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Programme Document

BA Education Studies

Education and Health

Education and Community Studies

March 2017

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Preface Sheet

Faculty Education and Health

Department Education and Community StudiesHead of Department statement:

I confirm that this documentation relates to an authorised development in the Departmental portfolio of awards, and that I have consulted the ILS senior managers and other Faculties as necessary.

Signature Date 07/03/2017

Name Dr Seidu SalifuFaculty Director of Learning and Teaching:

I confirm that this documentation is the outcome of an approved process of academic development and is consonant with the University’s and Faculty’s strategic aims.

Signature ..................................................... Date.........................

Name Dr Veronica HapgoodFaculty Operating Officer(For Internal programmes only)

I confirm that the resource implications of the proposed programme have been agreed.

Signature ..................................................... Date.........................

NameAcademic Quality Officer Statement

I have scrutinised the document and am satisfied that it meets the University’s requirement for quality as set out in the Quality Assurance Handbook. The document includes all the required information, and any programme-specific regulations meet internal and external requirements.

Signature ..................................................... Date.........................

Name Marisa BartoliPartner’s Chief Executive/Principal (for partnership programmes only – delete box if not relevant)

The Partner Institution confirms its support for the academic development contained in this documentation, and for the resource and management implications as stated.

Signature ....................................................... Date..........................

Name Cliff Hall

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Contents

Preface Sheet.....................................................................................................................................................2

Contents.............................................................................................................................................................3

1. Programme Information............................................................................................................................4

2. Programme Specification...........................................................................................................................6

3. Partner Background and Details (for first approval of partnership programmes only) ...........................10

4. Programme Rationale, Aims and Philosophy...........................................................................................10

5. Curriculum Content, Design and Delivery................................................................................................11

6. Teaching, Learning and Assessment........................................................................................................12

7. Student Support and Learning Resources................................................................................................12

8. Operational Management of the programme.........................................................................................15

9. Course Specifications..............................................................................................................................20

Appendices.......................................................................................................................................................23

Appendix 1 – Staff CVs..........................................................................................................................................

Appendix 2- Nescot Programme Handbook.........................................................................................................

Appendix 3 – Greenwich Programme Handbook (used in conjunction with NPH)...............................................

Circulation of D6 document once approved.........................................................................................................

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1. Programme Information

Award type (s) BA (Hons) Education Studies Top-up

Programme title (s) BA (Hons) Education Studies

FHEQ Level 6

Award Bachelor of Arts Level 6Doctoral degrees (e.g., PhD/DPhil) (including new-route PhD), EdD, DBA, DClinPsy) 8

Master's degrees (e.g., MPhil, MLitt, MRes, MA, MSc)Integrated master's degrees (eg, MEng, MChem, MPhys, MPharm)Postgraduate diplomasPostgraduate Certificate in Education (PGCE)Postgraduate certificates

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Bachelor's degrees with honours (e.g., BA/BSc Hons)Bachelor's degreesProfessional Graduate Certificate in Education (PGCE)Graduate diplomasGraduate certificates

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Foundation Degrees (e.g., FdA, FdSc)Diplomas of Higher Education (DipHE)Higher National Diplomas (HND)

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Higher National Certificates (HNC)Certificate in Higher Education 4

Programme code (s)The programme code is allocated by the Programmes and Courses Office (PACO) at the point when a programme is authorised. The code can be obtained from PACO or by logging into Banner Web and checking on your Faculty’s authorised listing.

Mode (s) of study Full-time

Part-time

Online/Distance learning

Other (please specify)

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http://banner.gre.ac.uk/pls/prod/twbkwbis.P_GenMenu?name=homepage

Date of APC authorisationOCT 2013

External Partner (if applicable) NESCOT

Nature of external approval

FranchiseFranchised programmes: where a partner delivers an existing (or modified version of a) programme of study that is already formally approved for delivery at the University itself (or at one of its other partners).

Validation

Validated programmes: where a new programme is designed by the partner themselves, in the standard University of Greenwich format. Course and programme progression records are fully recorded within University’s MIS. These are not programmes taught at the University and are likely to be specialist awards particular to that partner.

External Validation

External validation: approval by University of Greenwich of a partner’s own programme of study, designed to reflect requirements of a UK HE award but tailored to local requirements, usually in overseas partners. Student records are maintained by the University. The academic regulations, policies and procedures of the University will be used. Any deviation from the University’s regulations, policies and procedures must be approved by Academic Council.

Nature of award Single Award

Single Award: Whether the student is studying at a partner organisation or at the University, students receive a single University of Greenwich award on successful conclusion of their programme of study.

Joint Award Joint Award: Students are registered at one or more institutions and receive, on completion of the full programme of study, a single certificate bearing the logos of all the collaborating Institutions.

Dual or Multiple Award

Dual or Multiple Award: Students are registered at one or more institutions and receive, on completing the programme of study, a certificate from the University and from each Institution with whom the Partnership is agreed for that programme.

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2. Programme Specification

Undergraduate Version

3. 1. Awarding Institution 2. Teaching Institution 3. Faculty/Department

University of GreenwichNorth East Surrey College of Technology

Higher Education/Teacher Education

4. Final Award 5. Programme Title and approved endorsements: 6. Accredited by: 7. UCAS Code:

BA (Hons) Education Studies n/a n/a??

8. Maximum/ Minimum Period(s) of Registration

F/T: 30 week programme P/T SW D/L

9. Programme Code 10. Last Revision date for Programme Specification

P13159

11. External Reference Points, e.g. subject benchmark statements and professional body requirements

The benchmarking statements referenced in the development of this programme are; QAA subject benchmarks for Education Studies 2015

12. Entry Requirements

Applicants should possess 240 credits at levels 4 and 5, with a minimum of 90 credits at level 5. This will include holders of a Foundation Degree in:Education and Training Education Support/Supporting Teaching and LearningEarly YearsOr equivalent qualification at Level 5

Applicants who have qualifications up to Level 5 and who have considerable professional experience in the Education sector will also be considered, with the possibility of APL.

All applicants should possess Mathematics and English Language GCSE at Grade C or above.13. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]:

The current programme provides an academic basis for practitioners in formal and informal contexts of education as well as a framework for understanding of human and social development. Students have the opportunity to engage with a number of different perspectives and to evaluate aims and values, means and ends, and the validity of the education issues in question. The programme seeks to prepare students for the diverse range of groups within educational settings for potential careers in Further Education Sector teachers, Nursery Nurses, Teaching Assistants, education administration, community development, health and social care environments human resources, youth work and the voluntary sector.

To achieve this aim the programme will:

Draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the context within which it takes place

Provide students with a broad and balanced knowledge and understanding of the principles features of

Quality Assurance Handbook, Appendix D6 (June 2014) page 6

education in a wide range of contexts Encourage students to engage with fundamental questions concerning the aims and values of education

and its relationship to society Provide opportunities for students to appreciate the problematic nature of educational theory, policy and

practice Encourage the interrogation of educational process in a wide variety of contexts

Develop in students the ability to construct and sustain a reasonable argument about educational issues in a clear lucid and coherent manner

Promote a range of qualities in students including intellectual independence and critical engagement with evidence.

