons) Youth Work and
FdA Working with Young People
Programme Leader for Undergraduate Work-
based Learning Programmes

01273 641859 j.r.melvin@brighton.ac.uk

Mark PRICE
Assistant Head of School Undergraduate Work-
Based Learning Programme and Economic and
Social Engagement
Route Leader for the BA (Hons) Professional
Studies in Learning and Development (Guernsey)

01273 643319 m.price@brighton.ac.uk
Annie RICHARDSON
Route Leader for FdA Early Years Care
and Education (Hastings) and
Early Years Professional Status Programme
Leader(joint with Erica Evans)

01273 644665 a.t.richardson@brighton.ac.uk

David STEPHENS
Course Tutor, MA Education Full Time
01273 643420 d.stephens@brighton.ac.uk
Joan WILLIAMS
Assistant Programme Leader for the MA
programmes and Postgraduate Education

01273 641928 jw227@brighton.ac.uk

Personal tutors

All learning and development students will be allocated a Support Tutor whom they may
contact by telephone or email. The particular responsibilities of this tutor will be outlined
during induction.

Contacting you

We must have a current contact address at all times, and wherever possible a daytime
phone number in case we have to contact you urgently - occasionally, if a lecturer is taken ill
or the weather gets very bad, we have to cancel or postpone classes at very short notice and
wed hate you to come all the way here for nothing! So do let us know if you move home or
change jobs. Dont rely on your module tutor to pass the information to us - make sure you
tell the programme assistant yourself, preferably in writing.

Please also ensure that if you are not able to regularly check your university email address
that you set up a forwarding service so that your university emails are forwarded to a
personal email address that you are able to check on a more regular basis. Email tends to be
our primary means of contacting you so it is important that you have means to check your
messages.

Studying on Learning and Development Programmes with the University of
Brighton

Our approach

We want to make sure that your programme of study is geared towards your personal
learning needs and that it also takes account of your own work situation. Ways in which we
can do this include:
providing an environment conducive to learning;
negotiating the content of assignments so that they are relevant to you and your
organisation;
encouraging your organisation to integrate the programme into their staff development
strategy;
providing support for students in a variety of ways;
providing a clear framework for the completion of assignments.

Needs analysis and target setting

Experience suggests that it helps if everyone has a clear idea of what is expected of them
during their programme. We have developed responsibility checklists that cover what we
expect of you and, in return, what you can expect from us. Most students will engage in
formal needs analysis and target setting as part of induction.

Building in reflection and review as part of becoming an effective learner

Self-awareness is fundamental to becoming an effective learner. One very important aspect
of this is knowing how you learn most effectively and how you prefer to learn. Our
programmes aim to take into account the different ways in which people learn. We aim to
provide a variety of learning approaches to meet those preferences but also to help you
explore other ways to learn.

However, one common theme is to encourage participants to reflect on their own
experiences, both on the programme and back at work. Thinking about what you have done,
how you might have done it differently, and what approaches others might take, is perhaps
one of the most useful skills a learner can develop.
Reflection works both ways; you can think about how you can apply theory to practice but it
can also be valuable to put your current practice into the context of theory. As well as trying
out some of the theory in practice, you may also be able to identify the theoretical pegs on
which your existing practice develops.

Review and evaluation

Review and evaluation is an integral part of all our programmes. This reflects our
commitment to delivering high quality courses to our students and to maintaining the
standards of the University of Brighton.

Student involvement in the review and evaluation strategy is essential. Not only does it help
us be responsive to your needs but it also offers you a further opportunity to develop your
own evaluative skills.
You may be asked to:
fill in a short evaluation form after the induction session or after the first session;
contribute to a review process (this will be a tightly-structured part of a normal session
involving all participants);

provide feedback and evaluation at the end of each module/programme.

Your responsibilities

We expect you to:

attend all the programme sessions and tutorials;

organise your time so that you can submit your assignment on the due date with the
appropriate cover sheet;
turn up on time to sessions and tutorials;
let the tutor know if you are unable to attend a session and discuss the steps you plan
to take to make up for missed sessions;
engage in group discussions and activities;
make time for set reading and study relating to the course;
provide feedback to tutors on the content and processes of the course as appropriate;
contribute to the review and evaluation process;
ask questions and seek clarification where needed, especially about the assignment;
keep copies of everything you submit in case of loss;
keep all returned work safely: you may need it at a future date;
use the university pro formas as required;
ask for an extension if something unforeseen, such as illness, disrupts your plans;
use ICT as a learning and communication tool where appropriate.

Our responsibilities

In return, you can expect Learning and Development staff to:
start and finish sessions on time and inform you promptly of any change to the
published timetable;
give you as much notice as possible of all sessions and deadlines;
set out clearly what is to be covered in the programme as a whole and in individual
sessions;
offer high quality teaching and a varied range of teaching strategies;
take into account your professional expertise and the nature of part-time study, where
appropriate;
set out what is expected in terms of assignments at the beginning of each module,
including assessment criteria;
relate the content of individual sessions to the assignment;
make the content of assignment and non-contact work relevant and appropriate to your
situation;
offer guidance on relevant literature to develop your understanding;
provide support and feedback on written assignments at appropriate stages;
provide a favourable learning environment;
elicit, listen to, and act upon (where appropriate) feedback from students about the
programme content and process.

Making Your Voice Heard

Student feedback is a key component of the universitys quality insurance and enhancement
processes and students are encouraged to become involved in decision making in a variety
of ways.

At the end of each module, and at certain points in your course, you will be asked to
complete student evaluations: these are considered carefully by tutors, subject groups and
course teams in order to improve the quality and standards of your course.
Early in your course, you will be asked to elect a student representative. This is an
important role that fulfils a number of key functions. There is a special training programme,
organised by the Students Union, for student representatives, who will need to:
accurately reflect the views and opinions of their colleagues whom they represent;
participate in the development of improved relationships and communications
between staff and students;
attend meetings and participate constructively;
consult with and report back to students;
help with problem solving tasks where appropriate.

The membership of Course Boards, School Boards of Study and the Faculty Academic
Board includes at least one student representative and all students can view the agendas
and minutes of these meetings via studentcentral. More information on Student
Representatives can be found at:
https://studentcentral.brighton.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_32_1&
url=%2Fwebapps%2Fblackboard%2Fexecute%2FcourseMain%3Fcourse_id%3D_52176_1

Your views of your course and your overall student experience are crucially important in
helping us to make improvements. In addition to the formal processes outlined above,
students are encouraged to make their views known to tutors through discussions conducted
in an informal but professional manner.

The academic year, semesters and modules

Each academic year is divided into two semesters and at the beginning of the year you
should automatically be registered for the appropriate modules for your course and route. If
you are registered on a module from another faculty or department, you may need to follow
slightly different procedures from those detailed in this School of Education handbook. You
will need to check this with the tutor teaching the module.

Your term dates may differ slightly from those for other students in the University; for
practitioners and part-time students you will spend a large proportion of your time working in
in the field. You should check the exact dates, times and locations with your route leader or
programme assistant at the beginning of the year.

Communication systems

Studentcentral is a suite of web-based tools to support learning and teaching and provides a
means of communication for staff and students in the School of Education. All Learning and
Development courses are registered with studentcentral and you should ask your route
leader how much you are expected to use this resource. The intention is that, once
registered, you may use studentcentral to communicate with tutors and other students by
email and you will be expected to check your home page regularly for announcements and
information that will be relevant to you.

All full-time or fractional tutors in the School of Education have offices on the Falmer campus,
but they may not be available when you drop by. Leaving a note pinned on a tutors door is
sometimes an effective way of leaving a message for a tutor, but you need to be aware that
this may not be picked up for several days if the tutor is working off-campus or visiting
students on placements. If you need to see a tutor, it is better to contact them first to make
an appointment. All full-time and fractional tutors can be contacted by email, phone, or fax.
Messages for part-time tutors and visiting lecturers can be left at the School of Education
office.

Aims and objectives of Learning and Development

This section explains what we hope the Learning and Development courses have to offer: it
uses fairly complex academic language as it is an exact replica of the validation documents.
We have a responsibility to give you this information in exactly this form - ask if you want to
know what we mean in everyday English!

Learning and Development has the following broad aims:
to offer to all those working in education or training in a voluntary or professional
capacity the opportunity to develop their own knowledge, skills and understanding, with
the potential to enhance these in others;
to provide diversity of provision in a range of high quality courses appropriate and
relevant to professional client needs;
to provide an adaptable, efficient and effective scheme which provides high quality
continuing professional development;
to utilise the academic expertise and experience of the faculty staff in the most effective
way possible to meet the needs identified by national and local developments and by
individual schools, colleges, teachers and other potential client groups;
to ensure on-going development of Learning and Development programmes through a
commitment to staff development, marketing and research;
to enable other providers such as schools, colleges, other educational services for
children and young people, diocesan education personnel, local authority advisers and
human resource developers to enrich the programmes by offering modules the same
credit values as modules offered by the school, subject to rigorous QA procedures
being followed;
to ensure coherence of experience for students;
to develop students sense of membership of an academic community.

From these aims we derive the following objectives:

to develop high quality modules of study which will be appropriate and professionally
relevant and which will take into account the existing expertise and knowledge of
students;

to offer modules of study which meet the needs of students engaged in lifelong learning
as well as students for whom focused professional development is needed;
to provide these modules in a structure which allows for flexibility of registration period,
which can cope with the changing needs of the client group in terms of location, mode
and timing of delivery but which also works to offer opportunities for progression for
those who wish to study for higher awards;
to offer these modules in a way which ensures quality of provision through regular
monitoring, evaluation and staff development and through regular consultation with
representatives of client groups;
to offer these modules in a way which maximises the transferability of modules of study
within this institution and within the wider academic community;
to be integrated within the School of Education, so that the profile of the School of
Education in this field is enhanced;
to offer a scheme which takes into account the diverse pressures on educators in both
professional and voluntary situations and which accepts that not all clients will be
looking for continuous linear registration, or accreditation;
to offer a scheme which takes into account the existing expertise of educators which
facilitate the accreditation of prior (experiential) learning (AP(E)L);
to recognise the need to work where possible to university structures to allow
opportunities for crossfaculty study as and when this is seen to be appropriate.

The postgraduate level of Learning and Development seeks to:

offer students opportunities for deeper reflection on professional practice in the light of
current research and theoretical debate;

encourage the development in students of a depth of specialist knowledge in a field
appropriate to their professional role;
enable students to develop enhanced critical abilities;
support students in their development of enhanced autonomy as learners;
promote interaction by students with fellow practitioners in a critical community;
provide opportunities for students to develop enhanced understanding of the principles
of educational research and opportunities to become competent in the application of
such principles.

Although modules within Learning and Development all have their own specific learning
outcomes and content, there are some generic requirements for the recognition of a module
as being suitable for the award of HE credit. The following generic learning outcomes are
expected as a minimum for any Learning and Development modules:
All Learning and Development modules will:
i. provide the opportunity for students to acquire new knowledge and skills relevant to
professional development;
ii. provide the opportunity for students to relate theory to practice;
iii. challenge students to reflect upon, analyse and evaluate their practice and that of
others with some degree of critical appreciation so that they may enhance their
understanding of relevant issues;
iv. provide the opportunity for students to produce coherent relevant work in order to
explore and clarify their new or enhanced knowledge, skills and understanding.

Learning and Development Awards

The School of Education currently offers the following Learning and Development awards:
Certificate in Education in Further Education and Training (Advanced Practice)
FdA Adult Learning and Development
FdA Early Years Care and Education
FdA Professional Studies in Primary Education
FdA Supporting Learning
BA (Hons) Youth Work
BA (Hons) Education
BA (Hons) Professional Studies in Learning and Development
BA (Hons) Early Childhood Practice
BA (Hons) Supporting Learning 5-11
BA (Hons) Supporting Learning 11-19
BA (Hons) Working with Children and Young People
Postgraduate Certificate Further Education and Training
Postgraduate Certificate Further Education and Training (Art, Design & Media)
Professional Graduate Certificate in Further Education and Training
Professional Graduate Certificate in Further Education and Training (Art, Design &
Media)
Postgraduate Certificate in Professional Education Studies
MA Education
MA Education (Leadership and Management)
MA Education (Higher Education)
MA Education (International)
MA Mathematics Education
MA Education (Early Childhood)
MRes Education

The structure of awards
This section explains how module size is determined and sets out the general learning
outcomes for any Learning and Development module. Again it is the validation information
and we would be happy to explain it in everyday language if you do have any questions.
All levels of awards are now to be based on the notion of one single module being worth 10
CATS points at either level 4, 5, 6, 7 or 8 (previously levels 1, 2, 3, M or D see p.49 for
further information about the new terminology in use for levels of study) and demanding 100
hours of study made up of a variable proportion of contact with tutor time, required non-
contact tasks, private study and other student effort.
Contact with tutor time is any form of direct contact with a tutor in relation to the
module.
Required non-contact tasks are those activities which the tutor expects all students to
complete during the module; these may form an integral part of the final assignment.
Private study is all module-associated work which students undertake autonomously.
Other student effort is recognised for part-time students as containing a significant
opportunity for experiential learning from engagement in teaching/learning.
The credit rating takes into account the relationship between the study and students
professional roles. All students are concurrently studying and working in related professional
or voluntary roles, which means that, in addition to the time spent in direct contact with tutors,
in undertaking directed non-contact tasks and in private study, an allowance is made for the
time spent in reflection and practice. We see the interaction of the course with students
experience as a vital element of their study and so it is entirely appropriate to consider
students professional work as contributing to the total student effort for any module in this
way.

Permitted registration periods

For all Learning and Development awards there is both a minimum and maximum completion
period. These will be outlined in your course programme specification (see Part 2 of the
handbook). If the student takes longer than the standard time to complete an award, a
writing up fee may be charged. Please contact the School of Education office for current
fee levels.
The standard completion time for awards is indicated below:
Certificate in Education in Further Education and Training 2 years
Foundation Degree in Adult Learning and Development 1 - 3 years
Foundation Degree Early Years Care and Education 2 years
Foundation Degree Professional Studies in Primary Education 2 years
Foundation Degree Supporting Learning 2 years
BA (Hons) Youth Work 4 years
BA (Hons) Education 3 years full-time
BA (Hons) Professional Studies in Learning and Development 2 years
BA (Hons) Early Childhood Practice 3 years
BA (Hons) Supporting Learning 5-11 3 years
BA (Hons) Supporting Learning 11-19 3 years
BA (Hons) Working with Children and Young People 3 years
Postgraduate Certificate Further Education and Training 1 year f/t; 2 years p/t
Postgraduate Certificate Further Education and Training (Art,
Design & Media)
1 year f/t; 2 years p/t
Professional Graduate Certificate Further Education and Training 1 year f/t; 2 years p/t
Professional Graduate Certificate Further Education and Training
(Art, Design & Media)
1 year f/t; 2 years p/t
Postgraduate Certificate in Professional Education Studies 1 or 2 years
MA Education (all routes) 1 year f/t; 3 years p/t
MRes / EdD 5 years p/t

Teaching and learning methods

Within the scheme there is a fundamental connection between curriculum content and our
approaches to teaching this content. All tutors are professionally qualified in fields directly
related to the courses they teach on and have many years experience of successful teaching
in a wide variety of settings. Teaching and learning lies at the heart of professional
development for those in education, since it is both the subject of enquiry and the means by
which change takes place. We recognise the ways in which learning goes on in formal and
informal settings and believe that, as professional educators ourselves, we have something
to offer those for whom the field of education forms the focus for their development.