14. Summary of Skills Development for Students within the Programme [Maximum 150 words]:

On completion of this programme, students will be able to demonstrate that they have acquired the ability to understand theoretical knowledge and their practical implications with research evidence about:

the processes of learning, including some of the key paradigms and their impact on educational practices the effects of cultural, social, political, historical and economic contexts on learning including educational

policies, moral, religious and philosophical underpinning of and issues of social justice formal and informal context for learning. Educational contexts will include some understanding of their

own educational system and other educational systems, and the values underpinning their organisation a range of research perspectives and methodologies applied to education (Honours only) the complex

interactions between education and its contexts, and relationships with other disciplines and professions performance and improvement of their own learning including the development of study skills,

information retrieval, a capacity to plan and manage learning and to reflect on their own learning

15. The programme provides opportunities for students to achieve the following outcomes:

Knowledge and understanding of:

This programme enables students to demonstrate that they have acquired the ability to understand theoretical knowledge and research evidence about: - the processes of learning, including some of the key paradigms and their impact on educational practices - the effects of cultural, societal, political, historical, technological and economic contexts on learning, including

education policies, moral, religious and philosophical underpinnings, and issues of social justice - formal and informal contexts for learning. Educational contexts will include some understanding of their own

education system and other education systems, and the values underpinning their organisation - a range of research perspectives and methodologies applied to education - the complex interactions between education and its contexts, and relationships with other subjects and

professions.

In addition, the Programme provides opportunities for students to: - analyse educational issues systematically - evaluate education policy in an informed and systematic way - accommodate new principles and new knowledge - apply key principles across educational systems.

The Programme also enables students to apply their subject knowledge and understanding through: - the analysis of complex situations concerning human learning and development in particular contexts, including

their own learning - the use of examples of the implementation of policies in practice - the accommodation of new ideas and the provision of well argued conclusions relating to issues, such as the

impact of globalisation on education systems, social justice, sustainable development and social inclusion

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consideration of the international and intercultural dimension of education, the effect of new technologies, and the impact of increased worldwide mobility

16. The programme provides opportunities for students to develop the following skills:Intellectual skillsThe ability to:- Analyse educational concepts theories and issues of policy in a systematic way- Identify and reflect on the potential connections and discontinuities between each of the aspects of subject

knowledge and their application in educational policies and context- Accommodate new principles and understanding- Select a range of relevant primary and secondary sources including theoretical and research based evidence to

extend their knowledge and understanding (Honours only)- Use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

Subject practical skillsThe ability to:- Reflect on own and others value system - Use knowledge and understanding critically to locate and justify personal position in relation to the subject - Understanding of the significance and limitations of theory and research. (Honours only)

Transferable/key skillsThe ability to:- construct and communicate oral and written arguments - make effective use of technology - interpret and present relevant numerical information - work effectively with others as part of a team, taking different roles - improve their own learning and performance, through the development of study and research skills, and a

capacity to plan, manage and reflect on their own learning - identify, synthesise, evaluate, and analyse problems and solutions - respond positively and constructively to changing environments.

Graduate Attributes

Scholarship and Autonomy1. Have an informed understanding of their discipline or professional practice, and the ability to question its

principles, practices and boundaries 2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation3. Appreciate disciplines and forms of professional practice beyond their own, and draw connections between

them4. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience

Creativity and Enterprise1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations or2. Problems3. Generate new ideas and develop creative solutions or syntheses4. Communicate clearly and effectively, in a range of forms, taking account of different audiences5. Make use of familiar and emerging information & communication technologies 6. Seize and shape the opportunities open to them on leaving university

Cross—cultural and International Awareness1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably3. Move fluently between different cultural, social and political contexts

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4. Value the ability to communicate in more than one language

17. Teaching, Learning and Assessment Methods related to the programme learning outcomes and skills sets

The ways in which teaching and learning take place in education studies reflect and inform the principles of the subject itself. Attention is therefore given to the ways in which students develop: - knowledge and understanding - application of key principles to related contexts - the ability to reflect on salient issues - transferable skills.

There is an understanding that teaching, learning and assessment are closely interrelated, and are seen by students to be related. Approaches to assessment challenges and supports all student learning and the teaching which promotes that learning. This is made explicit, with aims, tasks and criteria for grading clearly defined. Assessment is characterised by innovative practice and formative feedback which develops the learning of students.

The Programme provides a mixture of delivery methods to support a constructivist approach to learning that recognises the diversity and breadth of participant experiences, including lectures, group activity, individual research, seminars/discussion, presentation, web-based activity, and demonstration of professional practice

All courses have a variety of formative and summative assessment: case studies, skills audits, reports, critical reflections, oral presentations, group and individual seminars opportunities for self- assessment. Each course has one or more summative assessment

18. Programme Structure: Levels, Courses1 and Credits Awards and Credits

Level

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Compulsory Courses

Optional Courses

Courses required for named endorsements (if applicable)

Certificate of Higher Education (Cert. HE)

Level

5

Compulsory Courses

Optional Courses

Optional courses required for named endorsements (if applicable)

Diploma of Higher Education (Dip. HE)

Level

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Compulsory Courses3.1 Contemporary Issues in Education (15 credits) Term 13.2 Social History of Education in England (30 credits) Term 13.3 Leadership and Innovation in Education (30 credits) Term 1/23.4 Comparative Education and Training (15 Credits) Term 2/33.5 Research Project (30 Credits) Term 2/3

Optional Courses

Optional courses required for named endorsements (if applicable)

Honours Degree

1 Please indicate clearly whether a course runs in Term 1, Term 2 or across the academic year

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3. Partner Background and Details

Nescot has successful programmes in Foundation degrees in Education and Training, Early Years Education and Education Support. Experience in these programmes has identified a need to provide local progression routes to a Bachelor Degree in Education Studies. Students who have completed these foundation degree courses have often approached the College seeking progression routes. A BA (Hons) in Education Studies serves as the most appropriate means of meeting the needs for these students who, for a variety of reasons, are often tied to the local area, and need to continue in employment, at least part time, while accessing opportunities to study in Higher Education.

In line with Nescot Higher Education (HE) strategic development plan, the College runs a BA Honours degree for those who seek to progress from the College’s current Foundation Degree programmes to an Honours degree. It seeks to develop career prospects of those whose role in the Education environment is required to possess a degree or higher qualification to function effectively.

The courses are informed by the Quality Assurance Agency for Higher Education Framework for Higher Education Qualifications including relevant benchmarks for Education Studies (2015) and results from internal market research and feedback processes.

The college has a proven record of supporting learners from non-academic backgrounds who have gone on to achieve successfully in their academic performance. As an Honours programme, the BA (Hons) Education Studies provides participants with the required skills to improve their current practice as well as achieve their ambition of achieving a Higher Education qualification. Above all students are able to work and earn income at the same time benefiting from a higher education opportunity without having to travel out of their locality.

4. Programme Rationale, Aims and Philosophy

The programme complements the existing teaching education programmes at foundation degree level at Nescot. The programme enables participating students to deepen their understanding of educational practice. The rationale being that effective practice is based upon an awareness of the complex and contested nature of practical educational issues rather than through uncritical acceptance of prescription.

This programme is informed by the Quality Assurance Agency for Higher Education (2015) benchmark statements for Education Studies. As such candidates will have knowledge of relevant underlying concepts and principles and an ability to evaluate and interpret these within the context of that area of study. They will be able to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will evaluate different approaches to solving problems and communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will further be aware of the need to undertake further training and develop new skills within a structured and managed environment. Finally, they will develop qualities and transferable skills necessary for employment requiring appropriate levels of personal responsibility.

The defining principles of BA Honours Education Studies are to:

draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place.

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provide students with a broad balanced knowledge and understanding of principal features of education in a wide range of context.

encourage students to engage with fundamental questions concerning aims and values of education and its relationship to society

provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice.

encourage the interrogation of educational process in a wide variety of contexts develop students with the ability to construct and sustained reasoned argument about

educational issues in a clear, lucid and coherent manner promote a range of qualities in students including intellectual independence and critical

engagement with evidence

Typically, holders of BA Honours Education Studies would be able to:

use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in Education studies and in a work context;

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;

undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations;

and have:

qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making;

the ability to utilise opportunities in a variety of ways within the educational system .