Our commitment to diversity of provision and courses means that it is not unusual for
programmes to be delivered on- or off-site in either intensive or traditional weekly modes.
Modules are validated with this flexibility in mind and learning outcomes remain the same for
all these variants.
Each module outline indicates the teaching and learning methods which have been identified
as appropriate to the intended outcomes of each module. Tutors make use of a wide range
of approaches, from formal lectures through seminars, tutorials, simulations and role play
and other group approaches to directed autonomous study, supported by appropriate flexible
learning methods.

Management of Learning and Development programmes

Each Learning and Development programme will have a Course Board comprising a range
of university staff, external colleagues and student representation. Please contact your route
leader if you would like any further information or to be involved with this.

Recognition of prior learning

Recognition of prior learning (RPL) may be used to give students advanced standing on an
award. It is also possible to use RPL to gain exemption from a required module on a
particular route if there is evidence that the students previous learning has met the outcomes
of the required module.

To gain advanced standing by RPL the student must either provide certification from relevant
award bearing courses already taken or documents which evidence how their prior
experiences have contributed to their professional development. Evidence of CATS points
must be at the appropriate CATS rating and level and must normally have been completed
within the past five years to ensure that the learning is current.
It is the responsibility of the course admissions tutor to build up a bank of RPL information
and to administer the RPL procedures. Decisions about the granting of RPL will be
confirmed once evidence has been submitted to support the claim. Individual route leaders
will make RPL recommendations with reference to the GEAR and to the admissions tutor.
Where appropriate, the tutor who conducts the RPL interview will be a subject specialist.
The tutor who conducts the RPL interview is responsible for the assessment of the required
work submitted as evidence of prior achievements.

Work submitted in evidence for an RPL claim may be made available for specialist external
examiners to scrutinise prior to area examination boards.

Record keeping procedures

Records for all students are held in the office both as paper files and on an electronic
database which is used solely by the School to maintain records, provide registers, mark lists
and transcripts, and communicate with students. Information on the database and in paper
files is treated as confidential and is not communicated to any third party outside the
university unless a reference is requested by the student, in which case the academic record
forms the basis of the reference. Students have the right to see their files on request to their
course leader and may ask for a printout of their database entry.

Students wishing to ask for a reference should give the name of the route leader as their
referee and make clear which course or module they have taken or are taking. References
can usually only comment on academic performance.

Submission of assignments

Assignments are normally submitted via Turnitin on Studentcentral. You will be given clear
guidance about how to use this system.

Where there are particular reasons why an electronic submission is not appropriate, hard
copy assignments must be submitted (or posted by recorded delivery) to the School of
Education Office, A306, in the Checkland Building. You will need to complete a standard
cover sheet, available from outside the School of Education Office and post this with the
assignment through the drop off box provided.

Assignments must be submitted by 4.30pm on the submission date. Please note that any
work submitted beyond this time will be counted as a late submission. Your module tutor will
advise whether the assignment should be submitted in hard copy or electronically. Please
refer to p.25 for a list of full requirements for the presentation of written assignments.

You are responsible for keeping a copy of all work submitted and for keeping the marked
work once returned. You may need to bring or send all your work in again before the
relevant examinations board. This includes any work which is referred; we will need to be
able to see the original and the new version at the exam board. If you do not do this you
may risk not getting your award.
Marked assignments and feedback are normally returned within 20 working days of the
submission date.

Late submission of work

All assignments have a clear submission date. It is realised that very occasionally students
may be prevented from completing the set work in time for that submission date. In these
circumstances students must apply in writing to the route leader for an extension at least one
day before the due submission date using the university pro forma available on
Studentcentral.
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25291_1%26url%3D

Your route leader, in consultation with module tutors, will respond in writing by either setting
a new submission date for the work, or rejecting the application. In the latter case the
original submission date stands. Extensions cannot be granted by tutors other than the
designated route leader, who will have strict guidelines about what constitutes an acceptable
reason for granting an extension. Poor time management or computer failure are not
acceptable reasons for granting an extension.
Assessed work submitted after the published submission deadline will be considered a late
submission and will be subject to a standard penalty (unless mitigating circumstances are
upheld). Students submitting work within two weeks after the submission deadline (or the last
working day immediately prior to the feedback date where this is shorter than two weeks) can
be provided with feedback. Beyond this date assessed work should not be accepted and a
non submission recorded (0%). The penalty for submitting work late should be applied to the
late work not the module and the work should be capped at the pass mark i.e. 40% for
undergraduate and 50% for postgraduate, or the actual fail mark recorded. Where a single
assessment task for which one mark is awarded, is comprised of a number of components,
the assessment itself will be deemed late if one of the required components is late.

There is no entitlement to submit late for the submission of referred work. In accordance with
the Universitys eSubmission guidelines (see GEAR B2.3), a late submission point should be
set up to identify work submitted after the deadline. Where a hard copy of the work is
submitted, the member of staff recording the work submitted late will attach to the work the
University proforma ARGEAR 2. The mark or grade reflecting the actual level of performance
may be awarded for the work if the Course Examination Board decides that the late
submission was due to valid mitigating circumstances.

Failure to submit work for assessment (non-submission) will be deemed to constitute failure
in that assessment and a mark of 0% or the lowest fail grade will be recorded, unless the
student submits valid mitigating circumstances for the non-submission

Non-submission of work

Non-submission of any part of the assessment of a module will result in a failed module. The
consequences of this are likely to be far more serious than a failure for any other reason as it
is likely that the examination board will require you to repeat the module in full at your own
expense before progressing to the next year or completing your course. Thus, it is better to
submit your work late than not to submit an assignment at all.

Plagiarism and Collusion

If you attempt to gain a grade by any fraudulent means you can be severely punished by the
Examination Board. Penalties range from being awarded 0% for the piece of work to
exclusion from the university and denial of an award. In all cases of suspected plagiarism or
collusion, formal procedures (in accordance with GEAR) are followed.

Plagiarism is presenting (directly or indirectly) another persons thoughts or words as your
own.

Plagiarism can relate to drawings, images and objects, in addition to the written word.
Quoting directly without quotation marks is plagiarism and copying material from a book,
website, article, electronic file or another student, even if you paraphrase, is also considered
to be plagiarism if you do not reference your source correctly. If you do not follow the
guidance given on the use of references may be found guilty of plagiarism even if this is
unintentional!

Information on referencing can be found later in this handbook or on studentcentral at the
following link:
25291_1%26url%3D

You are strongly advised to make use of the Plagiarism Awareness Pack to develop your
understanding of what is meant by plagiarism and how to avoid it. This can be found on
studentcentral at the following link:
25291_1%26url%3D

Copying the work of a fellow student is treated very seriously as it is unlikely to happen
inadvertently. Do not lend your notes, computer disks or assignments to other people if you
suspect they may be copied. You could find it difficult to prove that you were the originator of
the work and thus you both may be found guilty of collusion.

Collusion is presenting a piece of work as your own when it is, in fact, the work of a group
and this is a form of fraud. Although it can be helpful to work in collaboration with fellow
students in preparing for an assignment, you must take care that the work you submit is all
your own and is above any suspicion of collusion.

Assessment regulations

The modular scheme in the School of Education operates according to principles found in the
Universitys General Examination and Assessment Regulations (GEAR) and the Faculty
Modular Scheme Regulations. These are available on studentcentral.

The formal regulations are necessarily complex. This section provides answers to some of
the most frequently asked questions but should not been considered to be definitive. It is
your responsibility to understand the regulations that apply to your year and course. If in
doubt, you should consult your route leader.
Your course is made up of a number of modules, each of which is a self-contained unit of
study which has its own syllabus, teaching and learning styles and methods of assessment.
Each module is assigned a certain number of credits: a standard single module is worth 10
credits, which relates to a notional 100 hours of student effort.
At the end of each year or stage of study, Examination Boards meet to agree the marks that
have been awarded for modules, to consider students progress and to make decisions
regarding progression and awards. There are two types of Examination Boards; Area
Examination Boards (AEBs) consider marks awarded for individual modules in their subject
area and Course Examination Boards (CEBs) consider the overall progress of students on
their course.

Frequently Asked Questions

What if I fail one piece of work?

If the module has only one assessed piece of work then you have failed the module [see
below]. If the module has more than one assessed piece of work the module outline will state
explicitly how the individual assessments are combined together to form the overall mark.
You should note carefully that if you gain less than 40% for any assessment then you will fail
the module, even if good marks in the other part(s) of the assessment bring your average
above 50%. In such cases a mark of 49% is recorded for the module.

For example, if a module has a seminar presentation (worth 50% of the module mark) then a
student who gained marks of 45% and 55% would achieve 50% overall and pass the
module as neither mark is below 40%.

However, a student who gained marks of 35% and 85% would fail the module and be
awarded 49% even though the simple average mark is 60%. A successful reassessment
would raise the module to a pass and a mark of 50% (or the minimum pass mark).
Exceptionally, the Area Examination Board may consider that, despite a mark below 40%,
the Learning Outcomes have been met and allow the face value pass mark to remain.

No marks are final until ratified by the Board of Examiners, so the mark awarded by a tutor
on a particular piece of assessment may be changed by the Board of Examiners. It is,
however, useful to you as an indicator of your progress in the module.

What if I fail a module?

The Area and Course Examinations Boards (AEB & CEB) may allow you to undertake
reassessment of the failed assessment. This is known as being referred.

If the failure is very bad or your attendance very poor, the CEB may decide it unlikely that
you could redeem the failure simply by some extra study and reassessment. You may then
be required to re-take the entire module. Re-taking a complete module will normally be at
your own expense and may require you to slow down your progress through the degree.

If you have failed to submit a piece of work but have otherwise attended the module, the AEB
may exceptionally decide that you can re-take the module by assessment only. This would
mean that you could be reassessed, in the same way as a referral, during the summer
vacation rather than slow down or trail a module. In this case, if you fail to achieve the pass
mark there would be only one further opportunity available to redeem failure.

In these cases, the maximum mark awarded for any redeemed module will be 50% (or the
minimum pass mark).

What if I fail more than one module?

Generally, if you fail modules part way through your course, the Board of Examiners will
allow you the opportunity to redeem these failures either by being referred or exceptionally
by repeating the modules.

Referral in the final stage of your studies will not normally be permitted except where this
would enable you to gain an award that you would otherwise have failed.

However, if you fail 60 credits or more at any stage (i.e. over half the stage), the CEB will
normally prevent you from progressing to the next stage and may require you to withdraw
from the course. If you fail 50 credits, the CEB will normally require you to slow down your
progression through the course to repeat the failed modules. Exceptionally, the CEB may
refer up to 60 credits but each case will be judged individually on the evidence available.

What about compensation?

Compensation is where a CEB considers a narrow failure in a module to be a pass (the
original mark being retained) because of the strength of a students overall profile of marks in
the other modules.

Compensation is at the discretion of the Board of Examiners and is never allowed for
mandatory modules i.e. those that are must be passed for your particular course.

Compensation can occur at the end of any stage as the basis for progression to the next
stage, but is usually limited to final stage or graduating students. At most, 20 credits in any
stage comprising of 120 credits can be compensated.

What if illness or difficult circumstances have affected my assessment?

The CEB will take into account illness or other extenuating circumstances such as personal
or family difficulties. The CEB is always considerate when students have difficult
circumstances but the Board must have documentary evidence if a case is to be made.

If you have serious personal problems or exceptional circumstances that have caused poor
performance in any of your modules, these can be taken into account by the Board of
Examiners provided that you have submitted a properly completed mitigating circumstances
form. Please contact Violet Hakner, Deputy School Administration Manager, on 01273
643390 for information about making a claim and to obtain the relevant forms. If you submit a
claim, you will need to explain the nature of the circumstances, how these have affected your
performance on particular elements of your course, and you must attach documentary
evidence to your claim form, such as a doctors certificate or letter from a counsellor. Claims
without documentary evidence will be automatically rejected.

If you think you might have mitigating circumstances, you are advised to read the detailed
guidance on mitigating circumstances on studentcentral and/or speak to Violet Hakner before
submitting a claim. Once completed, any claims will need to be submitted directly to Violet.
All properly submitted mitigating circumstances will be considered by a small sub-group of
the Board of Examiners who will ensure that the details remain confidential.

Mitigating circumstances need to be submitted by given dates, prior to the exam boards. Full
details of when and where to submit such claims will be posted on the student notice boards
nearer the time.

What if I fail to submit coursework or miss a presentation?

If you missed an assessment because of a formal leave of absence or due to mitigating
circumstances then you will normally be allowed to take the assessment during the re-
assessment period during the summer. This is known as being deferred. You will be taking
the assessment as if for the first time and you will be credited with the mark you achieve,
and you will still be able to be referred if you fail.

If you missed an assessment without a valid reason you will be awarded zero for that
assessment and will have failed the module. You may be allowed to redeem this failure by
retaking the module with full attendance at your own expense which may slow down your
progress. [See third point above in section What if I fail a module?]

What if I submit work late?

If you submit work within the two weeks after the submission date, without a valid reason,
this is considered to be a late submission. The consequences of a late-submission are
not as serious as a non-submission. Late work will formally receive a mark capped at the
pass mark (40% for undergraduate, 50% for postgraduate). If the face value mark of a late
piece of work is a fail, you will normally be offered a referral attempt usually during the
summer vacation.

If you know that you will not be able to submit work by the deadline and if you have a good
reason, then your route leader can grant you a formal extension. The module tutors are not
permitted to give an extension of time. You will need to check with your route leader the
procedure and timescale for requesting an extension.

Late submission of work without a formal extension has serious consequences. If you do
submit work late you will need to fill in a late submission form and if you have mitigating
circumstances you should also fill in a mitigating circumstances form with supporting
documentary evidence.

It is better to submit an assessment late than not to submit at all since (in some
circumstances) failures due to non-submission can often only be redeemed by retaking the
entire module.

When does a late submission become a non-submission?

Any work that is submitted within two weeks of the agreed submission date and time for the
assessment task (i.e. the standard submission date for the work or any agreed extension)
will be treated as a late submission rather than a non-submission. Work submitted after two
weeks will not be accepted.

How will I be reassessed?

The AEB and CEB consider all students marks at the end of a stage. If you fail a module(s)
you will receive exact details of what you must do to redeem that failure before the beginning
of the next academic year or stage.

If you are referred, this might involve re-sitting an exam, reworking the original assignment or
undertaking a new task. It is your responsibility to ensure that you have the necessary
materials with you during this time to complete these tasks, especially if you are likely to be
out of the country for periods of time during the vacation. Referral tasks normally have to be
submitted at the end of August and examinations or practical tasks will normally take place
during the re-sit period during the first week of September. A Referral Examination Board
meets in September to consider marks awarded to all re-submissions and re-sits so that
successful students can progress to the next stage at the normal time. Should you choose
not to re-submit or re-sit, or fail a re-submission attempt, it will rest with the Referral
Examination Board to determine whether you may or may not progress.