5. Curriculum Content, Design and Delivery

The programme is designed to enable individual participants who have no first degree to gain bachelors of honours in Education. Education as a discipline is broad and continues to grow in reputation and in importance to a diverse range of groups within an educational setting: education administration, community development, health and social care, early year’s practitioners, human resources and the voluntary sector. For its scope, the course draws on educational aspects of sociology, politics, history, psychology and philosophy to give students the appreciation of education as a field of study.

This programme content provides the chance for students to explore key issues in education that influence debates about the type of education required for current socio-economic and political needs of the world they live in. Students from different sections of education such as teaching assistants from schools, teachers and learning support workers from further and higher education, specialist provisions e.g. prisons, special educational needs, local community provisions will gain immensely as the programme contextualises all the different segments together. In effect the programme content seeks to provide an academic basis for practitioners in formal and informal contexts of education as well as a framework for understanding aspects of human social development. The courses on the programme therefore consider historic, sociological, economic, cultural and political frameworks of Education in England and the influence of the British Education system as a whole.

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The delivery methods embedded in the programme support the rationale and the content focus, giving participants the opportunity to explore a range of theories, concepts and contexts through interactive taught sessions and self-directed study. Peer learning, collaborative research practices and discussion forums are used to enhance the course content providing a strong structure and foundation for written and oral summative assessment.

The newly proposed design, structure, and course content details are located in the D7 document.

6. Teaching, Learning and Assessment Strategy

The teaching methodology of the programme is based on a mixture of constructivist approaches recognising the diversity and breadth of experiences of the participants. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The significance of the role of ILT is recognised and practiced, as is the importance of embedding functional skills in vocational and academic areas. Throughout the course, emphasis is placed on formative assessment to support and develop students’ knowledge and skills related to teaching and learning, prior to course summative assessments.

The programme commences with an induction that aims to familiarise students with each other, the course requirements, the college environment, learner support, policies and practices and academic writing conventions. Within induction there will be opportunities for students to meet the course team, their tutor and college support staff.

It is the programme team’s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the requirements of the QAA and personal aspirations of the students. In order for students to experience a range of teaching strategies each course will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include:

Establishing an intellectually stimulating and challenging learning environment through which students are supported to develop the attributed essential for employment in Education Support

Actively support the development of skills and attributed of all students to encourage reflective practice and inspire lifelong learning.

Practice approaches to assessment that stimulate learning Implement flexible method of learning and teaching

Emphasis is placed on a spiral nature of delivery, as well as a constructivist and andragogical approaches to teaching and learning. A safe and supportive environment allows for active student participation and experimentation with new ideas and strategies.

It is of growing significance that students on HE programmes at Nescot are prepared for their next career step. On the BA Education Studies there is a clear emphasis on the development of transferable skills i.e. academic study skills, personal development skills, to enable students to progress within their own workplace setting, or to take up a further programme of study. Students are given the opportunity to meet with their programme tutor to discuss options in preparation for enhanced employability and/or application for further qualifications i.e. PGCE (Primary)

In order to ensure all students receive extensive support throughout the teaching and learning programme, tutors will play an important developmental role. Each student will be responsible for identifying their own individual needs and in negotiation with the course tutor identify strategies for meeting these needs.

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Equality and Diversity: (with reference to the Nescot Equality and Diversity Policy December 2014)Equality and diversity are central to all that we do, and fundamental to our mission and values. These values include a commitment to sharing good practice; celebrating diversity and challenging bigotry, and being ethical and inclusive. All courses on the BA Education Studies seek to promote an awareness of cultural diversity, considering a range of relevant case studies from the UK and overseas. A vital part of the teaching strategy on the programme is to acknowledge the diverse education experiences of the students, and to recognise the relevance of different views and opinions.

Safeguarding: Nescot has a statutory and moral duty to ensure that the college functions with a view to safeguarding and promoting the welfare of young people and adults at risk. Nescot embraces the need to take action to safeguard adults at risk who are receiving education and training. Students on the BA are not required to have a DBS in place as working with children and young people is not a requisite of the programme.

Course Schedule and Assessment Map: (week numbers approx.)

Academic Autumn Term: wks 1-12 (12) Academic Spring Term: wks 13 – 23 (11) Academic Summer Term: wks 23 – 30 (7)

3.1 Contemporary Issues in Education (15 credits) Wks 1-82,000 word Seminar Paper

3.3 Leadership and Innovation in Education (30 credits) Wks 9 – 12

3.2 Social History of Education in England (30 credits) Wks 1 – 123,000 word Essay1,000 word Critical Reflection

3.5 Research Project (30 credits)Wks 13 - 233,000 word Literature Review/Methodology

3.3 Leadership and Innovation in Education (30 credits) Weeks 13 - 18 3,000 Essay 1,000 word Presentation

3.4 Comparative Education (15 credits) wks 19 – 252,000 word Presentation

3.5 Research Project (30 credits)Wks 24 – 30

3,000 word Analysis/ Findings/Recommendations

7. Outline of Student Support and Learning Resources

The week one Induction is aimed to welcome and orientate students to both the College and the programme, introducing them to the team who will be facilitating their learning. Students are introduced to all aspects of the programme content and assessment processes, and made aware of their identity as a student with both institutions. Enrolment ensures that students are given access to college facilities (access to Learning Resource Centre and VLE etc.) which is required as early as possible.

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During this time, students will have some teaching which will include sessions on appropriate documentation such as the Programme Handbooks, and how to access electronic policies and procedures linked to both partner institutions.

The students will attend college over a six hour period one day per week. A typical day would encompass 4 hours of lectures and two hours supervised study that includes the opportunity for 1:1 tutorials, small group seminars and independent research time in the dedicated HE Zone in the college’s Learning Resource Centre.

There is a dedicated Learning Resource Librarian for the Programme as well as a Learning Support Tutor for all H.E students at the college. Students will also be directed to relevant professionals who can offer personal and financial support advice.

1. Teaching Accommodation

Teaching will take place in purpose-built and comfortable teaching accommodation with full internet access and interactive whiteboards.

2. Library Facilities

The Learning and Resource Centre (LRC) provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (Weblearn). There are a range of on-line databases suitable for educational research and all students are able to acquire an Athens password for access. There is a dedicated learning area for HE students.

As part of Nescot’s commitment to this programme, books and online subscriptions to education studies journals have been purchased. The curriculum team compile a reading list drawn from books/journals reviewed and recommended by academic and subject librarians to ensure students use a wide range of recommended resources and varying texts.

The LRC is a bright and comfortable learning environment with facility for group and silent study, access to PCs, photocopying, DVDs, learner support and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break) with later closing times for evening programmes.

3. IT Facilities

Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and IT support staff. The IT support staff offer a range of workshops to develop students’ IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to ‘Smartboard’ (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning.

Nescot uses Weblearn (VLE) to provide an environment for teaching and learning which can be accessed remotely and at any time. The Online software aids students by creating, managing, organising and housing a Web-based learning environment. Examples of facilities are posting lecture notes, and information, quizzes, assignment course and assignment remits, course handbook, video clips glossary and a forum for bulletin board and links to appropriate educational websites. Weblearn allows students access to information at any time be it night or day, home or college.

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4. Specialist Physical Resources

Under the Special Education Needs Act the College will be obliged to provide any specialist Physical Resources when required by a student.

5. Maximum New Entrant Number (collaborative programmes only)

Twenty (20) Students

6. Personal Tutoring

The College operates a tutorial programme to provide the opportunities for students to develop their potential academically, socially and personally whilst they go through their journey at Nescot. The support offered is personalised for each student, and effective tutoring encourages students to become more responsible for their own learning. The tutoring programme complements and underpins the course experience.

Tutorials are designed to fulfil a range of purposes. They will provide opportunities to support delivery of course content, to provide support in the workplace for students and for one-to one academic or pastoral support. On this programme a combination of one to one and group tutorials are encouraged. Tutorials will be undertaken by both course and personal tutors.

Each student will be allocated a personal tutor from the teaching team. The tutor will be responsible for: Identifying learner needs and initiating learner support Conducting tutorials to advise and guide students. Keeping records of tutorials and other meetings. Assisting students to identify strengths and weaknesses and actions related to these; and where appropriate refer Production of student references Supporting shared learning Providing academic leadership

7. Staff Availability

Staff involved in deliveryThe following staff will be involved in the delivery of the programme:Head of Department: Dr Seidu Salifu (FT staff)Programme Leader: Paul Banthorpe (FT staff)

Proposed staff allocation to programme courses 3.1 Contemporary Issues in Education Seidu Salifu 3.2 Social History of Education in England Paul Banthorpe

3.3 Leadership and Innovation in Education Seidu Salifu/Paul Banthorpe3.4 Comparative Education and Training Seidu Salifu 3.5 Research Project Paul Banthorpe/Seidu Salifu

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8. Research Project Supervision and Management A Research Project Handbook will be issued to students at the commencement of the course. The handbook will contain general guidelines relating to structure and presentation of the project report, details of the supervision process, a research log and declaration on plagiarism.

Teaching will take the form of one to one project supervision. Project supervisors will meet students on at least five occasions and the outcomes of these tutorials will be recorded in the research log. Project supervisors will be chosen by the Programme Leader in consultation with the students and other members of the teaching team. The project supervisor will be a member of the teaching team for this programme as this will facilitate the maintenance of close links with the student and provide for regular opportunities to give advice, support and guidance on the research project.

Ethical considerations Ethical approval is taken very seriously by both the college and the University. Students will be required to secure the agreement from their project supervisor and their employer (if applicable) that proposed investigations and activities fall within the policies and processes of the education setting. In some cases, employers may require the proposal to be considered by their own Ethics Committee. In such cases the approval of the Ethics Committee will be taken into consideration by the employer before they grant their agreement.

Students are given experienced advice by the programme team about what they may or may not consider as their research topic. If there is any doubt as to the ethics in carrying out a proposed project, then this will be referred to the University of Greenwich under the remit of the University Department Research Ethics Group.

Assessment The Research Project will be assessed by the individual project supervisor whose assessment will be internally moderated by a second member of the programme team. In exceptional cases e.g. where there is disagreement between the project assessor and internal moderator, the University of Greenwich regulations will apply. The key criteria for success will be based on:

The presentation of the Research Project to the appropriate academic standard Evidence of planning, organisation and appropriate research design for the project. Evidence of sufficient and appropriate reading. The meaningful interpretation and analysis of data. Evidence of originality and synthesis in analysis, reflective evaluation and recommendations

for future research.

9. Pastoral Support The programme benefits from the College central pastoral system. This includes student services and programme support available via programme and course leaders who will be available to discuss any issues raised by student(s) for the duration of their studies. Refer to Personal tutoring 6. above. Each student is assigned a personal tutor at the start of the programme.

8. Operational management for the programme

1. Student Registration Arrangements

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As specified by the University Regulations, applicants will be expected to provide satisfactory evidence of their ability to study and fund participate. The course is intended for candidates who have at least a level 5 qualification in a relevant area.

All suitable applicants will be interviewed by a member of the Programme team. Offer of a place on the programme is at the discretion of the Programme Leader. Where appropriate, additional support needs will be discussed so that suitable adjustments can be explored.

2. Staff and roles (Programme Leader, Course Leaders, Link Tutor etc)

Responsibility for the day-to-day management of the programme rests with the Programme Leader under the guidance and direction of the Head of Department. Nescot Programme Leaders and teams work with Heads of Department to implement the quality assurance procedures which support the maintenance of academic standards and the quality of learning opportunities. Operational responsibility for the management of quality is devolved to the Academic Registrar and/or Student Performance Manager who directly support the work of the Heads of Department. The Deputy Principal has oversight of all matters related to Higher Education on behalf of the Senior Management Team. Clear information about the processes used to assure standards and quality is provided for staff in the College Quality Assurance Handbook. Roles and responsibilities of the Programme Leader include;

Day to day management including monitoring and reporting upon quality of programme delivery and the student experience

Liaison with course leaders in relation to all teaching, learning and assessment issues Guiding and making appropriate referrals for students experiencing difficulty Coordinating the development of published information about the programme including student

handbooks and contributing to marketing information Liaising with the University Link tutor and the External Examiner;

3. Composition and function of the Programme Committee and how the University will consider student feedback from external partner students

A formal Greenwich University Board of Studies is held each semester. Arranged in liaison with the Quality Department these provide a forum for the review and assessment of the quality of the programme. Each Board of Studies includes a student representative whose role is to present the views of peers on the programme and to feed back to the cohort after the meeting. At a purely Programme level there is a Staff Student Consultation Committee which is held to discuss specific teaching, learning and assessment issues on the programme. This Committee provides an open forum for the staff team to meet with student representatives from the programme to discuss pertinent programme issues and give the Programme Leader an opportunity to feedback new initiatives and developments. Relevant points from the SSCC are brought to the Board of Studies.

The Teaching and Learning, Academic Development and Strategy Group (TALADS) is the strategic group with collective responsibility for the management of higher education across the College. The Group is also an effective means of supporting Directors of Faculty and Heads of Department in their work with programme teams to assure quality and academic standards. The Higher Education

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Practitioners Group, comprised of all those involved in delivery of HE programmes, is a forum for sharing best practice and discussion of higher education related matters.

Nescot Academic Board receives reports, monitors actions on matters referred by the awarding body and advises the Senior Management Team on higher education related matters. Nescot programmes are constantly monitored as part of a process of continuous improvement. Student views are considered an important element of the monitoring and evaluation process. Well established means for gathering student opinion include;

Nescot on-programme surveys

Nescot course evaluations

National student surveys

Destination surveys

Board of Studies

Learner voice

Student Council

Nescot Surveys occur twice each year, generally early in the academic year and again towards the middle of the academic year. Nescot course evaluations are short questionnaires generally undertaken at the end of each course. Course tutors use these to capture the views of learners and make adjustments to the delivery of future courses if appropriate. Where appropriate for specific matters focus groups are also used to gather student opinion. Findings from college wide surveys are reported to TALADS and findings from each survey form part of the Annual Programme Review action planning for each programme.

Nescot Student Council is an opportunity for nominated student representatives from each programme to meet formally as a group with senior. This structured forum enables students to share ideas and inform decision making. Students propose and debate developments on their course and the wider college. Nescot also has a well established Student Voice forum in which students give their opinion about ways in which the College can improve.

4. Link tutoring arrangements The current Link Tutor from the University of Greenwich is Nevin Mehmet who has provided valued support to the Programme Leader in the run up to this validation process. Nevin attends Board of Studies at the college and advises on University policies and processes.

5. Setting exam papers and assessments Assessment moderation processes are applied to enable judgements to be made about the quality of assessment feedback and vocational relevance. This enables teams to assure the consistency and fairness of assessment tools. Staff are supported in their implementation of these processes through clear explanations in the HE Assessment Moderation handbook.