If you are given the opportunity to redeem a failure by re-taking a module in full, this normally
means slowing your progress so that you can re-take the entire module in the following year.

Can I keep being re-assessed to get a better mark?

No. The maximum mark you are awarded for any module which includes re-assessment is
50% (or the minimum pass mark). If you have already passed a module you do not have the
right to be re-assessed to gain a higher mark.

Can I be re-assessed in any failed module?

Not necessarily. Placement-based modules may be retaken at the discretion of the CEB and
subject to suitable placement being available but this would normally slow your progress.

Do I have to pass all failed modules?

Yes. However, the Board of Examiners may, at its discretion, compensate for up to 20 failed
credits in any Stage of 120 credits to allow you to progress to the next stage or to gain an
award.

The following pages set out the School of Educations code of practice in assessment.

Code of Practice in Assessment 2014/15

Introduction

The School of Education Code of Practice in Assessment is intended to support the
development of good practice in all aspects of the assessment of students work. In particular
it is intended to make explicit our understanding of the standards which we apply when
assessing at different levels in Higher Education, and the shared practices which are used to
put these into effect. The Code of Practice is available for all students, staff and external
examiners in the School of Education.

The Code is presented under thirteen main headings:

Academic integrity and plagiarism
Learning outcomes
Assessment tasks
Assessment criteria
Grading descriptors
Level descriptors
Requirements for presentation of assignments
Group work
Marking, feedback and annotating students' work
Students' use of English
Unseen double marking and moderation
External examiners
Returning students work

1. Academic integrity and plagiarism

Students, staff and external examiners in the School of Education form an academic
community which seeks to share and promote academic integrity as a value within the
School and the University. Academic integrity relies on a good understanding and mastery
of academic practices and the Faculty works to induct and support students in developing
these academic practices.

There is recognition that many lapses in academic integrity can be the result of poor
academic practices rather than intention to deceive or cheat. Therefore, staff ensure that
developing good academic practice forms part their of teaching as well as directing students
to central university resources on study skills and those on avoiding plagiarism. In this
context there is also a responsibility on students to clarify and check with tutors any doubts
or concerns they have about their academic practices. Awareness of plagiarism informs
practice in curriculum design (and particularly the design of assessment tasks), in induction,
in skill development (particularly in the first year of undergraduate study and at points of
transition) and in marking.

Supporting academic integrity also means dealing seriously and swiftly with any plagiarism or
other academic misconduct. Staff make effective use of systems for detecting these and deal
with any suspicion of academic misconduct according to the Universitys General
Examination and Assessment Regulations (GEAR).

2. Learning outcomes

Learning outcomes are what a student is expected to know, understand and be able to do
at the end of a module or course of study. The learning outcomes of a module are indicated
on the module description
1
, and these should correlate with the relevant SEEC learning
descriptor (refer to paragraph 6). Each learning outcome represents a significant capability,
task or process that a student should be able to do by the end of a module. Learning
outcomes should take into account the requirements of students with disabilities and the
Equality Act 2010.

Since learning outcomes specify essential learning, all learning outcomes must be achieved
in order to pass a module at the minimum level.

3. Assessment tasks

Assessment tasks are designed to support student learning, and to enable the student to
provide evidence of their learning and the achievement of the module learning outcomes. All
learning outcomes must be assessable by some reasonable or manageable form of
assessment within the timeframe of the module. The assessment criteria provide measures
of how this learning will be assessed. Assessment tasks are selected appropriate to the
context of the module, whilst providing a suitable range of tasks within a particular course or
route.

Chapter B6 of the UK Quality Code
2
published by the Quality Assurance Agency provides
national guidance on assessment practice and encourages institutions to consider how to
avoid excessive amounts of summative assessment. Each module in the School is normally
assessed through a single assessment, and only exceptionally is more than one assessment
incorporated into a module (a clear rationale needs to be provided for modules which
incorporate more than one assessment). Multiple assessments or composite tasks are
sometimes chosen to assess a breadth of evidence of learning, whilst ensuring that the
assessments do not normally require the student to provide additional evidence of learning
through one task where it has already been provided through another task. The School has
implemented guidance on overall assessment loads to ensure that where multiple
assessments are used that the overall load on students is not increased.

Some modules are assessed through single tasks which are comprised of several elements.
Whilst these individual elements may be reviewed separately by assessing tutors, a single
holistic mark should normally be awarded for all of the elements comprising that task, based
on the students overall achievement of the learning outcomes via the different elements. If
the elements are weighted this should be made clear.

Guidance on appropriate assessment load is provided separately.

A summary of the assessment to be completed for each module is provided in the module
description. Full details of the assessment and its requirements are available in an
assessment schedule for each module which is published in advance of, or at the
commencement of the module on each occasion that it is offered (this is normally referred to
as the module outline). The information included in module outlines (or explicit cross-
references to where the information may be found) aligns with the requirements indicated by
the Universitys Policy on information to students on summative assessment and academic

1
Copies of module descriptions are available for all students, staff and external examiners, normally via
studentcentral
2
Available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality%20Code%20-
%20Chapter%20B6.pdf
feedback.

4. Assessment criteria

Assessment criteria identify the knowledge, skills and understanding that students should
demonstrate in the assessment task(s). All assessment criteria should relate directly to the
learning outcomes of the module and all learning outcomes should be reflected in the
assessment criteria (the assessment criteria for a module are indicated in module outlines).
Assessment criteria provide more detailed information on how and what students will be
assessed on, in the context of the learning outcomes of the module. Use of generic
assessment criteria, covering several learning outcomes is discouraged as generic guidance
will not help the student identify those areas which they are expected to cover within an
individual task.

All assessment criteria carry equal weighting unless clearly stated otherwise. Assessment
criteria relating to presentation issues should not be included, unless these issues are
identified as specific learning outcomes of the module.

Assessment criteria are distinct from grading criteria (see below) which establish how marks
are allocated and how they relate to classification thresholds.

Assessment requirements (which are provided in the assessment schedule / module
outline) state what particular elements must be submitted for the work to be marked or
assessed. Work that does not meet the requirements therefore cannot be passed.

5. Grading descriptors

Work should be assessed against the published assessment criteria (are the required areas
covered?) and graded using grading descriptors (evaluating the quality of the work where the
criteria are met). Written feedback from tutors should relate to the grading descriptors (the
quality of the work) as well as to specific module assessment criteria (did it cover the correct
areas?).

The University introduced new grading descriptors in 2013-14 and these apply to all modules
delivered across the School. The descriptors are included as Annex 1 to this Code of
Practice.

Supplementary grading descriptors may be given for some modules and these will be clearly
stated in the relevant module outline. On occasion, the design of the module and associated
assessment task(s) mean that it is not appropriate to grade students work using these
grading descriptors (for example, in the case of multiple choice examinations). In these
instances, details of how the task(s) will be assessed is clearly stated in the relevant module
outline.

6. Level descriptors

The purpose of level descriptors is to improve students and tutors shared understanding
about levels of study, progression and achievement in a manner that empowers students and
supports creative and high quality learning and teaching.

The SEEC level descriptors
3
currently supported by the university offer best fit guidance as
to level of module content (activities) and assessments.

3
SEEC is the Southern England Consortium for Credit Accumulation and Transfer. The SEEC level descriptors
are available from: http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010

The SEEC descriptors, which were updated in 2010, and any future replacements for these
should also be used to inform judgements as to the level of modules and units of study as
part of the module/unit writing or revision process. Descriptors should be used by those
scrutinising new and revised modules/units, enabling useful feedback to be given where
modules are considered to need more development before approval. They are particularly
useful for plotting progression through programmes of study.

7. Requirements for presentation of assignments

Broadly speaking, there are three different types of assignment
4
:

Written assignments, where the basic mode of communication / analysis is written;
Active assignments, where the basic mode of communication / analysis is visual /
verbal;
Examinations, where the assessment is undertaken in some sort of formal, time-
constrained structure

7.1 Requirements for presentation of written assignments

Written assignments are designed to enable the student to provide evidence of their learning
through a range of written modes, for example essays, project reports, journals etc. The
module tutor should clearly articulate the requirements of the selected mode. All written
assignments should normally meet the following requirements:

Work should normally be word-processed;
Work must be written with conventional grammar e.g. appropriate use of
paragraphs, punctuation, sentence structure etc;
The work should use standard English spelling;
The work should show coherence i.e. clear presentation and development of ideas
to communicate meaning;
Work should be appropriately and accurately referenced as set out in Student
Handbooks and in the Guidelines for the use of References (Annex 2 of the Code
of Practice in Assessment);
An appropriate font should be used (taking into account the needs of the reader),
which should be normally be between font size 10 and 12 for the main text. Cursive
fonts should be avoided;
Written work should normally be on A4 size paper (in the case of hard copy
submission) or should normally use an A4 page set up (in the case of electronic
submission). The faculty is increasingly moving to electronic submission;
In the case of electronic submission, work should be submitted in the format
specified at the beginning of the module, Microsoft Office document [doc or docx], or
in a universal file format (such as portable document format [pdf] or rich text format
[rtf]), and submitted via the method stated in the module documents (e.g. via
Turnitin);

4
It is noted that some assignments may be a combination of these different types for example, a written
assignment completed under examination conditions.
Pages are to be numbered;
A word count is to be given at the end: this should not include appendices or the list
of references, but should include all quotations. If the given word limit for an
assignment is exceeded by more than 10%, this will be penalised through the
awarding of lower marks for the assignment; excessively long assignments may be
failed;
In the case of hard copy submission, work is to be submitted in a single plastic
wallet unless otherwise specified for a particular assignment (for example journal
assignments);
The appropriate university cover sheet is to be fully completed, including details of
the student name and number.

These requirements will be taken into consideration in awarding an appropriate
grade, in accordance with the grading descriptors.

7.2 Requirements for presentation of active assignments

Assessment tasks are often designed to enable the student to provide evidence of their
learning through modes other than the written form, for example, oral presentations,
practicals, performances etc. Given the diverse range of modes available the module tutor
should clearly articulate the requirements/conventions of the selected mode. The following
principles will be applied when non-written modes of assessment are used (where relevant,
full details will be provided in the assessment schedule for the module):

All students are to be made aware of the mode of presentation e.g. practical
performance, role play, oral presentation;
All students are to be made aware of the conventions relating to that mode e.g.
structural, stylistic, behavioural expectations;
All students are to be made aware of the appropriate use of language and
terminology for the target audience;
The work should show coherence of ideas within the medium/mode of presentation;
Sources of inspiration, knowledge and ideas should be acknowledged/referenced.

7.3 Requirements for presentation of examinations

Examinations are used to measure a students learning within a controlled environment.
Examinations may be time constrained or unconstrained, seen or unseen and come in a
variety of forms, including written, open book, multiple choice, in-tray exams or computer-
aided / online. Examinations are not just intended to measure a students exam technique;
rather they are intended to measure how well students understand the subject material
associated with a module. The following principles will be applied when examinations are
used (where relevant, full details will be provided in the assessment schedule for the
module):

All students are to be made aware of the form of examination, whether it is time
constrained or unconstrained and whether it is seen or unseen;
The examination timetable, including the date, time and venue of the examination,
should be available to students, in due time, in accordance with the Universitys
published examination timetable;
Examination papers should be reviewed and, where appropriate, amended prior to
each occurrence of the examination;
Examination papers should be written by the module team and reviewed by the
subject group / area, in liaison with External Examiners;
All examinations (with the exceptions of vivas) are conducted anonymously;
Examination room rules shall be clearly stated, in accordance with GEAR
regulations. Arrangements for the invigilation of examinations will be in accordance
with GEAR regulations;
Seen papers should normally be made available to students before the date of the
examination;
In the case of open book examinations, students are to be made aware of the form
and volume of notes / information which may be taken into the examination.

8. Group work

Working with others is identified as a key skill to be developed as part of the assessment in
some modules. Given the difference between group assessments in different modules, the
module tutor should clearly articulate the criteria for group assessment according to the
requirements of the module.

Group work can be assessed in two ways. Firstly, the group can receive equal grades
regardless of inequity of contribution in terms of time, effort and application. Secondly,
individuals within a group may be awarded, solely by the tutor, or in negotiation between
tutor and the group a differential grade, provided the criteria for the difference are clearly
articulated prior to the commencement of assessment.

The following principles will be applied where group work is assessed:

all students are made aware of the expectations of them in respect of their
commitment to the group;
all students are made aware of any penalty that may occur through inequity of
contribution;
all students are made aware that group work often reflects the world of work where
tasks are often completed in partnership with others;
some/all of the study skills inherent within the key skill of working with others will
be assessed, either summatively or formatively.

Where there is evidence that lack of contribution in terms of time, effort and application by a
student is likely to affect the grade of other group members the module tutor may set the
offending student an alternative individual assignment. The assignment must not advantage
the offending student over other students.

9. Marking, feedback and annotating students' work

Examinations are normally assessed anonymously. Active assignments are not normally
assessed anonymously. Written assignments are assessed anonymously where students
identities can be effectively masked and where the nature of the assessment task lends itself
to anonymous marking. The marking practice associated with the module and its assessment
task(s) will be clearly stated in the module outline.

Feedback on written and active assignments is normally provided for students through
assignment feedback sheets, unless otherwise stated at the beginning of the module
(increasingly, feedback will be provided electronically). Students examination scripts with
commentary / annotations will also be available. Information on how feedback will be
provided will be clearly stated in the module outline.

When assessing students, tutors will annotate the students' work in order to note and
sometimes correct particular errors (e.g. a referencing convention) and to engage in a
dialogue with the students about their work.

There are sensitivities about this which tutors need to take into account:

e.g. style and tone of the commentary;
type of assignment;
nature of the assignment.

Having annotated students' work, the formal feedback will, as a consequence, need only to
focus on:

the extent to which the assessment criteria have been addressed;
notes which will indicate why the mark/grade was awarded;
ways forward, including formative assessment for learning.

Tutors are responsible for providing clear formative and summative feedback to students as
described above. Students are responsible for taking the feedback provided forward, to
inform their future learning.

Where assignments have been double marked (see paragraph 11 below), the feedback from
the second marker will be incorporated into that of the first marker. The word we may be
used to indicate joint feedback.

10. Students' use of English

When assessing students, tutors shall note and, where appropriate, correct students' use of
English, being mindful of the differing needs of different students (e.g. for ITE students, there
is an imperative that this aspect of their work is given serious attention for both academic and
professional purposes.)

Tutors will normally demonstrate the correct form/spelling or other technical aspects (for
example, correct abbreviations or nomenclature) on the text itself. Where the text is littered
with errors, tutors will highlight one section, note and correct the errors in this section only,
and put a comment on the formal feedback sheet that this section's errors are replicated
elsewhere in the text and that the students should make the corrections themselves.

11. Unseen double marking and moderation

The University regulations articulate the need for all work which might lead to a final award to
be subject to an element of independent internal scrutiny.

This is to ensure that tutors apply assessment criteria consistently, and there is a shared
understanding of the academic standards students are expected to achieve. The University
has published guidance on moderation, as approved by Academic Board in June 2013. This
guidance is based on the paper approved by Academic Board and takes account of minimal
sample sizes (see 11.2(v)).

The School of Education uses both unseen double marking and moderation (including
second marker moderation) to achieve this.