6. Marking and moderation arrangements Assessment moderation and/or double marking processes are applied to assure the consistency and fairness of assessment tools and decisions. These processes are clearly described in the HE

18

Assessment Moderation handbook. Students are made aware of the process at the start of the programme

7. Annual monitoring arrangements Annual reporting to the University of Greenwich will be in accordance with their requirements, culminating in the reporting of student attainment at the Progression and Awards Board.

Internal annual reporting is informed by phased annual programme review which prompts reflection on programme performance at key points in the academic year with reference to key performance indicators. The Academic Registrar and/or Student Performance Manager collates information including performance data, feedback from external examiners, student feedback and assists in preparing the structured annual review documentation for each programme. Annual programme reviews inform the College Annual Monitoring Report received by Academic Board

8. External Examining

External examination reports are managed using a rigorous procedure which ensures reflection at all levels in the College. The Academic Registrar and/or Student Performance Manager logs reports, collates matters raised and liaises with the programme teams to ensure reported matters are addressed. Directors of Faculty approve the action plan prepared by teams and regularly monitor progress with actions planned. Matters reported by external examiners are addressed in each annual programme review and a clear overview is provided in the College annual external examiner report summary received by Academic Board.

Progress against actions arising from external examiner reports are also explicitly addressed at each assessment board. Matters arising from external examiner reports are shared with students during Board of Studies or in class sessions. Opportunities for external examiners to comment are provided at the end of each Departmental Assessment Panel and Progression and Award Board, through the formal external examiner’s report and during the external examiners’ meetings. Each external examiner receives a copy of the approved action plan the programme team devises in response to their report.

9. Programme specific regulations

N/A

10. Management of AP(E)L procedures AP(E)L procedures will follow the University of Greenwich regulations.

11. Plagiarism procedures The College regards academic misconduct very seriously. The University of Greenwich Regulations apply in respect of plagiarism or academic misconduct. These are made available electronically to students at the start of the programme.

Academic misconduct can be considered to be any act whereby a candidate seeks to obtain an unfair advantage for themselves or another candidate. As such these are acts which undermine the integrity and validity of assessment. It is important that learners are aware of the seriousness of academic misconduct and the procedures in place for any case of suspected academic misconduct. Academic misconduct can be considered to include;

19

Impersonation

Misrepresentation

Collusion

Fabrication

Communicating

Unauthorised material/objects

Plagiarism (intentional or otherwise)

Declaration of authorship is signed for each assessment and submission is through software which provides an originality report. For any case of suspected academic misconduct there is a staged investigation procedure. The management of suspected academic misconduct is clearly described in the associated policy and procedures.

12. Complaints procedures Nescot sets high standards and is committed to achieving excellence in the delivery of education and training services. Therefore, feedback from students and members of the public is welcome and encouraged because feedback is used to make improvements to services. A guide to students is available on the virtual learning environment.

13. AppealsProcedures for appeal are in accordance with the Academic Appeal Regulations of the University. Student handbooks provide links to these regulations.

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9. Course Specifications (Review)

Aims The course aims to enable students develop the skills and ability to analyse complex situations concerning contemporary issues and recent developments in particular education contexts. It will enable them to accommodate new ideas on the purpose of education, assess the influence of recent centralised policy initiatives and in doing so reflect on own education autobiography. Broad concepts to be studied in relation to contemporary issues in education include education philosophy, political influences, sustainable development and provision, social inclusion and the knowledge economy.

Learning Outcomes On completing this course successfully, you will be able to:

1 Examine the purpose of current educational systems and structures and their possible implication for wider society

2 Analyse the potential connections and discontinuities between education philosophy, political ideology and the provision of education and training

3 Critically analyse arguments, assumptions and concepts of contemporary issues in a selected education context

4 Critically locate and justify own personal position for contemporary issues within a selected education context

Indicative Content1. Philosophy of education and contemporary discourses on learning2. Purpose and function of educational systems and structures3. Recent change and continuity in the educational system4. Educational Policies, sustainable development, social inclusion and the knowledge economy

5. Education provision in selected contexts i.e. elementary/primary; secondary; further/tertiary education; private sector; vocational training; adult/lifelong learning; higher education; special educational needs

Learning and Teaching Activities

Lectures, group activity, individual research, seminars/discussion, presentation, web-based activity, reflective practice

Assessment Details:

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Faculty Education & HealthDepartment Education & Community StudiesCode ACAD 1321Course Title 3.1 Contemporary Issues in EducationCourse Coordinator Seidu SalifuLevel (please tick) 4 5 6 7Credit 15Pre-requisites L5

Methods of Assessment Seminar Paper with presentation on a specific education context

Nature of FORMATIVE assessment supporting student learning

Academic discussion, peer supervised seminars, VLE learner posted forums

Weighting % 100%

Pass Mark 40%

Word Length 2000

Outline Details Paper presents a critical analysis of issues that currently affect a selected educational context

Last Item of Assessment Seminar Paper

Are students required to pass all components in order to pass the course? One component

Indicative Course Materials and Reading

Author Date Title Publisher

Ball, S. J 2006 Education Policy and social class: the selection works of Stephen J. Ball

Routledge

Ball, SJ. 2003 Class Strategies and the education market: the middle classes and social advantages

Falmer

Barlett, S and Burton, D

2012 Introduction to Education Studies 4th ed. Sage

Bartlett, S and Burton, D

2003 Education Studies: Essential issues Sage

Chitty, C. 2004 Education Policy in Britain Macmillan

Claxton, G. 2008 What’s the point of schooling? Rediscovering the heart of education

One wold

Curtis, W and Pettigrew, A

2010 Education Studies, reflective reader Learning Matters


2009 Learning in contemporary culture Learning Matters

Derek, K 2006 Education Studies: issues and critical perspectives OUP

22

Freire, P 1996 Pedagogy of the oppressed Penguin

Gillborn, D. 2008 Racism and education: coincidence or conspiracy? Routledge

Haralambos, M and Holborn M

2011 Sociology: themes and perspectives 7th ed Collins

Murphy, L.et al

2009 Education studies and introduction OUP

Jeffs, T and Smith, M

2005 Informal Education: conversation, democracy and learning

OUP

Banner Data

Course Status Core Option

Replacement for existing course? Yes No

IF YES - Course being replaced IF Course is a replacement for an existing course, Programme(s) affected Transfer students to new course? Yes NoEffective Start Date Sept 2017Term of Delivery Term 1Donor TeachingDonor DepartmentPartner CollegeLinked CourseExternal Examiner Hayley Wood

KIS DataActivity Hours Overall percentage of totalScheduled teaching 16 10%Guided Independent Study 134 90%Placement / Year Abroad %Total 150 100%

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Course Specification

Faculty Education & TrainingDepartment ECSCode ACAD 1322Course Title 3.2 Social History of Education in England Course Coordinator Paul BanthorpeLevel (please tick) 4 5 6 7Credit 30Pre-requisites L5

Aims To study the complex social, cultural and political history of education in England from the early 1800s. With particular reference to the key sociological ideologies of the 2Oth Century which shaped the nature and purpose of education itself. Notions of social justice and equality prevail with links to recognisable and deep-rooted economic and political agents of change in the English Education system.