11.1 Unseen double marking

Unseen double marking is the process where two tutors independently mark work before
comparing their judgements. To facilitate double marking, a double marker will be supplied
with the module programme, module outline, the assessment task and assessment criteria
but not the first markers mark or summative comments on those assessment tasks. This is
how we define unseen double marking.

Unseen double marking is used for substantial pieces of summative work (final
projects/dissertations) where it applies to the whole cohort under consideration. The process
entails two markers independently marking a piece of work and then comparing their
decision and agreeing a final mark. A characteristic of this method is that individual marks
may be adjusted by two markers reaching agreement. For this reason it would be
inappropriate to double mark only a sample, as students would be subject to greater or
lesser risk of mark variation according to whether or not they were included in the sample.
Thus, unseen double marking is reserved for those modules where the whole cohort will be
subject to the process. Sampling is not permitted.

Where unseen double marking is used, the double marker should provide written comments
and recommended marks to the first marker. The markers should liaise regarding these and
reach agreement on the marks awarded to the sample set and comments on the work. Both
the first marker and the double marker should sign the assessment feedback sheet of
assessment tasks that have been double marked.

If the two markers cannot reach agreement, a third marker may need to be involved. In such
cases the course leader or subject group/area co-ordinator should be approached to
designate an appropriate third marker. The external examiner should not be used as a third
marker to resolve disputes between two internal markers.

The named module co-ordinator is responsible for agreeing, in consultation with the relevant
colleagues, who is to be the double marker for each module assessment task. In some cases
it may be appropriate for tutors to double mark each others modules. Where several tutors
mark a very large number of assignments within a module, a circular system may be
established.

11.2 Moderation (including second marker moderation)

Moderation is the process of comparing marks and grades awarded to assessment tasks in
order to ensure that these are consistent and equitable. Moderation may be carried out in a
number of ways, but it almost always entails sampling.

i) criteria checking moderation - this method uses a sample whereby the moderator
reviews a sample of marked work against the assessment and grading criteria. The purpose
is to review the reasons given by the marker for a particular mark to ensure that there is
consistency across the sample, and that the range of marks used is appropriate. The second
marker (or moderator) is reviewing the work of the first marker. This is an efficient practice
but does require the first marker to have been clear about the manner in which the mark has
been calculated/derived.

ii) second marking moderation - this method is similar to unseen double marking but is based
on a sample. In this process the second marker marks a sample of work that has been
marked by the primary marker. The two markers then meet to consider and agree final marks
for the sampled work. Where the process results in marks assigned by the primary marker
being adjusted the markers must determine how the marks for the whole set of work will be
adjusted to reflect the outcome of the moderation process. Where a sample is used for
moderation it is a requirement that consideration is given to making appropriate adjustments
to the cohort as a whole (or a clearly defined sub-set of the cohort see (iv) below).

iii) inconsistency in marking - where moderation discloses inconsistency in marking practice
(some marks are considered to be accurate, others are too high or too low) it will be
necessary for all marks in the cohort to be reviewed.

iv) adjustment of marks - it may be the case that marking is consistent across all grades, but
that the moderator has concerns about the range of marks deployed. This can affect the
whole range of marks (i.e. the marker has over- or under-scored everyone by a similar
amount); or it may be that the impact only affects certain bands within the mark range (e.g.
there is a problem around a particular borderline area, or a failure to use the full marks range
appropriately at the top or bottom of the scale). The marker and moderator should identify
the extent of the issue and determine how marks for the whole cohort (or the specific sub-set
if only a defined range of marks are affected) and determine how the marks will be adjusted
for all affected students (not just those within the sample).

v) sample size - the University has agreed a standard formula and minimum sample size for
moderation, noting that the sample must cover the full range of marks awarded, and take
account of issues of multiple markers/sites. The standard requirement, which is being
implemented during 2013-14, is:

Sample = 10% or square root of cohort (whichever is larger) with a minimum sample size of 6
pieces of work

vi) Moderation can also take place across subjects, programmes and tutors. The School has
established a system for moderation across subjects, programmes and tutors which allows
tutors to discuss marks after the moderation process has taken place. This system samples
modules across the schools provision on a rolling programme.

vii) A statistical analysis of overall module marks will be available at Area Examination
Boards.

viii) We are encouraged to develop procedures for marks standardization within and across
subjects to help embed consistent standards and principles. Standardization may take place
prior to marking to assure that the marker, or team of markers, align with the level and
assessment criteria for the assessment task. Bringing the team of markers together helps
promote consistency and allows markers to calibrate their judgements as well as ensuring
consistent treatment of issues such as language proficiency, word limits and referencing.
Standardization should be used to ensure consistency of marking practice against agreed
criteria. It is not a means of norm referencing.

ix) exceptions - where a module has multiple assessments and low individual weighting the
individual assessments need not be subject to moderation.

x) evidence of moderation - all moderation processes (including unseen second marking)
must be properly recorded using an internal moderation proforma. This will be produced by
the School and will reflect the method of moderation used. The evidence of moderation
should be made available to the external examiner.

11.3 Consortium courses

In instances where the same course is offered at more than one location (i.e. the academic
school and / or local colleges and / or the Hastings campus), moderation procedures should
be developed which facilitate the double marking and moderation of assessments across the
consortium, in order to ensure consistency of assessment outcomes and standards.

12. External examiners

Each group of modules (known as subject areas) has an appointed external examiner, as
has each course (these are often the same individual) to ensure that the assessment
package is appropriate and the assessment process is sound and fair; and to compare
standards of student performance with those of similar programmes in other Higher
Education Institutions
5
.

Samples of student work relating to the modules in the subject area are provided for each
Area External Examiner. The size of the sample is negotiated with the respective Area
External Examiners, but must at least meet the minimum requirements set out by the
University and approved by Academic Board in June 2013: the following provides a guide
regarding the size of this sample:

Area duties:

Undergraduate

By the end of their four year term, area external examiners should have considered a sample
from all of the modules for which they are responsible i.e. the annual sample should
include work from at least one quarter of the modules for which they are responsible.
Specifically, by the end of their four year term:

undergraduate area external examiners (whose duties primarily relate to honours
degrees) should have received a sample from each of the level 5 and 6 modules for
which they are responsible, plus a sample of one or two level 4 modules;

undergraduate area external examiners (whose duties primarily relate to Foundation
Degrees, Certificates and Diplomas and other awards) should have received a
sample from each of the modules (including all level 4 modules) for which they are
responsible;

Postgraduate

Masters level area external examiners should receive a sample of work from each M
level (level 7) module for which they are responsible on an annual basis.

Undergraduate and Postgraduate

The size of the sample of students work for each module should be based on 10% or the
square root of the number of students completing the module (whichever is the larger), with a
minimum of 6, and should be fully representative of the achievement of students (i.e.

5
Full details of External Examiners roles and responsibilities are provided in the University of Brighton External
Examiner Handbook
illustrating the full range of grades achieved).

Course / route duties:

Course/route external examiners are appointed to ensure that justice is done to each
individual student, and that appropriate standards are maintained. This is achieved by
considering the learning outcomes for the course as a whole and considering whether or not
the modules which make up the award continue to be appropriate. Course/route leaders
should liaise with the course/route external examiner about the information s/he requires to
undertake this role.

13. Returning students work

Marked assignments and feedback are normally returned within 20 working days of the
submission date, in accordance with the Universitys Policy on information to students on
summative assessment and academic feedback. In instances where the nature of the
assessment task (for example, dissertations) means that this norm cannot be achieved, the
module outline will clearly state the date by which assessment feedback will be returned. In
instances where the norm cannot be achieved due to unexpected circumstances (for
example, illness), tutors are responsible for liaising with students about alternative
arrangements and timescales for the return of assessment feedback.

Marked assignments and feedback and examination scripts will be held by the School for
collection by students for up to one year from the date of the relevant examination board, in
accordance with agreed University guidance.
Annex 1 Grading descriptors for Undergraduate and Postgraduate level Courses and
Modules
These grading descriptors are applicable to work at all levels of study, since the
assessment criteria relate directly to the learning outcomes of the module which will have
been validated as appropriate to the given level. Reference is also made to the given level
of study to emphasise the need to take this into account when considering characteristics of
the work. Supplementary grading descriptors may be given for some modules and these will
be clearly stated in the relevant module outline. Where the design of a module and its
associated assessment task(s) mean that it is not appropriate to grade students work using
these grading descriptors (for example, in the case of multiple choice examinations), details
of how the task(s) will be assessed is clearly stated in the relevant module outline.

University marking/grading descriptors

UNDERGRADUATE GRADING DESCRIPTORS (levels 4, 5 and 6)

80-100 A+
First class/Distinction

All learning outcomes/
assessment criteria have
been achieved to an
exceptionally high level
An outstanding response to the task
The work demonstrates most or all of the following characteristics beyond
that expected for work at the given level of study within the discipline:

Exceptional display of understanding, exploration, insight and/or
research
All specifications for the assessment task, including word limit/time
limit where appropriate, have been adhered to
The organisation, structure and standard of presentation of the work,
including referencing where appropriate, are exemplary throughout
The work has been approached and/or executed/performed in an
original way
Inspirational, innovative and authoritative - evidence of intellectual
rigour, independence of judgement and insightful contextualisation,
including relevant theory/literature/artefacts/performance
Evidence of very high quality analysis, synthesis, evaluation and
critical appraisal
Consistently displays very high levels of initiative, personal
responsibility, decision-making and achievement

70-79 A A-
First class/Distinction

been achieved to a high
standard and many at an
exceptionally
high level
An excellent response to the task
The work demonstrates most or all of the following characteristics in relation
to those expected at the given level of study within the discipline:

In-depth understanding, exploration, insight and/or research
All specifications for the assessment task, including word limit/time
including referencing where appropriate, are excellent throughout.
original way
Insightful contextualisation, including relevant theory/ literature/
artefacts/ performance
Evidence of high to very high quality analysis, synthesis, evaluation
and critical appraisal
Demonstrates high levels of initiative, personal responsibility,
decision-making and achievement

60-69 B+ B B-
Upper Second class/ Merit

been met fully at a good
or very good standard
A good to very good response to the task The work demonstrates most or all
of the following characteristics in relation to those expected at the given level
of study within the discipline:

Good to very good understanding and exploration, some insight
and/or thorough research
No significant inaccuracies, misunderstandings or errors
The specifications for the assessment task, including word limit/time
The work is well organised, coherent and the standard of
presentation, including referencing where appropriate, is at least
good
The work has been approached and/or executed/performed in a
comprehensive and appropriate way
Appropriate contextualisation, including relevant theory/ literature/
artefacts/performance
Evidence of high quality analysis, synthesis, evaluation and critical
appraisal
Demonstrates good levels of initiative, personal responsibility,
50-59 C+ C C-
Lower Second class/Pass

been met and some may
have been achieved at a
good standard
A sound, competent response to the task

Sound understanding and exploration, some insight and/or
appropriate research
No significant inaccuracies and/or misunderstandings
No significant aberrations from the specifications for the assessment
task, including word limit/time limit where appropriate
The work is suitably organised
6
and the standard of presentation,
including referencing where appropriate, is at least sound
standard way
Sound analysis, synthesis, evaluation and critical appraisal
Demonstrates some levels of initiative, personal responsibility,
40-49 D+ D D-
Third class/Pass

just been met
An adequate, but weak response to the task The work demonstrates most or
all of the following characteristics in relation to those expected at the given
level of study within the discipline:

Adequate understanding and/or exploration of major ideas with little
insight and/or minimal research
Some minor inaccuracies and/or misunderstandings
Some minor aberrations from the specifications for the assessment
task, including word limit/time limit where appropriate
The work is largely descriptive
7
, some parts of the work are
disorganised and the standard of presentation, including referencing
where appropriate, is barely adequate

6
Clearly presented but with little development
The work has been approached and/or executed/performed in a basic
and/or poor way
Some, but limited, evidence of analysis, synthesis, evaluation and
critical appraisal
Demonstrates limited levels of initiative, personal responsibility,
30-39 E+ E E-
Fail

One or more of the
learning outcomes/
not been met
An unsatisfactory response to the task
The work may display some strengths but these are outweighed by several
weak features in relation to the expectations for the given level of study within
the discipline, such as:

Limited understanding and/or exploration of major ideas with very
little insight and/or minimal research
Some significant inaccuracies and/or misunderstandings
Insufficient attention paid to some of the assessment criteria and
some significant aberrations from the specifications for the
assessment task
8

The work is too descriptive, parts of the work are disorganised and
unclear and the standard of presentation, including referencing where
appropriate, is poor
The work has been approached and/or executed/performed in a poor
way
Insufficient evidence of analysis, synthesis, evaluation and critical
appraisal
Little evidence of initiative, personal responsibility, decision-making
and achievement
10-29 F+ F
Fail

Most of the learning
outcomes/assessment
criteria have not been
met

Any strengths of the work are heavily outweighed by many weak features in
relation to the expectations for the given level of study within the discipline,
such as:

Very limited understanding and/or exploration of major ideas with
little or no insight and/or minimal research
Several significant inaccuracies and/or misunderstandings
Insufficient attention paid to several of the assessment criteria and
some serious deviations from the specifications for the assessment
task6
The work is descriptive and the standard of presentation including
referencing where appropriate is very poor
The work has been approached and/or executed/performed
inadequately
Little evidence of analysis, synthesis, evaluation and critical appraisal
Little to no evidence of initiative, personal responsibility, decision-
making and achievement
0-9 F-
Fail

Almost none of the
learning outcomes/
The work fails to meet the requirements in relation to those expected at the
given level of study within the discipline, exemplified by most or all of the
following:

7
Although generally coherent there is some lack of clarity of thought or expression. Poor quality in at least one area
8
Such as not keeping to the word limit/time limit and/or minor elements of the work missing
been met

Almost no understanding and/or exploration of ideas
Many serious inaccuracies and/or misunderstandings
No attention paid to all or most of the assessment criteria and/or to
the specifications for the assessment task7
Very poor standard of presentation including referencing where
appropriate
inadequately
No evidence of analysis, synthesis, evaluation and critical appraisal
No evidence of initiative, personal responsibility, decision-making and
achievement

POSTGRADUATE GRADING DESCRIPTOR (level 7)

80-100 High Distinction

been achieved to an
exceptionally high level
An outstanding response to the task
The work demonstrates most or all of the following characteristics beyond
that expected for work at the given level of study within the discipline:

Exceptional display of understanding, exploration, insight and/or
research
Potential for publication/exhibition
9
and/or ability to undertake
further research
All specifications for the assessment task, including word limit where
appropriate, have been adhered to
including any subject-specific conventions
10
where appropriate, are
exemplary throughout
Evidence of effective communication of work to specialist and non-
specialist audiences
Stimulating and rigorous arguments that are likely to be at the limits
of what may be expected at this level
original way
Inspirational, innovative and authoritative - evidence of intellectual
rigour, independence of judgement and insightful contextualisation,
including relevant theory/literature/artefacts/ performance
Clear evidence of extensive study and demonstration of ability to
reach appropriate decisions based on incomplete or complex evidence
Evidence of very high quality analysis, synthesis, evaluation and
critical appraisal
Outstanding problem solving skills suggests alternative approaches
Ability to address complex issues both systematically and creatively -
challenges established knowledge