Learning Outcomes

On completing this course successfully, you will be able to:

1. Review the sociological ideologies and perspectives that have shaped the education landscape in England since the early 1800s

2. Critically examine the ways in which education policy has developed in relation to equality and social justice.

3. Evaluate the influence of selected centralised policy on the principles of equality and social justice in the education System

4. Critically assess the impact of social, political and economic factors on the historical development of a selected education context

5. Critically Reflect on own autobiography and history and the ways in which personal experience has shaped own value systems and perceptions of education

Indicative Content1. The meaning and purpose of education in C19th and C20th2. Key sociological and political ideologies and perspectives i.e. Marxism, functionalism, Feminism,

post modernism, social-interactionism.3. Selected educational contexts i.e. elementary/primary; secondary; further/tertiary education;

private sector; vocational training; adult/lifelong learning; higher education; special educational needs

4. Key events, places and people in the historical development of education in England i.e. The road to state education 1800-1870; The first stages of elementary schooling 1870–1902; Establishment of Secondary schools and Local Authorities 1902-1944; Universal Secondary Education – the tripartite system 1944–1965; Comprehensive schooling 1965- 1988; Thatcherism and the marketisation of Education in England 1979 -1990; New Labour and beyond

5. Significance of social, historical and cultural contexts in the construction of discourses in education

24

6. Equality and social justice through the design and implementation of centralised education policy


The taught sessions will comprise a mixture of lecture, presentations, seminars, student centred activities, tutorials, discussion groups, case studies, web-based activities and independent guided study.

Assessment Details:

Methods of Assessment Essay Critical Reflection

Grading Mode % %

Weighting % 80 (L/O 1-4) 20 (L/O 5)

Pass Mark 40% 40%

Word Length 3000 1000

Outline Details Critical examination of the historical development of education in England with particular reference to equality and social justice

Critical reflection on own experiences of education

Last Item of Assessment Essay

Are students required to pass all components in order to pass the course

Yes

Indicative Course Materials and Reading:

Ball, SJ. 2003 Class Strategies and the education market: the middle classes and social advantages

Falmer

Barlett, S and Burton, D

2012 Introduction to Education Studies 4th ed. Sage

Chitty C 2009 Education Policy in Britain, 2nd Edn Macmillan

Claxton, G. 2008 What’s the point of schooling? Rediscovering the heart of education

One world


2010 Education Studies, reflective reader Learning Matters

Derek, K 2006 Education Studies: issues and critical perspectives

OUP

Freire, P 1996 Pedagogy of the oppressed Penguin

25

Gillard, D. 2011 Education in England: A brief History, http://www.educationengland.org.uk/history

Website

Haralambos, M and Holborn M

2011 Sociology: themes and perspectives 7th ed. Collins

Murphy, L.et al 2009 Education studies an introduction OUP

Sharpe, R and Beetham, H

2010 Rethinking pedagogy for a digital age: designing and delivering e-learning

Routledge

Trowler, P 2003 Education Policy 2nd ed. Routledge

Banner Data



IF YES - Course being replaced IF Course is a replacement for an existing course, Programme(s) affected Transfer students to new course? Yes NoEffective Start Date Sept 2017Term of Delivery Term 1Donor TeachingDonor DepartmentPartner CollegeLinked CourseExternal Examiner Hayley Wood


26

http://www.educationengland.org.uk/history


Faculty Education & HealthDepartment ECSCode ACAD 1323Course Title 3.3 Leadership and Innovation in EducationCourse Coordinators Seidu Salifu/Paul BanthorpeLevel (please tick) 4 5 6 7Credit 30Pre-requisites L5

Aims This course gives learners an opportunity to identify the responsibilities and skills required to fulfil roles of leadership and management in an educational setting. It requires learners to differentiate between leadership and management and evaluate the effectiveness of different hierarchical structures and models in an education context. The course also focuses upon the concept of innovation and how creative ideologies, pedagogies and resources can enhance the learning environment. In particular students are asked to review examples of emerging technologies that shape learning environments. Learners are asked to critically reflect upon their own skillset to meet the needs of the education sector.

Learning Outcomes


1. Analyse the principles and characteristics of successful leadership within the education and training sector2. Critically assess leadership and management models, styles and associated skillsets within a selected

education context3. Critically reflect upon own strengths and development needs required to become an effective leader in a

selected education context4. Examine the notion of innovation in education through critical analysis of contemporary ideologies and

pedagogies 5. Evaluate the effectiveness of emerging technologies in selected learning environments

Indicative Content

1. Leadership styles, structures and models in education2. Managing development and change in educational contexts3. Roles, responsibilities and accountability of leadership in education4. Communication theory, skills and processes 5. Innovative principles and practices in education environments6. Emerging ideologies and technologies in education and learning7. Personal audit of own skillset for leadership in a chosen education setting


27

The taught sessions will comprise a mixture of lecture, presentations, student-centred activities, tutorials case studies, peer to peer teaching, critical incident analysis, and interactive activities using ILT, question and answers and independent guided study

Assessment Details:

Methods of Assessment

Essay Presentation

Grading Mode %

Weighting % 60 (L/O 1,2,3) 40 (L/O 4,5)

Pass Mark 40% 40%

Word Length 2500 1500 equivalent

Outline Details Critical examination of leadership in education with audit of own skillset in relation to a leadership role in a selected education context

Formal individual presentation (20 mins) critiquing the concept of innovation through evaluation of selected pedagogies and technologies and their impact on learning environments

Last Item of Assessment

Presentation


Yes



Barron, Ann E. et al

2006 Technologies for education: a practical guide. 5th ed

Libraries Unlimited

Bush, T. 2008 Leadership and management development in education

Sage

Bush, T . 2011 Theories of educational leadership and management

Sage

Bush, T. et al 2010 The principles of educational leadership and Sage

28

management

Coleman, M. 2010 Educational Leadership and Management: Developing Insights and Skills

OUP

Glickman, C.D. et al

2004 Supervision and instructional leadership: a developmental approach

Ally and Bacon

Illeris, K (ed) 2009 Contemporary theories of learning: learning theorists their own words

Routledge

Banner Data



IF YES - Course being replaced IF Course is a replacement for an existing course, Programme(s) affected Transfer students to new course? Yes NoEffective Start Date Sept 2017Term of Delivery Term 1/2Donor TeachingDonor DepartmentPartner CollegeLinked CourseExternal Examiner Hayley Wood


29


Faculty Education & HealthDepartment ECSCode ACAD 1324Course Title 3.4 Comparative Education and TrainingCourse Coordinator Seidu SalifuLevel (please tick) 4 5 6 7Credit 15Pre-requisites L5

Aims This course will provide students with knowledge and understanding of models and analytical frameworks that can be employed in the comparative study of education. They will critically review educational provision in a range of international settings using recognised analytical methods. Several themes will be the subject of critical reflection to underpin arguments, assumptions and evaluation in a comparative investigation of two chosen international settings.

Learning Outcomes


1. Review the development, structure and organisation of educational and training provision in international settings.

2. Analyse key themes (i.e. early years’ provision, access to education; achievement; transition from school to work; lifelong learning opportunities; apprenticeships; inclusion etc.) in relation to education and training provision in international contexts.

3. Evaluate the impact of economic, political and social change on key features of education and training in the international context.

4. Critically compare the education and training structures, systems and provision in two selected international settings.

Indicative Content1. The development of education and training provision in Western Europe, North America, Australasia and

other selected countries2. The economic, demographic, political and cultural challenges facing global educational provision and the

responses to these challenges3. Convergence and divergence in educational provision4. Current themes in education where appropriate for each chosen setting:

- Inclusion and inclusive practices- Age and compulsory education- Early Years provision (extent, nature, purpose)- 14-19 Education - Lifelong Learning/ Continuing Vocational training (participation; organisation; funding; qualifications)- Apprenticeships and work-based training

30

- Achievement and Skills formation


The taught sessions will comprise a mixture of lectures, guest speakers and independent guided study.