70-79 Distinction

An excellent response to the task

9
Includes equivalent influential dissemination
10
For example use of language, referencing
been achieved to a high
standard and many at an
exceptionally
high level

In-depth understanding, exploration, insight and/or research
Potential for publication/exhibition
11
and/or ability to undertake
further research
All specifications for the assessment task, including word limit where
including any subject-specific conventions
12
where appropriate, are
excellent throughout
Evidence of effective communication of work to specialist and non-
specialist audiences
Convincing arguments that are likely to be at the limits of what may
be expected at this level
The work has been approached and/or executed/ performed in an
original way
Insightful contextualisation, including relevant
theory/literature/artefacts/ performance
Clear evidence of extensive study and demonstration of ability to
reach appropriate decisions based on incomplete or complex evidence
Evidence of high to very high quality analysis, synthesis, evaluation
and critical appraisal
Excellent problem solving skills suggests alternative approaches
Ability to address complex issues effectively challenges established
knowledge

60-69 Merit

been met fully at a good
or very good standard
A good to very good response to the task

Good to very good understanding and exploration, some insight
and/or thorough research
Some capacity to undertake further research
No significant inaccuracies, misunderstandings or errors
The specifications for the assessment task, including word limit where
The work is well organised, coherent and the standard of presentation
including any subject-specific conventions7 where appropriate, is at
least good
Evidence of effective communication of work
Ability to present structured, clear and concise arguments
comprehensive way with some degree of originality
Appropriate contextualisation, including relevant theory/literature/
artefacts/performance
Evidence of extensive study and demonstration of ability to reach
appropriate decisions based on incomplete or complex evidence
Evidence of high quality analysis, synthesis, evaluation and critical
appraisal
Good or at least competent problem solving skills suggests
alternative approaches

11
Includes equivalent influential dissemination
12
For example use of language, referencing
Ability to address complex issues competently explores established
knowledge

50-59 Pass

been met
An adequate to sound response to the task

Sound understanding and exploration, some insight and/or appropriate
research
Some minor inaccuracies and/or misunderstandings small but not
significant errors
Some minor aberrations from the specifications for the assessment task,
including word limit where appropriate
The work is suitably organised8 and the standard of presentation, including
any subject-specific conventions9 where appropriate, is at least sound
Ability to develop an argument but can lack fluency
The work has been approached and/or executed/performed in a standard
way with limited evidence of originality
Some contextualisation but with a heavy reliance on a limited number of
sources and, in general, the breadth and depth of sources and research are
lacking
Evidence of study and demonstration of ability to reach appropriate decisions
based on incomplete or complex evidence
Some, but limited evidence of analysis, synthesis, evaluation and critical
appraisal
Some evidence of problem solving skills
Some evidence of ability to address complex issues adequately

40-49 Fail

One or more of the
learning outcomes/
not been met

An unsatisfactory response to the task:
The work may display some strengths but these are outweighed by several
weak features in relation to the expectations for the given level of study within
the discipline, such as:

Limited understanding and/or exploration of major ideas with very
little insight and/or minimal research
Some significant inaccuracies and/or misunderstandings gaps in
understanding and/or knowledge
Insufficient attention paid to some of the assessment criteria and
some significant aberrations from the specifications for the
assessment task10
The work is too descriptive, somewhat disorganised and unclear and
the standard of presentation, including any subject-specific
conventions11 where appropriate, is inadequate
Development of an argument is limited and often flawed
inadequately
The context provided takes the form of description lacking any
breadth, depth and accuracy
Limited or inappropriate research and demonstrated ability to reach
decisions
Insufficient evidence of analysis, synthesis, evaluation and critical
appraisal
Little evidence of problem solving skills
Barely addresses complex issues

0-39 Fail

Most of the learning
outcomes/assessment
criteria have not been
met

An unsatisfactory response to the task:
The work fails to meet the requirements in relation to those expected at the
given level of study within the discipline, exemplified by most or all of the
following:

Very limited understanding and/or exploration of major ideas with very little
or no insight and/or minimal research
Several significant inaccuracies and/or misunderstandings minimal or no
evidence of knowledge and understanding of the subject
Insufficient attention paid to several of the assessment criteria and some
serious deviations from the specifications for the assessment task12
The work is descriptive, poorly structured and the standard of presentation,
including any subject-specific conventions13 where appropriate, is
inadequate
The work lacks supporting evidence or argument
The work has been approached and/or executed/performed inadequately
Failure to contextualise from sources
Little or no evidence of analysis, synthesis, evaluation and critical appraisal
Little or no evidence of problem solving skills
Failure to address complex issues

Guidelines for the Use of References

Contents

1 Introduction
1.1 Why?
1.2 The Harvard referencing system
1.3 Where to find referencing information
2 How to give a reference in the text of your essay
2.1 Indirect references
2.2 Direct references
3 How to give full references in your list of references
3.1 Authored books
3.2 Edited books
3.3 Chapter in a book
3.4 Journal references
3.5 Government publications and reports
3.6 Media sources
3.7 Electronic sources
4 Secondary references

5 Example list of references

1. Introduction

This section of your handbook sets out the ways to reference your work. It may seem
quite complicated to start with; please ask your tutor if you need help, showing them
the bit which is puzzling you so they can explain it. We know you may need time to get
used to using this system, so dont worry too much about getting it perfect first time! It
may seem like a lot of fuss but it is all part of the process of becoming part of a wider
academic community, so do persevere. It will very quickly become second nature to
you. Its a good idea to keep an index card system or computer database as you read
or view and to record all the required information for each reference on that straight
away (and also where you got the reference, e.g. Falmer library ref: 314.65) so that
when you come to the writing task, all the information you need is at hand and you
dont waste time going back to find resources again. Develop the skills of note-making
by always making sure you have included details of the author, title, publisher and date
and place of publication of everything that informs your studies. If copying the precise
words, put them in inverted commas. Develop your prcis and paraphrasing skills.
Whilst this document is intended to provide guidance on the use of references,
students should note the requirements for the presentation of written assignments (as
indicated in the Faculty of Education and Sport Code of Practice in Assessment), which
includes the following expectation:
Work should be appropriately and accurately referenced as set out in Student
Handbooks and in the Guidelines for the use of References
The extent to which the requirements for the presentation of written assignments has
been met is reflected in the Universitys grading descriptors for the assessment of
modules.
1.1 Why bother?
The importance of referencing cannot be over-emphasised. It is essential scholarly
practice. It does not reduce the originality of your work if you have ordered, considered
and critically analysed the topic in question. Rather, it allows you to show that you have
researched your material, that the ideas that you present have been considered in the
light of documented material on the subject, and to differentiate between your own
opinions and the views of those who have greater knowledge and wider experience of
the given subject. References are necessary to substantiate the knowledge, theories
and discussions that you present in your papers, and allow the reader to see the
material used, to check the interpretation of information, and, if necessary, to locate the
sources you have used.
You may refer to literature or media resources in order to:
give factual information
illustrate a point
present a theoretical perspective
present an argument or counter argument
support an argument or counter argument of your own

References are necessary to acknowledge the sources of your information, ideas and
arguments. The reader should be able, from your reference list, to quickly locate your
sources of information. If you fail to observe these conventions, (a) your assignment
may come across to the reader as lacking in credibility OR (b) you may find yourself
accused of plagiarism, that is, the theft of intellectual property. There are very serious
consequences for plagiarism and penalties range from reducing the mark for a piece of
work to exclusion from further study. Further details regarding plagiarism are available
on studentcentral
13
.
1.2 How does it work? The Harvard referencing system
There are several different systems of referencing in current use in academic work.
You will see different systems in your reading and may have used other systems in the
past, but we expect you to use the Harvard system (Harvard Convention) in any work
you do whilst studying with us. This system requires you to give two kinds of
information: (a) a short reference within the main text and (b) a full list of references at
the end of your text which includes detailed publication information.
(a) In the text of your essay
If you quote the exact words of another writer in any essay or paper of your own, then
you MUST acknowledge the source of the quotation. Similarly you MUST
acknowledge the source of an example, idea, argument or theory that you are
describing in your own words. Thus a reference is any piece of written or broadcast
material, published or unpublished, to which you, the writer, "refer". It is your

13
Please see the University of Brighton Plagiarism Awareness Pack for further information on avoiding plagiarism
professional acknowledgement of another's work as a source of ideas or information.
You also are enabling the readers of your assignment to obtain the work and consult it
for themselves. Below you will find details about the ways to acknowledge information.
(b) In your list of references
At the end of your assignment, you must write a list of references. A list of references
must include every item that you should have acknowledged in the text of your
assignment but, unlike a full bibliography, this should not include other works you may
have read as background reading for your essay but did not actually use in your
assignment. If things are really significant, they should feature in your text in some
way, either as the source of an idea, argument or theory, or as a quotation. This list of
references must be in alphabetical order of authors surnames. Where there are two or
more items by the same author, they are distinguished by their date of publication.
Where there are two or more items published by the same author in the same year,
they must be distinguished as 2002a, 2002b, etc. This means that the authors name in
the list of references must also be followed by the date of publication in brackets.
Again, more detail as to how to present your list of references is given below, and an
example of a typical list of references in provided in paragraph 5.
On some occasions, you might be asked to include a bibliography (which also includes
those works you have read as background reading): your tutor will advise you when
this is required.
The Harvard system standardizes the order and content of reference information, but
not the format or page layout. Variations in layout, capitalization and punctuation are
acceptable provided they are used consistently within your assignment.
1.3 Where to find referencing information
Do not depend on the cover of the book. The title page should always be consulted for
details of the author, full title and volume number if there is one. The date, edition,
place of publication and publisher are usually found on the back of the title page.
2. How to give a reference in the text of your essay (Harvard system)
2.1 Indirect references
When you are referring to someone elses work but not quoting it directly, immediately
after you do so you should give the surname of the author(s) followed by the year of
publication, all in brackets, with a comma between the surname and year. If you are
referring to more than one work, separate them by using a semi-colon. Full details of
each of the works would then be included in the list of references.
Examples:
One author
It has been argued that good and poor readers are taught differently (Allington, 1983).
Two authors of one work
In a recent paper (Black and William, 1999)...
Authors of two different works
Recent studies (Black and Wiliam, 1999; Koshy, 2001) have shown...
Three or more authors of one work
A recent study (Brown et al, 2000) has shown...
In order to show that you have a general overview of a certain area of study and to
acknowledge that you may have taken information from several books you should
follow the example below:
A number of significant monographs have appeared, on rugby (Dunning and Sheard,
1979) soccer (Wagg, 1984) and cricket (Brookes, 1978).
2.2 Direct references
To avoid any accusation of plagiarism (which would be considered as academic
misconduct), it is particularly important to distinguish your own text from direct
quotations from another author. When you quote exactly from someone elses text, you
still include the name and date as above, but you should also give the page reference.
If the quotation is less than a line long, it can be included in the body of your text in
inverted commas (single or double, but be consistent). Any longer quotations, as well
as poems, should be set out separately, indented on both sides and if possible in a
smaller size print and in single spacing without the use of inverted commas.
Examples:
(a) Referencing a quotation in the line of text
For Joyce Morris, who favours a phonic approach, the text for the beginning reader
must expose children to the sense appeal of alliteration, onomatopoeia, rhyme and
rhythm (1981, p.23).

(b) Referencing a quotation as an indented block

Children also showed different ways of making sense of the reading process:

Children in the study convincingly demonstrated that learning how tread bears
the stamp of a persons individuality... Children in the study all exhibited likenesses in
their physical, emotional and intellectual functioning.
(Bussis et al, 1985, pp.64-65)

2.2.1 Writing style

If you have already identified the author immediately before your quotation it would be
clumsy to repeat the author in brackets.

Example:
Slobin makes the distinction between notions that are obvious to the senses and
those which, on the contrary, can only be learned through language (1993, p.247).
There may be occasions when you do not quote directly but summarise very specific
ideas in your own words. You need to acknowledge these, often identifying a number
of pages or a specific chapter in a book. The reference could then be as follows:
(Houlihan, 1991, pp.82-114)...
The abbreviation pp indicates more than one page.
3. How to give full references in your list of references
3.1 Authored books
Supply these details, in this order:
Each authors surname followed by their initials;
Year of publication in brackets;
Title of book in italics (or underlined if you are not using a word-processor);
Edition of book, if there has been more than one, in brackets;
Volume number if there is more than one;
Place of publication or town of origin (where several are listed use the first in the
list);
Publishers name.

Examples showing the type of punctuation to use to distinguish each of the details:
One author:
Anning, A. (1997) The First Years at School: Education 4 to 8 (2
nd
edition),
Buckingham: Open University Press.
Two authors:
Drew, S. and Bingham, R. (1997) The Student Skills Guide, Aldershot: Gower.
Three or more authors:
Thwaites, T., Davis, L. and Mules, W. (2002) Introducing Cultural and Media Studies. A
Semiotic Approach, Basingstoke: Palgrave.
Notes:
(a) The reference fills the first line and runs straight onto the second line.
(b) For publishers you do not need to put Co., Ltd.
(c) The place of publication is usually a town. If this is well known (such as Aldershot
above) then this is sufficient. If obscure, then the country or state is added, e.g.
Champaign, IL: Human Kinetics.
(d) If there are many authors, list the first three and then put et al.
(e) Before the advent of word processors it was common practice to underline rather
than use italics on the book title. This remains a correct alternative if used consistently,
e.g.
Carter, J. and Heath, B. (1990) Somatotyping: Development and applications,
Cambridge: Cambridge University Press.
3.2 Edited books
Many academic books are edited. An editor is responsible for collecting contributions
on a particular theme from a number of different authors. Usually each authors
contribution will become a chapter, and every chapter may well have a different
author. Be careful how you refer to an edited book. If you are referring to a particular
author's contribution only, it should look like this:
Examples:
Ryle, G. (1967) Teaching & Training in Peters, R.S. (Ed.), The Concept of Education,
London: Routledge and Kegan Paul.
(Ed. is the abbreviation for editor. Note that you use italics for the title of the book, (or
underline if you are not using a word-processor) and put the title of the chapter in
inverted commas.)
However, if you read most or all of the chapters in this edited book, and you are not
directly quoting from any specific part of it, then you can refer to it in your bibliography
(where this is required - see 2.1 above) like this:
Peters, R.S. (Ed.), (1967) The Concept of Education, London: Routledge and Kegan
Paul.
3.3 Chapter in a book
Example:
Barker, M. (2001) The Newson Report: A case study in common sense, in Barker,
M. and Petley, J. (Eds), Ill Effects: The Media/Violence Debate, London: Routledge.
3.4 J ournal references
When you have read an article in a journal, magazine or a newspaper, supply these
details in this order:
Authors surname, followed by initials;
Year of publication, in brackets;
Title of article, in inverted commas;
Title of journal, in italics (or underlined if you are not using a word-processor);
Volume number, part number in brackets (where available);
The number of the first and last pages, on which the article appears.

Examples:
Fanning, B. (1994) Gallic flair, Gaelic despair, Sunday Times (Sport supplement), 16
th

Jan, p.12.
Nichol, J. (2004) Assessing Children: Profiling Progression, Primary History, 36,
pp.18-22.
Szal, S. and Schoene, R. (1989) Ventilatory response to rowing and cycling in elite
oarswomen, Journal of Applied Physiology, 67, pp.264-269.
Coghlan, D. and Holian, R. (2007) Editorial: Insider action research, Action Research,
5 (1), pp.5-10.
Notes:
(a) If there are many authors, list the first three and then put et al.
(b) Again, it was common practice at one time to underline the journal title rather
than using italics.
If you are citing several articles written by the same author and published in the same
year, use a, b etc., alongside the year to distinguish them:
Brown, J. (1998a)...
Here is an example where there is no author and you will need to use the title instead:
Declining Britain (1996) Sunday Times, 28
th
July 1996, p.23.
In this case, the alphabetical order is determined by the title.
3.5 Government publications and reports
Reports that have been written collaboratively should be listed under the name of the
government department, company or organisation responsible. They should not be
listed under the name of the Chair of a committee, in spite of the fact that they are
commonly referred to in this way.
Examples:
Committee of Inquiry into the Education of Children from Ethnic Minority Groups (1985)
Education For All, London: HMSO [The Swann Report].
Home Office (1990) Supervision and Punishment in the Community: A framework for
action, London: HMSO.
Department for Education (1992) Choice and Diversity: a new framework for schools,
London: HMSO.
British Telecom (1993) The Indispensable Guide To Working From Home, London:
B.T.
Teacher Training Agency (2002) Qualifying to Teach: Professional Standards for the
Award of Qualified Teacher Status and Requirements for Initial Teacher Training,
London: DfES.
3.5.1 Acts of Parliament
Acts of Parliament are written in capital letters and italicised, without brackets around
year as this is part of the formal name of the act.
EDUCATION REFORM ACT 1988, London: HMSO.

CHILDREN ACT 1989, London: HMSO.
3.6 Media sources
3.6.1 Film
The film title should be cited in italics followed by the year of release in brackets. The
format medium is provided in square brackets followed by the name of the director or
producer and the location and name of the production company.

Examples:

Macbeth (1948) [Film] Directed by Orson Welles, USA: Republic Pictures.
Donnie Darko (2004) [DVD] Directed by Richard Kelly, New York: Pandora.
3.6.2 Television and radio
Television and radio broadcasts should be cited using the title of the broadcast first. If
appropriate, the episode number/title should be stated following the series title. The full
date and start time of transmission should be provided.
Examples:

The Archers (1996) BBC Radio 4, May 14
th
, 19.00 hrs.
Womans Hour (1996) BBC Radio 4, February 19
th
, 10.30 hrs.
News at Ten (1986) ITV, January 27
th
, 2200 hrs.
Yes, Prime Minster, Episode 1, The Ministerial Broadcast (1986) BBC2, January 16
th
,
21.00 hrs.
Match of the Day, Wimbledon v. Manchester United (1994) BBC2, February 20
th
, 21.00
hrs.
3.6.3 Interviews within television and radio programmes
Individual items within a programme should be cited as contributors and should begin
with the name of the person interviewed.
Examples:

Thatcher, M. (1986) Interview, in: Six Oclock News, BBC1, January 29
th
, 18.23 hrs.

Lorret, P. (1991) Interview by Christopher Pintor, in: Panorama, BBC1, March 18
th
,
21.40 hrs.
3.6.4 Magazine or newspaper
For the citation of newspaper or magazine articles the surname and initials are stated
first. Give the year of publication in brackets, then the article title, in inverted commas,
followed by the title of the publication in italics. The day and month of article should be
provided along with the page number(s), if available.
Examples:

Gibson, J. (2004) And the channel of the year will be... Guardian, 9
th
August, pp.6-7.

Randerson, J. (2008) Researchers find fish that can count up to four, Guardian, 26
th

February, p.14.
3.6.5 DVD/Videotape
If part of a series, state this first, then the programme title, all in italics. Give the year of
the original broadcast in brackets, then the media format, in square brackets, the name
of the broadcasting company, and finally the actual date of the recording, if known.

Examples:

The 50 years war: Israel and the Arabs Part 2 (2005) [DVD] BBC 4, September 27
th

2005.

Men of Ideas. No.11: The Ideas of Chomsky (1978) [Videotape] BBC.
3.6.6 Computer software
Examples:
textease 2000 [CD-Rom] (2000) Ashbourne: Derbyshire: Softease.
CLIMATE CHANGE [CD-Rom] (1994) Cheltenham: International Centre for
Conservation Education.
3.7 Electronic sources
3.7.1 Web-pages
The important thing to remember when citing electronic sources is to include the URL
address; this will enable the reader to easily trace the information you have used. You
must also include the date you accessed the site as online information is regularly
updated; therefore by informing the reader of the date you visited the site notifies them
that the information was correct at that time. Cite online sources as you would
hardcopy formats i.e.:
Author or Editor or Corporate Author. (year) Title (edition) [online], Place of publication:
Publisher. Available: <URL> [Access Date].

Not all web sites give a publisher or place of publication, in which case it is acceptable
to omit these details. If the site does not have an author then start the reference with
the title.
Examples:
Blanchett, B. (2008) Teaching Information Skills in Schools: a report for the Eduserv
Foundation Information Literacy Initiative [online], Newcastle: Netskills.
Available:< http://www.netskills.ac.uk/content/projects/eduserv-info-lit/infoskills-
report.pdf > [Accessed 16 August 2013].
If you wish to refer to an electronic source in the text of your essay, it is not necessary
to quote the complete URL. Usually a website will have at least an author, date or title
or sometimes all three details. It would be preferable to give the author and date, cited
as for a published book, or give the date as a minimum reference. To take the above
as an example, in the body of your text it would be cited as (Blanchett, 2008) and the
details of the electronic copy would only appear in the bibliography or list of references
at the end of your essay and would include the full URL and the access date.
If you cannot identify the date of a web page, write n.d. (short for no date). If the
date is not indicated on the web page itself, you can often discover it by choosing view
page info or view document info in your web browser. In all cases, indicate the date
that you last accessed the page.
3.7.2 Electronic journal articles
Examples:
Author. (year) Article Title, Journal Title [online], volume (issue). Available: <URL>
[Access date].
Havans, T. (2007) Universal Childhood: The Global Trade in Childrens Television and
Changing Ideals of Childhood, Global Media Journal [online], 6 (10). Available: <
http://lass.purduecal.edu/cca/gmj/sp07/gmj-sp07-havens.htm> [Accessed 16 August
2013].
It is not always possible to cite the volume number or the relevant issue in which the
article appears. If this is the case simply omit these details.
3.7.3 Email
Personal email:
Author. (email address) dd month yyyyy, Title or subject of message. Email to:
recipients name (email address).
Example:
Westwood, S. (s.westwood@bton.ac.uk) 13
th
November 2004, Citation books. Email to:
Watts, D (d.watts@brighton.ac.uk).
Mailing Lists: JISCmail/Listserv email lists/Discussion Lists:

Author. Day, dd month yyyyy, subject of message. Discussion list [online]. Available:
<URL>/JISCmail/Listserv email address [Access date].
Example:
Webster, J. 2
nd
December 2011, Re: New British Library newspapers database.
LIBRARYLICENSING, [online]. Available: <URL: https://www.jiscmail.ac.uk/cgi-
bin/webadmin?A2=ind1112&L=LIBRARYLICENSING&F=&S=&P=928 > [Accessed 16
August 2013].
3.7.4 Citing online government resources
Author. (date) Title (edition) [Type of medium]. Available: <URL> [Access date].
Examples:
Department For Education and Skills (2001) Delivering Results: a Strategy to 2006
[online]. Available: <
http://webarchive.nationalarchives.gov.uk/20040104235255/http://dfes.gov.uk/deliverin
g-results/pdf/DfES-Strategic%20Framework.pdf> [Accessed 15
th
August 2011].
Allison, E. (2002) Using the science passport for transition [online]. Available: <
http://www.teachfind.com/national-strategies/using-science-passport-transition >
[Accessed 16 August 2013].
Further examples and information can be found from: Class. No.
Li, X and Crane, N.B. (1996) Electronic Styles: A Handbook for Citing 808.02/LI
Electronic Information. Medford, N. J.: Information Today, Inc.
Radford, M. L., Barnes, S. B. and Barr, L. R. (2002) Web Research: 004.6/RAD
Selecting, Evaluating, and Citing. London: Allyn and Bacon.
Anglia Ruskin University, (2010) Harvard System of Referencing Guide (2nd Edition)
[online]. Available: < http://libweb.anglia.ac.uk/referencing/harvard.htm> [Accessed 16
August 2013]

4. Secondary references

Secondary referencing would occur when, instead of consulting an authors own
writing, you take a passage (a quotation) from that authors work as it is quoted by a
second author. Here, your use of the passage is not justified by your own scholarship.
As a result, such secondary referencing should be avoided. Try to obtain the original
text because then you will see the quoted passage in its intended context and will be
able to assess the original authors argument. If it is impractical or impossible to
obtain the original text then always reference the secondary text you have in your
hand. In the text of your assignment you would need to indicate that you have quoted
from a secondary source as well.
Example:
...(Toffler 1970, pp.353-4 cited in Straughan and Wilson, 1983)...
The secondary text should be referenced in full in the list of references followed by
in and then the full reference for the original text.

Example:
Toffler, A. (1970) Future Shock, in Straugham, P. and Wilson, J. (1983)
Philosophising about Education, London: Holt, Rinehart and Winston.
5. Example list of references
The following is an example of a list of references that accompanies an assessment
task. The Harvard system standardises the order and content of reference information,
but not the format or page layout. Minor variations in layout, capitalisation and
punctuation are acceptable provided they are used consistently within the document.
List of References
14
:
Askari, A. (1998) The Final Years at School: Education 11-16 (4
th
edition), Birmingham:
Open University Press.
Baker, T. (2002) The Jewson Report: A case study in common sense, in Baker, T.
and Petman, K. (Eds) Ill effects: the state of education, London: Routledge.
Cogan, R. and Hoolihan, D. (2008) Editorial: Insider action research, Action Research,
6 (2), pp.6-11.
Department for Education (1994) Sustainability and Diversity: a framework for schools,
London: HMSO.
Davis, P. and Bling, P. (1999a) The Student Study Guide, Winchester: Gower.
Davis, P. and Bling, P. (1999b) The Adult Study Guide, Winchester: Gower.
EDUCATION REFORM ACT 1988, London: HMSO.
Fairburn, B. (1996) Gallic flair, Irish Educational Reform, Sunday Times (Education
supplement), 16
th
August, p.12.

14
Please note that the references provided are fictional and are provided as an example only.
Havans, T. (2007) Universal Childhood: The Global Trade in Childrens Television and
Changing Ideals of Childhood, Global Media Journal [online], 6 (10). Available: <
http://lass.purduecal.edu/cca/gmj/sp07/gmj-sp07-havens.htm> [Accessed 16 August
2013]
Home Office (1995) Education In The Cities: A lasting solution, London: HMSO.
Jerome, T. (2007) Researchers expose education void, The Guardian, 20
th
August,
p.18.
Lorret, P. (1991) Interview by Christopher Pintor, in: Panorama, BBC1, March 18
th
,
21.40 hrs.
Nash, E. (2005) Profiling Assessment and Achievement, Education History, 36,
pp.103-113.
Powers, L. S. (Ed.) (1972) The Theory of Education, London: Pountney and Reeves.
Re-making Britain (1998) Sunday Times, 15
th
July, p.23.
Royal, K. (1972) Training Teachers in Powers, L. S. (Ed.) The Theory of Education,
London: Pountney and Reeves.
Saber, Z. and Saddler, Y. (1990) Measuring response in non-resilient subjects,
Journal of Educational Physiology, 76, pp.166-171.
Thomas, P., David, M. and Moles, C. (2004) Introducing Education Studies,
Peterborough: Palgrave.
Westwood, S. (s.westwood@bton.ac.uk) 13
th
November 2004, Citation books. Email to:
Watts, D (d.watts@brighton.ac.uk).
Abbreviations

AP(E)L Accreditation of Prior (Experiential) Learning
BA (Hons)
PSLD
Bachelor of Arts (Honours) Professional Studies in Learning
and Development
CATS Credit Accumulation and Transfer Scheme
CS Certificate Studies
CPD Continuous Professional Development
Dip HE Diploma in Higher Education
DMPT Developing Mathematical Practice for Teachers
EdD Education Doctorate
FdA Foundation Degree Arts
FDL Flexible and Distributed Learning
ITE Initial Teacher Education
MA Ed Master of Arts Education
MaST Primary Mathematics Specialist Teacher Programme
PG Cert PES Postgraduate Certificate in Professional Education Studies
PGCE Postgraduate Certificate in Education (M Level)
PGCE Professional Graduate Certificate in Education
PG Dip Postgraduate Diploma in Education
PPD Postgraduate Professional Development
QTS Qualified Teacher Status
SoE School of Education
Glossary of Terms

accreditation the process of allocating CATS points to a module
admissions tutor the person who co-ordinates admissions procedures
advanced
standing
the recognition of previous work as being of sufficient academic
standing as to allow exemption from one or more modules on a
particular route
award a qualification given after the completion of a course
completion the fulfilment of all requirements for a particular module including
attendance and completion of assessed and non-assessed study
tasks
corequisite a module which must be undertaken simultaneously with another
module or group of modules
course a package of modules which, when completed, leads to a named
award
fail the written comment on work for assessment of a module which is
deemed not to be a pass or referral; normally in CPD this result
would require studying (attending) the module again
extension formal permission to submit work after the agreed date
Intermit /
intermitting /
intermission
process by which a student may formally request to take an
extended break from their studies; the request can be granted or
rejected by the route leader; if granted, the student must confirm
their intention to resume their studies by an agreed date
level a way of rating the intellectual challenge presented by a particular
module
module a free-standing unit of study with its own learning outcomes and
assessment requirements
programme
assistant
the person who does the administration for a particular course
within the School of Education
programme of
study
the particular set of modules selected by a student which lead to a
named award
route leader the person who co-ordinates a particular course
optional/elective a module which is accepted as appropriate for a particular award
personal tutor the person who can offer advice to students whose personal
difficulties are likely to have a negative impact on study progress
and who may be able to advise on general study-related issues
where there is no relevant university guidance
pre-experience a term used to describe preparatory courses which are taken prior
to beginning work in a particular career
pre-requisite a requirement which must be met before beginning a particular
module or route
recognition the acknowledgement by the university that a particular module or
group of modules is of the required standard for accreditation
referral the university term for sending work which is believed not to be of
pass standard but which is redeemable to the examination board
for confirmation of results; such work is marked refer on the
comment sheet
required a module which has to be satisfactorily completed for a particular
award
transcript a document which sets out which modules an individual student
has completed and the credit thus earned
validation the process undertaken by the university to ensure academic
credibility for courses

In accordance with national practice, including that used by the Quality Assurance Agency
for Higher Education (QAA), the University of Brighton has recently revised the terminology it
uses when referring to academic levels of study. This new terminology was introduced from
2009/10; however, there is likely to be a period of time where some documentation exists
which refers to the previously used terminology. The table below therefore summarises the
new terminology and how it compares with the former, along with a broad comparison with
the level of study undertaken by a typical full-time student at the University:

Please note that this change relates to nomenclature only: there has been no change to the
academic standards associated with study at these levels.
New terminology:
level of study
Former terminology
used
Broad equivalence to the level and
year of study undertaken by a
standard full-time student
Level 4 Level 1 First year of full-time undergraduate
study
Level 5 Level 2 Second year of full-time
undergraduate study
Level 6 Level 3 Final year of full-time undergraduate
study
Level 7 M level / Masters level Postgraduate level study
Level 8 Doctorate level Doctorate / PhD level study
Who to turn to if you have problems
The School of Education offers all students personal, professional and academic support
through a variety of means. Some of this support forms an integral part of your course, but
there may be times when you need additional help or advice, and the Student Support and
Guidance Tutor and/or the Student Services department may be able to help you in such
instances (more details below).
If you have a concern about the requirements or work associated with a particular module,
you should normally discuss this with the module tutor in the first instance. However, you
should note that only route leaders are allowed to grant extensions for assignments.
If your course involves school placements, specific members of school and university-based
staff have responsibility for supporting your professional work. In secondary schools each
student is allocated a professional tutor and a mentor in the school and a link tutor and
subject tutor from the university. In primary schools students have a mentor in the school
and a university adviser. Each of these roles is clearly defined so that you can gain
appropriate support during your placement.
If you are having any problems that affect any part of your studies you should contact your
professional academic tutor (PAT) tutor. Although it may not be within their power to
solve all your problems, your PAT needs to be made aware of any difficulties you are facing
and may be able to help by referring you to someone who can offer further support and
advice.
You will need to contact your route leader if you wish to apply for an extension to a
submission date or for leave of absence. If you have serious problems with the course,
including doubts about your future, you should discuss these with your course and/or route
leader, who will be in a position to offer you additional advice and guidance.