Assessment Details:Methods of Assessment

Presentation

Grading Mode %

Weighting % 100

Pass Mark 40%

Word Length 2000 word equiv.

Outline Details Formal individual presentation (30 mins) that compares education and training provision in two countries supported by research data and findings


Presentation


Yes



Armstrong, A. C. et al.

2009 Inclusive education : international policy and practice

Sage

Arnove, R. and Torres, C

2003 Comparative education: the dialectic of the global and the local

Rowan and Littlefield

Beauchamp, W. 2003 Comparative education reader Routledge Falmer

Bignol, W and Gayton, L

2009 Global issues and comparative education Learning Matters

Bray, M. 2007 Comparative education research: approaches and methods.

CERC

Crossley, M 2011 Changing educational contexts, issues and identities:40 years of comparative education

Routledge

Green, A et al 1999 Convergence and divergence in Education Institute of Education

31

and training systems

Kubow, P.K and Fossum, P. R.

2007 Comparative education: exploring issues in international context

Pearson Education

Penn, H. 2011 Quality in early childhood services: an international perspectives

OUP

Phillips, D. and Scheweisfurth M

2008 Comparative international education Continuum

Banner Data



IF YES - Course being replaced IF Course is a replacement for an existing course, Programme(s) affected Transfer students to new course? Yes NoEffective Start Date Sept 2017Term of Delivery Term 2/3Donor TeachingDonor DepartmentPartner CollegeLinked CourseExternal Examiner Hayley Wood


32


Faculty Education & HealthDepartment ECSCode ACAD 1325Course Title 3.5 Research Project (Dissertation)Course Coordinator Seidu Salifu /Paul BanthorpeLevel (please tick) 4 5 6 7Credit 30Pre-requisites L5

Aims This course will provide students with an understanding of personal qualities of self-motivation and self-discipline in relation to time management and judgement in regard to a chosen topic for academic study. It will develop their capacity to examine an issue critically and reflectively. Students will continue to develop skills in research design and methodology, and in doing so will enhance their critical evaluation techniques necessary to make valid judgements, leading to facilitation of personal ideas and hypotheses.

Learning Outcomes


1. Construct a literature review on a selected area of interest to inform direction and scope of research2. Demonstrate knowledge of different and appropriate educational research methods, designs and research

questions3. Justify the selection of a range of relevant primary and secondary sources, including theoretical and

research-based evidence to extend knowledge and understanding4. Critically evaluate the complexities of collecting, analysing and interpreting educational research data5. Critically analyse arguments, assumptions and concepts in a specific area of interest.6. Use own knowledge and understanding to locate and justify a personal position in relation to a specific area

of interest.

Indicative Content1. Philosophical stances in research2. Positivist and interpretivist approaches to research3. Literature review4. Quantitative and qualitative data5. Survey methods of for generating data6. Questionnaire construction and design7. Conducting different types of interviews8. Observation techniques 9. Validity and reliability10. Triangulation11. Ethical considerations12. Data analysis and presentation13. Evaluation of the research process

Learning and Teaching ActivitiesTutor presentation, individual research, group work, validation groups, and seminars, presentation of research proposals, independent guided study, use of multi-media, VLE and one to one tutorials with supervisory tutors.

Administration and supervision

33

A research project handbook will be issued to students at the commencement of the course. The handbook will contain general guidelines relating to structure and presentation of the project report, details of the supervision process, a research log and declaration on plagiarism.

Teaching will take the form of one to one project supervision. Project supervisors will meet students on at least five occasions and the outcomes of these tutorials will be recorded in the research log. Project supervisors will be chosen by the course leader in consultation with the students and the course co-ordinator to supervise individual student’s dissertation. The project supervisor will be a member of the teaching team for this programme as this will facilitate the maintenance of close links with the student and provide for regular opportunities to give advice, support and guidance on the research project.

Ethical considerations Students will be required to secure the agreement from their dissertation tutor and other stakeholders that proposed investigations and activities fall within the policies and processes of the education setting. In some cases, stakeholders may require the proposal to be considered by their own Ethics Committee.

AssessmentThe dissertation will be assessed by the individual project supervisor whose assessment will be internally moderated by a second member of the programme team. In exceptional cases e.g. where there is disagreement between the project assessor and internal moderator, the University of Greenwich regulations will apply.As well as adhering to the Course learning outcomes grading will also reflect

The presentation of work to the appropriate academic standard Evidence of planning, organisation and appropriate research design. Evidence of sufficient and appropriate reading. The interpretation and analysis of data. Evidence of originality and synthesis in analysis, reflective evaluation and recommendations for future

research.

Assessment Details:

Methods of Assessment

Research Project

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 6000

Outline Details There will be 2 components to this project:

Part A will comprise the Literature Review and Methodology to be submitted and formatively assessed before Part B is written which will comprise the research findings, conclusions and recommendations


Part B


Yes

34



Bell, J. 2010 Doing your research project: a guide to first time researchers in education health and social sciences

OUP

Blaxter, L. et al 2010 How to research OUP

Coghlan, D. and Brannick T.

2010 Doing action research in your own organisation 3rd ed. Sage

Cohen, L. et al 2011 Research Methods in education 7th ed Routledge

Descombe, M. 2010 The good research guide for small scale social research projects

OUP

Evans, L. 2002 Reflective practice in educational research: developing advanced skills

Continuum

Hopkins, D. 2008 A Teacher’s guide to classroom research 4th ed. OUP

McNiff, J 2012 Action research principles and practice 3rd ed. Routledge

McNiff, J. and Whitehead, J.

2002 Doing and writing action research Sage

Reason, P and Bradbury, H

2005 Handbook for action research Sage

Seale, C. et al (eds)

2007 Qualitative research practice Sage

Silverman, D. 2011 Interpreting qualitative data 4th ed Sage

Silverman, D. 2011 Qualitative research 3rd ed Sage

Thomas, G. 2011 How to do your case study a guide to student and researchers

Sage

Banner Data



IF YES - Course being replaced IF Course is a replacement for an existing course, Programme(s) affected Transfer students to new course? Yes NoEffective Start Date Sept 2017Term of Delivery Term 2/3Donor TeachingDonor DepartmentPartner CollegeLinked Course

35

External Examiner Hayley Wood


36

Appendix 1: Staff Curricula Vitae

CURRICULUM VITAE (for Partner Institution staff)

Name of Partner Institution : North East Surrey College of Technology

Surname: Salifu First Name(s) Seidu

Qualifications, with dates and institution attended (most recent first)

University of Central Lancashire

2001 – 2007

Preston, LancashireDoctor of Philosophy - (Sociology of Education)

University of Central Lancashire

2001 to 2002

Blackburn CampusPost Graduate Certification in Education (PGCE Post Compulsory)

University of Central Lancashire1996 - 1998

Preston, LancashireMaster of Arts - Social Work and Welfare Studies.