Student Support & Guidance Tutor: School of Education

Going to university for the first time, or returning to education after a lengthy break, is
often an exciting, life-changing experience. However, it can also be very challenging and
stressful.

Student life is a transitional period and therefore often involves major changes such as:

getting to grips with a new course
independent study
adjusting to the education system again if you have not studied for a while
adapting to a different culture if you are an international student
leaving friends and family for the first time
moving to a new area.

Some students experience a few difficulties whilst adjusting to their new life at university.
The pressure to appear to be having a good time or to be coping on ones own can often
make it hard to seek help.

So if you are struggling, get in contact sooner rather than later. Melanie Gill, the School of
Education Student Support and Guidance Tutor, is available to provide support,
information and guidance on a range of issues.

These include:

making the most of your course
juggling home life, work, and study
arranging and undergoing work placements
intermitting, transferring or withdrawing from your course
mitigating circumstances
coping with homesickness/loneliness
balancing your social life at university
problems with your accommodation
financial worries
stress and mental health issues
coping with disabilities
getting support if you have additional learning needs
accessing study skills support
problems with family and friends
adjusting to a different culture if you are an international student
adapting to full-time/part-time study if you are a mature student.

Mel can provide a listening ear as well as practical and emotional support. She can also
refer you on to other services that are able to give you more specialist help. However,
she cannot offer counselling advice.

The service is confidential. Personal information you disclose to Mel will not be revealed
to others without your express permission. She might suggest that it is in your interest to
share certain information with your personal tutor or course leader (for example,
information that could be used as evidence for mitigating circumstances). However, it is
your final decision as to whether this information is shared. Confidentiality will only be
broken in exceptional circumstances: for example, where you are deemed to be a danger
to yourself or to others, or if there is a legal duty.
Mel will not make moral judgements about your situation or behaviour. Her role is to
inform you of the options available to you, the consequences of these options, and
wherever possible support you in the choices you make.

For a friendly, informal chat about the issues concerning you, come and see Mel in the
Checkland Building, room A205. You can arrange an appointment by contacting her at
m.gill@brighton.ac.uk or on 01273 643375. Mel can also provide support and information
via email or over the telephone.


STUDENT SERVICES

Opportunities and support to help you get the most out of your time at university.

Student Services is a central department that provides a range of services to support you
through university and to help you get the most from the student experience.

Our experienced and supportive staff offer advice on a range of issues, including:
- Advice about money worries and how to live on a budget.
- Support in finding jobs and volunteering opportunities.
- Help accessing academic support if you have a disability, learning difficulty or long-
term medical condition.
- One to one support for students with worries or concerns in a safe, confidential
space.

Here for you, whatever the issue

Below is an outline of some of the ways in which we can help you during your time here.
Career development
Build your employability skills and boost your
graduate potential, with careers guidance,
enterprise skills, and employment and
volunteering opportunities.
Chaplaincy
Theres more to the Chaplaincy than you think
with social events, retreats, worship,
discussion, support and listening.
Childcare
With two Ofsted rated nurseries open to
children of staff, students and the local
community, the University of Brighton is an
excellent choice for high quality, affordable and
flexible childcare.
Counselling
Whatever the reason, if you are finding
academic life is causing you concern, or for
personal reasons you need someone to talk
things over with, you don't need to feel that you
are all alone with your worries. Talk to one of
our trained counsellors in a safe and
confidential space.

Disability and dyslexia support
If youve got a disability, specific learning
difficulty or long term-health condition and
choose to disclose it in confidence to the
Disability and Dyslexia team, youll discover
the wide range of academic and personal
support available.

Health and wellbeing
Looking after yourself whist at university helps
you to get the most of your experience. Our
links to local surgeries give you access to a
doctor, while our health and wellbeing
workshops and information help you to keep
everything in balance so look after your mind
and body whilst you are here.
Student Advice Service
When it comes to your finances at university it
pays to be money wise; so for expert advice on
financial issues, including fees, grants,
bursaries, loans, and money management,
contact the Student Advice Service. They can
also help if you are an international student
needing immigration advice, or support if
youre experiencing culture shock and home
sickness.


Get in touch
You can find further information about our services and answers to your student life queries at
www.brighton.ac.uk/current-students

You can also access our services at each campus by visiting our student centres, or call us to
find out more or book an appointment.

Eastbourne - Trevin Towers, Gaudick Road T: 01273 643845
Falmer E354, Checkland Building T: 01273 643584
Grand Parade Room 153, Level 1, main building T: 01273 643187
Moulsecoomb - Manor House, Moulsecoomb Place T: 01273 642895
Hastings The Student Centre, Level 1, Priory Square T: 01273 644643

We can also help answer your questions in confidence via email, at
studentservices@brighton.ac.uk, via the help and support tab on student central or follow us
on Twitter for the latest student life news via @brightonstudent
www.twitter.com/brightonstudent

Our service leaflet with additional information can be found at:
http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012712.pdf

University of Brighton Alumni Association: your professional home
The alumni association is here for all of our alumni (former students) whether they graduated
last year or 50 years ago, but it is also here for current students.
Alumni Advice Network
University of Brighton students can access the expertise and experience of our worldwide
alumni network from a full range of courses. The Alumni Advice Network is a flexible, diverse
community of international alumni experts who make a huge impact on our current students.
Over the past year, Alumni Advice Network members have:
delivered industry-specific talks
provided one-to-one advice
offered networking opportunities
participated in careers interview panels
mentored students through the award-winning Momentum scheme
lent their talents to student and university projects
given work experience opportunities.

Experience counts: ask our alumni
We know that the expertise, skills and knowledge possessed by our alumni community
(currently numbering over 115,000 worldwide) could be of significant benefit to you, our current
students. You can access the expertise and experience of our global alumni network from a full
range of courses through the Alumni Advice Network.

If you would like to be put in touch with a graduate to talk about their experiences at university
or about a specific career sector, please get in touch and we can match you up.

Contact askalumni@brighton.ac.uk for more information.
www.brighton.ac.uk/advicenetwork


Part 2 - Postgraduate Professional Development Programme
MA Education (Teaching Leaders) Part-time

2014 - 15

Contact Details
Programme Leader Irena Andrews
Tel 01273 643436
Email i.l.andrews@brighton.ac.uk

MA Teaching Leaders
Route Leader

Keith Turvey
Tel: 01273 643378
Email:kt6@brighton.ac.uk

Programme Administrator

Claire Watson
Tel 01273 643598
Email c.e.watson@brighton.ac.uk

Postal address School of Education
Room A306
Checkland Building
University of Brighton
Falmer
Brighton
East Sussex
BN1 9PH
Website http://www.brighton.ac.uk/education

Introduction
The MA Education (Teaching Leaders) programme is situated within the School of Educations
Postgraduate Professional Development Programme (PPDP) which is designed to provide
opportunities for advanced professional study for participants from a range of education-related
backgrounds and contexts.
The modular and staged structure of the PPDP allows participants to progress from introductory
to secure levels of Mastery and advanced professional knowledge, and from engagement in
collaborative learning to sustained and autonomous research. It will provide for flexibility as well
as structured progression within a coherent MA Education programme, with associated PG
Diploma and PG Certificate awards.
The PPDP seeks to deliver development opportunities for professional practitioners who wish to
extend, enhance and better understand their current practice and in so doing develop a
framework for creating and implementing change in their future practice.
The programme is therefore grounded in the principles that:
Professional development programmes provide for and accord with their socio-
economic contexts;
Contexts vary in different countries and over time within emerging policy
frameworks.
For the complete specifications you are referred to the Programme Specification published on
Studentcentral.

Aims
The programme will encourage participants to:
Undertake critical reflection on professional practice in the light of current and
emerging policy contexts and debate in education, learning and development in
inter-disciplinary contexts;
Acquire and enhance a depth of specialist knowledge in a field related to their
professional role, institutional context ;
Develop a thorough understanding of the principles of research in the context of
education, and competence in the application of such principles;
Develop the capability for sustained and autonomous learning;
Develop those qualities and skills appropriate to Masters and high professional
levels with critical awareness of the evidence base;
Provide opportunities for dissemination of their learning in a wider, related
professional community.

MA Education Curriculum overview
The MA Education Award is achieved by progressing through three stages, each of which is
equivalent to 60 credits.
Stage 1 Engaging in Professional Development (Award: Postgraduate Certificate)
This stage encourages critical reflection of practice and provides an opportunity to develop and
enhance understanding of key topics through modules that offer a specialist focus. Assessment
is based on the application of learning to practice and evaluation of impact on yourself, your
learners or others affected by your study.
Stage 2 Developing Practitioner Research (Award: Postgraduate Diploma)
This stage builds on stage 1 and provides the opportunity for more in depth investigation of an
area of interest. The aim is to provide a sound basis for undertaking Masters level enquiry and
to gain confidence as a practitioner researcher. The opportunity to engage with evidence based
research informs existing and developing practice.
Stage 3 Investigating and Embedding Enhanced Practice (Award: MA Education)
At this stage you will undertake a structured research based enquiry in an area of professional
interest. Findings will have a direct impact on learners or others within an educational context. It
will involve planning, implementation, analysis and dissemination of your conclusions and
recommendations.
MA Education (Teaching Leaders) Curriculum Overview
The curriculum content draws from the MA Education but is specifically shaped to support and
enhance the learning opportunities offered as part of the Teaching Leaders programme.
Teaching Leader Fellows will be engaged in leading change through an identified school based
project. The stages in this award are therefore designed to support that process through the
application of a theoretical framework that will provide a critical lens through which you can
explore and begin to understand the problem you are aiming to solve.
The Impact Initiative will therefore form the thread that runs throughout the programme,
providing an identified area of interest for exploration, with school-based aspects supported by
the TL coach and TL programme and the role of education research in informing the application
and evaluation of professional learning provided by engagement with the MA.
Initial aims will be to support the development of that understanding through facilitating critical
engagement with pertinent literature in relation to the identified area of study. The programme
content aims to secure critical understanding of the way different stakeholders utilise knowledge
and evidence gained from research in the development of theory, policy and practice thus
informing each Fellows role as a leader and agent of change.
The development of a deeper understanding of the issues influencing your school-based project
or Impact Initiative will lead to the development of a research proposal to support a structured
and rigorous piece of research.
Completion of the MA is achieved through undertaking small-scale research projects linked
directly to the practice-based activity instigated as part of the TL programme, normally arising as
part of the Impact Initiative.


As illustrated in Figure 1, the MA programme runs alongside the Teaching Leaders programme
providing enhanced opportunities to explore and evaluate your own and alternative approaches
to pedagogy and education leadership; including the use of data and data analysis, in the light
of current and relevant research literature. It will provide a sound theoretical basis for critical
reflection, enabling Fellows to consider wider perspectives and to develop a critically informed
view, as required by postgraduate study, of issues raised.

Learning and Teaching Strategies
The emphasis of the MA is on learning in professional contexts, linking theory critically to
practice and in developing policy contexts. Learning and teaching strategies have been
developed specifically to promote positive and active learning, to develop critically and to
increase independence of thought and autonomy in learning skills. The importance of informal
learning through non-contact peer group activity and learning in the context of the work-place is
recognised. In addition, for this specific route the additional learning opportunities provided by
the Teaching Leaders programme can direct the approach (through the focus on the Impact
Initiative) and are themselves enhanced by engagement with postgraduate study.
Fellows normal professional work contributes significantly to study and achievement. Taught
sessions and Action Learning Set meetings are normally held after working hours either at the
universitys Falmer site or in participants places of work. Participants are expected to attend all
programmed sessions and to commit a matched amount of time to independent study.
Programme details also appear in the appropriate folders on studentcentral.

You will have access to the University of Brightons on-line library and the link below offers a
series of short videos which explain the use of the on-line library.
http://383318133457332949.weebly.com/
The MA Education (Teaching Leaders) has been constructed to include a range of approaches
to teaching and learning including: expert tutor input, seminars, small group work and
collaborative presentation. In addition the use of digital technologies is central to the
pedagogical approach (Table 1). The University VLE, Studentcentral, is used to provide access
to core course documentation such as the student handbook, tutor contact details and email
facilities. Fellows will also submit their summative assignments and receive feedback via the
Turnitin facility in Studentcentral.
Secondly, tutors and Fellows will utilise a range of additional professional eLearning tools
(blogs, twitter, Skype) to actively engage with content and formatively document the process of
professional learning. This aspect of the course is facilitated through the use of a professional
tutor blog where course content is made available in a range of formats including rich media
content as can be seen in this example: http://uobmatl.wordpress.com/.

Use of Studentcentral Use of additional eLearning tools
Email - communication with Fellows/tutors
Storage of core documents (e.g. course
handbook, referencing guidelines)
Tutor contact details
Turnitin submission of assignments
Turnitin for summative tutor feedback
Aspire for core readings
Tutor professional blog rich media
content
Student professional blogs to formatively
document professional learning and
development
Course Twitter feed to connect Fellows
to wider professional networks of
educational research
Video conference, capture and webinar
tools (e.g. GoTo Webinar, Skype) to
facilitate distance learning
Table 1: Range of in-house and additional eLearning tools
The course includes a focus on the use of a group blog to introduce taught sessions and
provide support materials throughout the modules. Fellows will be assisted during their induction
in the creation of a professional blog to facilitate sharing experiences of effective practice and
tracking the development of individual ideas. They will also be required to agree to an online
code of conduct regarding their professional online conduct.

Fellows will maintain a professional blog to document the progress of reading, thinking and
research and the professional tutor blog also provides a focal point for connecting with Fellows
throughout the programme. Fellows will work in tutor-led action learning sets, and peer support
and assessment guidance is encouraged, particularly through the blog post activities.

Code of Conduct for Professional Blogs

Fellows will work individually and collaboratively to maintain and develop a blog as part of the
programme . The professional blogs you create are intended to help share experiences of
effective practice and track the development of your ideas. However, it should be remembered
at all times that these are professional blogs and as such TL Fellows are required to adhere to
the following code of conduct when updating and posting:
TL Fellows should share general school-based experiences and ideas focusing on
pedagogy and practice. The professional blog is not a space for personal grievances or
concerns.
Anonymised photographs of, childrens work, displays, planning ideas and resources
can be posted as long as relevant permissions have been obtained and any sources
appropriately acknowledged.
Photographs of children are not permitted.
In any discussions or blog posts relating to professional practice, specific schools,
children or colleagues should not be identified by name or inference.
At all times TL Fellows should use professional language and the use of derogatory
language or comments is unacceptable.

Ethical considerations associated with module assignments and research
proposals.
You will need to address ethical considerations for all enquiry and research work that you are
asked to undertake in a workplace.
You must be aware of, and avoid, any possible harm to participants involved in the work that
you undertake and report on.
Ethical problems can be caused by the nature of the work (e.g. pointless and inept enquiry /
research), the context (vulnerable adults or children), or the procedures you adopt (e.g.
interviews and observations). You MUST make sure that all people who participate in your
research are FULLY INFORMED about what they are getting involved with. As enquirers and
researchers you MUST protect their PRIVACY, ensure their ANONYMITY, and as much as
possible, keep their contribution CONFIDENTIAL.
We need also to pay attention to HOW we hold data and for how long. If you work with children
you need to be aware of the need for possible disclosure in the event of any possible harm to
children of which you become aware.
Many of you will conduct enquiries and / or research in very familiar areas, often in work related
contexts. This may mean that you need to be more explicit and transparent than you would be
in an unfamiliar context, so that you do not take people for granted.
Throughout KV712 and KV713 and any other module that requires you to undertake enquiry in
a work-based community context there will be a concern about ethical issues. During KV712
and KV713 we will expect you to use your critical study group to discuss this aspect of your
research.

The School of Education has produced a document Research Ethics: tier 1 Approval Protocol
(2011) which is on student central: KV712 and KV713: Learning content 2013 / 2014
documents. You will also find there a draft Participant Consent Form and an example of a
Participant Information Sheet.
Tier 1 Ethical scrutiny is as the name suggests the first level of ethical scrutiny within the
School of Education. This allows two tutors to agree that the research project may continue
because the ethical issues it involves are minor or non-existent. If ethical issues arise either at
the planning stage or later, discussions will take place between the two tutors and the student. If
there is no resolution the matter is referred to the second tier of ethical scrutiny.
Supervisors will be aware that one of their responsibilities is the scrutiny of both the initial
proposal and the ongoing research work. If any issues arise please contact your supervisor or
one of the MA Education programme leaders.
If you do not disclose to your module tutor or supervisor, issues arising related to ethical
considerations, or if you fail to pay attention to ethical considerations when conducting enquires
or research, this could have serious consequences for you, your work and progress on the
modules concerned.
Assessment
All modules are assessed using the assessment tasks and criteria detailed on the individual
module descriptions which are linked to the learning outcomes for the module. Additionally, the
criteria for award of particular grades are provided by the University Grading Criteria.
Assessment design uses the principles in the Universitys Assessment Policy with attention paid
to match with module content, encouragement of learning and match with learning outcomes.
All assessments take place within the appropriate module and are viewed as intrinsic to the
learning in that module.
The purpose of assessment is to enable Fellows to demonstrate that they have fulfilled the
learning outcomes of the module and have achieved the standard required for the award.
Assessments are normally written and submitted on line via Turnitin. There is a standard 20 day
turn around period for assessment feedback which is also provided on line.
Instructions can be found within the submission area for the first module.; Follow the link below
to find a helpful Student Guide to submitting work to Turnitin:
http://www.brighton.ac.uk/is/ACSservices/tii
and there is also a video link to explain how the Originality programme works:
https://dibbler.brighton.ac.uk/CRS/Tii-student-origrep1_-_Flash_%28Medium%29_-
_20110518_09.06.17AM.html

Assessment Regulations and Eligibility for MA Education (Teaching
Leaders) Award
Whilst GEAR regulations will prevail for all Fellows enrolled on the MA Education (Teaching
Leaders), there are some regulations from the TL programme itself that can impact on the ability
to progress:

Access to the programme is linked to enrolment on the TL programme, so should
a Fellow leave the TL programme in the early stages, or move to an ineligible
school within the two years, they will no longer be eligible for this particular MA
Route. However, these students may transfer to one of the other routes within the
MA programme;
Fellows who undertake the three year route will complete the TL programme in
year two and continue independently with the dissertation stage to complete the
MA Education (Teaching Leaders) in year 3;
Fellows who fail to meet the 90% attendance requirement of the TL programme
but who are able to complete their Impact Initiative and related research study will
also be able to complete the MA Education (Teaching Leaders);
Fellows who fail to meet the attendance requirement of TL and fail to complete
the Impact Initiative will be unable to complete the MA Education (Teaching
Leaders) since this is centred around the evidencing of a successful and
complete Impact Initiative. They may however, be able to transfer to the generic
MA Education providing that normal criteria are met at the discretion of the
Admissions tutor;
In instances of failure of modules and slowed progress (up to the maximum
permitted) GEAR regulations will apply to the MA but should not directly impact
on the TL programme.

Student Support
TL Fellows will work closely with TL Coaches for the focus of the Impact Initiative but university
staff will provide academic support for postgraduate study. At the university, you will work in
action learning sets and each set will be supported by a tutor. These identified tutors will provide
personal and academic support throughout the programme. (See information re the Personal
and Academic Tutor policy below).
The Participant Experience Manager (PEM) supports Fellows with any issues they may have
with the TL programme or tools. The PEM has an overview of the progress of each of their
Fellows and will play a key role in feeding back any difficulties Fellows are having with the
demands of the programme or whose personal circumstances change. Any information about
concerns that are likely to affect engagement with the MA would be fed back to the university
via the LD Manager to the Route Leader.
The TL Coach also has a role in supporting and challenging Fellows to embed the learning from
the sessions and have measurable impact in their schools. Whilst this is based around the TL
sessions the shared focus around the Impact Initiative means that conversations with coaches
and peers are likely to enhance critical thinking and support for participation with the MA
programme.
Table 2 illustrates the key personnel involved with the programme, their affiliation and their main
areas of responsibility.
Role Personnel
(UoB/TL)
Programme
Management
Academic
Support
Professional
Support
Other Support
(admin, pastoral,
technical)
LD Manager TL
Coach/Facilitator TL
Participant
Experience
Manager
TL
Route Leader MA UoB

Role Personnel
(UoB/TL)
Programme
Management
Academic
Support
Professional
Support
Other Support
(admin, pastoral,
technical)
Action Learning
Set Tutor
UoB
Dissertation
Supervisor
UoB
Student Support
and Guidance
Tutor
UoB

Table 2: Personnel and main areas of responsibility
.
Personal, Academic Tutoring Policy

The University believes that its students should have regular opportunities to review the
academic, personal wellbeing and employability aspects of their development as they progress
through their course. Personal and academic tutoring complements both direct course delivery
by academic staff and specialist support by Student Services. As a part time MA student you
will access this support through the programme and by identified staff. The introductory module
includes induction and provides information about the range of student support available. All
modules include opportunities via individual or group tutorials for academic advice and guidance
as part of their module delivery.
The Module tutors responsible for your action learning set will incorporate personal and
academic tutoring through a Support tutor role throughout the programme but other key people
are the Route Leader and at the dissertation stage you will be supported by an individual tutor.
In addition the School of Education Student Support and Guidance tutor is available to offer
further support directly or to signpost students towards other more appropriate support. This
tutor will meet you during the induction process and details can be found on the school of
Education website.
Students are expected to take responsibility for their personal and academic health throughout
the course and should maintain regular contact with the identified personal tutor above and
raise any areas of concern as soon as possible. Part time students particularly may find it
difficult to see their Support tutor but all can be contacted via email and will make individual
appointments if required. Information at such a tutorial will be treated as confidential within
normal university requirements, for example matters that have to be dealt with officially may
need with the students approval, to be referred on and/or placed on the record.

Quality Assurance and Transferability

As well as the M level descriptors developed by the Southern England Consortium for Credit
Accumulation and Transfer (see above), all the postgraduate courses and modules align with
the appropriate qualification descriptor for Masters (M) level in the Quality Assurance Agency's
Framework for Higher Education Qualifications which is outlined below.

Framework for Higher Education Qualifications
The awards within the School of Education align with the appropriate qualification descriptor in
the Quality Assurance Agency's Framework for Higher Education Qualifications. The descriptor
for a qualification at Masters (M) level is outlined below; PG Certificate study is considered to be
the beginning of this journey. The following descriptors should therefore be considered
appropriately.
Masters degrees are awarded to students who have demonstrated:
a systematic understanding of knowledge, and a critical awareness of current problems
and/or new insights, much of which is at, or informed by, the forefront of their academic
discipline, field of study, or area of professional practice
a comprehensive understanding of techniques applicable to their own research or
advanced scholarship
originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret
knowledge in the discipline
conceptual understanding that enables the student to:
evaluate critically current research and advanced scholarship in the discipline; and
evaluate methodologies and develop critiques of them and, where appropriate, to
propose new hypotheses.
Typically, holders of the qualification will be able to:
deal with complex issues both systematically and creatively, make sound judgements in
the absence of complete data, and communicate their conclusions clearly to specialist and
non-specialist audiences
demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level
continue to advance their knowledge and understanding, and to develop new skills to a
high level
and will have:
the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable situations
the independent learning ability required for continuing professional development.

MA Education pathways Summary of stages
PG Cert
Year 1
Sept/Oct
20 credits
Oct
20 credits
Feb
20 credits
May

KV710 Engaging in Professional
Development
Saturdays Sept-March
Specialist module 1
Normally 8 x Thursdays
1800-2000

Specialist module 2
Normally 8 x Thursdays 1800-
2000
60 credits
Postgraduate
Certificate
Continuation point
PG Diploma stage
Year 2
Oct
20 credits
Feb
20 credits
June
1 x Saturday

120 credits

Postgraduate
Diploma

Compulsory module 20 credits

KV711 Literature and Research in
Education
Normally 8 x Thursdays 1800-
2000

Specialist module 3
Normally 8 x Thursdays 1800-2000

Education Conference
Present poster of research ideas
Compulsory module
KV712 20 credits
Research Contexts Saturdays Feb to June
Continuation point
MAEd
Year 3
Oct Feb June Sept Nov 180 credits
MA award KV713 The Dissertation 60 credits Monthly Saturday sessions + Tutorial support
Education
conference
Lead round
table
discussion
Complete
Dissertation
Exam
Board

MA Education pathways and constituent awards

2 year standard route Applicants with 60 credits (2014 start)
Year 1
November
May
Compulsory module - 20 credits

120 credits
Post Graduate
Diploma

Progression
point

KV736 Professional Enquiry (Teaching Leaders)

All Saturdays
08 November 2014
24 January 2015
21 March 2015

1 task review of literature to support Impact Initiative

KV712
Research Contexts
All Saturdays
17 May 2015
18 July 2015
1 task research proposal (Statement of Intent)
Includes the Education Conference
20 June

Year 2
October February June October November February
Compulsory module
KV713 The dissertation
60 credits
3 Saturdays + Tutorial support
Education
Conference
KV713
assessment
Present paper
KV713
assessment
Hand in
dissertation
180 credits Graduation
ceremony
Exam Board Masters
Award


2 year standard route Applicants with 60 credits (2013 start)

Year 2
October February June October November February
Compulsory module
KV713 The dissertation
60 credits
Saturday Seminars
08 November 2014
24 January 2015
21 March 2015

3 Saturdays + Tutorial support
Education
Conference
20 June 2015
0900-1530

KV713
assessment
Present paper
KV713
assessment
Hand in
dissertation
180 credits Graduation
ceremony
Exam Board Masters
Award


3 Year route Applicants without level 7 credits
Year 1
October
20 credits
February
20 credits
May
20 credits
July

KV710 Engaging in Professional
Development
2 x Saturdays dates tbc
Specialist module 1
KV716 Leadership and
Management

Specialist module 2
KV720 Professional Development
project 1
60 credits
Continuation Point or Exit Award:
Postgraduate Certificate
Professional
Education Studies
Continuation point
Year 2

November - April
May - July
Compulsory module - 20 credits

120 credits
Continuation Point or
Exit Award: Post
Graduate Diploma
(Teaching Leaders)

KV736 Professional Enquiry(Teaching Leaders)
3 Saturdays

KV712
Research Contexts
2 x Saturdays (May and July) + the Education Conference (June)
Continuation point

Year 3
Semester 1
Oct
Semester 2
Feb
June October Nov 180 credits
MA
Education
(Teaching
Leaders)
award
KV713 The Dissertation 60 credits 3 Saturdays + Tutorial support
Education
conference
Lead round
table
discussion

Submit
dissertation
Exam
Board

University Dates 2014/15 Session
Terms Semesters

Autumn
Spring
Summer

29/09/14 12/12/14
05/01/15 27/03/15
20/04/15 - 12/06/15

Semester 1
Semester 2

29/09/15 06/02/15
09/02/15 12/06/15

Calendar for MA Education (Teaching Leaders)

Year 1 (2014 start)
KV736 Professional Enquiry (Teaching Leaders) 40 credits
Introductory session: 1000-1600 Saturday 8
th
November 2014
Follow up sessions: 1100-1500 Saturday 24
th
January 2015
1100-1500 Saturday 21
st
March 2015
Assignment submission: Wednesday 22
nd
April 2015

KV712 Research Contexts 20 credits
th
May 2015
Follow up session: 1100-1500 Saturday 18
th
July 2015
Assignment submission: Wednesday 09
th
September 2015
Plus: The Annual Postgraduate Research Conference on Saturday 20
th
June 2015
This is held on the Falmer site from 0845 1530
You are invited to attend as both a delegate and as an early researcher exploring ideas
for your own research

N.B. Assignment submission is always by 16.30 on the identified date via Turnitin
Submission Point within appropriate module on Studentcentral.

Year 2 (2013 start)
Semesters 1 and 2
Research Project (Masters)
Module code: KV713 60 credits
th
November 2014
Follow up sessions: 1100-1500 Saturday 24
th
January 2015
1100-1500 Saturday 21
st
March 2015
Education Research Conference Saturday 20
th
June 2015

Final submission of the dissertation: Friday 18
th
September 2015
Submit 2 x hard copies to the SoE office plus electronically via Turnitin

Your module descriptors are posted in each module folder on studentcentral along with
assessment details, reading and other information.
Any changes and amendments to this Handbook will be given at the start of the
programme or during the course of the Semesters.
The course administrative team use studentcentral as the main channel of
communication with you during the year. Please check it regularly for announcements,
and information. Learning support and tasks will be located via the blog. Please make
sure you have requested any university e-mails are forwarded to your personal email
service.

Welcome to the Postgraduate Professional Development Programme, the School of
Education and the University. We hope you find your studies with us stimulating,
challenging and rewarding. We look forward to working with you.

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