University of Cape Coast

1989 - 1993

Cape Coast, GhanaBachelor of Arts (Honours) Dip Ed

History and Religions, Diploma in Education (Teacher status)

Current and previous posts, with dates; include industrial and commercial experience

Jan 2009 to Present North East Surrey College of Technology (NESCOT)Head of Higher Education Epsom

Oct 2002 to Dec 2008 Yeovil College (full time)Teacher Training Programme Area co-ordinatorPGCE(PCE) Course Director Yeovil

Sept 2000 to 2002University of Central Lancashire (par-time)Lecturer in Sociology and Education Studies Preston

Sept 2001 to July 2002

Blackburn College (Part time)Lecturer in Sociology & Criminology Blackburn

Sept 1999 to July 2002 Preston College (part-time)Lecturer in Economics Preston

Subjects and courses taught in the last 5 years (indicating level)

37

M. Ost (Research Methods Ethics and Professional practice) L 7

BA (Hons) Education Studies Level 6

Foundation Degree Education Support Levels 4-5

Staff development activities (during last 5 years, with dates)How to support outstanding staff 2014Outstanding Teaching, Learning & Assessment 2012Weblearn for assessment 2012Management Training 2012Supported Experiments Project Review 2012Emergency First Aid at Work 2012Effective Peer Observation 2011HE Work Experience Training 2011Observation of Teaching and learning 2011

Publications/research/consultancy (during last 5 years, with dates)

A curriculum fit for purpose discourse analysis of the Ghanaian curriculum conference paper July 2013 University for Development Studies, Tamale.

Membership of Professional bodies/institutionsASAUK

Your expected involvement in this development, if approved

Course Leader: Contemporary Issues in Education, Leadership and Innovation, Research Project, Comparative Education

38

CURRICULUM VITAE (for Partner Institution staff)

Name of Partner Institution: North East Surrey College of Technology

Surname Banthorpe First Name(s) Paul

Qualifications, with dates and institution attended (most recent first)

MA in Tourism Studies (University of North London) 2001

PGCE in Further Education (Surrey University) 1996

BSc in Business and Sports Studies (Roehampton University) 1988

Assessor Awards: D32 D33 D34 Internal Verifier for GNVQ, AVCE, BTEC, HND, NVQ: Levels 2-5Lead Internal Verifier Travel and Tourism Level 2/3 (current)External Verifier for BTEC Edexcel from 2008/9Subject Learning Coach (2006- present)

Current and previous posts, with dates; include industrial and commercial experience

Lecturer based in the Teacher Education Department (from Sept 2009): Programme Leader BA Education Studies, Course Coordinator Award in Education and Training

Cross College role (current): Head of Teaching and Learning coordinating a team of coaches to support the development of teaching and learning (2014 -) Co-ordinator of internal staff CPD activities

Lecturer in Travel and Tourism Dept./0.4 in Teacher Education/Advanced Practitioner 2004 – 2013

Lecturer in Leisure, Travel and Tourism Croydon College 1994 - 2004

Leisure and Recreation Industry – 4 years (Duty Officer, Kingston Upon Thames) 1989 - 93

Secondments and research whilst in teaching profession: working with the Travel and Tourism Programme (producing educational materials for leading London attractions); retail travel agency experience (independent and multiples), liaising with tour operations (Kuoni, Newmarket) – organising work experience programmes, marketing and input into training material for staff.

Subjects and courses taught in the last 5 years (indicating level)

Level 3 Award in Education and Training; PGCE/Cert Ed/Foundation Degree in Teaching in Education and Training (Post 16) Level 4-6; FDeg in Education Support Level 4/5; BA Education Studies Level 6; HNC/D in Travel and Tourism Management Level 4/5

Staff development activities (during last 5 years, with dates)

2016/17: Self-directed research and development of the benefits in using assessment for learning

39

practice in F.E. Delivery of training to college managers and curriculum teams. AOSEC Forum member.

2013-16 Internal and external CPD linked to Ofsted Inspection criteria, lesson observations, embedding of English and maths in the curriculum, excellence in learning, Teaching Conference UoG,

Prevent Agenda, Safeguarding, Action Research Projects in FE. Attending New Bubbles events for Outstanding Teaching and Learning – June 15, March 16, June 16.

Coordinator for Innovation Learning Fair 07/13

Differentiation for Stretch and Challenge 01/13

Teaching and Learning Launch Event (LSIS) 11/12

Observation Training 10/12

Working with How2Teach 09/12

Supported Experiments Review 02/12

LSN Managing Teaching and Learning 06/11

Managing Student Attainment 04/11

Publications/research/consultancy (during last 5 years, with dates)

n/a

Membership of Professional bodies/institutions

Education and Training Foundation

Appendix 2: Nescot Programme Handbook

40

Higher EducationSTUDENT HANDBOOK

2016-17

41

BA Education Studies

Higher EducationProgramme HandbookSeptember 2016

Topic Page number

Section 1

Introduction Welcome Map of college Term dates College contact numbers Course team details and contact numbers Assessment schedule Section 2

Programme rationale Course aims Programme Specification Programme Structure/ Unit map Section 3

Units contributing to the programme Unit/unit titles listedSection 4

Programme teaching methods Teaching and learning strategiesSection 5

Student responsibilities and entitlements Attendance and punctuality Notification of absence Support for learners Student services Health & safety Personal and academic tutorial support


http://portal.nescot.ac.uk/Teaching/quality/qualityhe/HE%20Resources/HE%20Programme%20Handbook/2011%20HE%20programme%20handbook%20template%20DRAFT.doc#_Hlk298419825

HE programme handbook 2016-2017

Personal development planning (PDP) Student contribution to programme evaluation Nescot surveys Nescot Unit reviews National student survey Destination Survey Board of study Student voice Student council Code of conduct (Disciplinary Policy) Equality & Diversity Harassment policy Complements, suggestions and complaintsSection 6

Assessment and submissions Assessment regulations Assessment deadlines and submissions Late submissions Extensions for assignment submission Fitness to participate Extenuating circumstances Procedure in the event of illness Access arrangements for learners with learning difficulties or disabilities Assessment returns Feedback arrangements Assessment and classification Unit grading Unit failure Partial achievement Progression Calculation of the qualification grade Quality assurance Internal verification/moderation, double marking and second marking External examination Assessment boards Examination boards Malpractice and plagiarism Academic appealsSection 7

Resources Availability LRC VLESection8

Awarding body regulations Student Charter

Page 1 of 72


Section 1Introduction

Welcome to Nescot College. On behalf of the staff at the college I hope you enjoy your studies at Nescot. I hope the information contained in this Handbook will help you settle into the college quickly and will be a useful guide during your stay. Our mission is to ensure that all who join the College experience a quality learning programme that ensures success but is also fun.

We aim to provide a friendly and supportive environment in which to study and work, and a wide range of courses and support services to meet the individual needs of students and staff.

Good Luck with your studies!

Cliff HallPrincipal

A warm welcome on behalf of the Teacher Education Department at Nescot. We look forward to working with you on the BA Education Studies. Our aim is to provide the specific expertise and support you require in order to fulfil your potential at Level 6.

We wish you well as you embark on this challenging, but hopefully enjoyable programme of study.

Paul BanthorpeSeidu Salifu

Page 2 of 72

Term dates

Autumn term 19th September 2016 – 15th December 2016

Half term holiday 24th October 2016 – 28th October 2016

Christmas holiday 19th December 2016 – 6th January 2017

Spring term 9th January 2017 – 31st March 2017

Half term holiday 13th February 2017 – 17th February 2017

Easter holiday 3rd April 2017 – 17th April 2017

Summer term 18th April 2017 – 9th June 2017

Half term holiday 29th May 2017 – 2nd June 2017

College contact numbers

Main Number 020 8394 3012 LRC Help Desk 020 8394 3055

Course team details and contact numbers

Programme LeaderCourse Lecturer/Tutor

Paul [email protected]

02083943053

Course Lecturer Seidu [email protected]

02083943314

Course Delivery and Assessment Schedule

See separate document provided.


mailto:[email protected]



Programme rationale

The course enables participating students to deepen their understanding of educational practice. The rationale being that effective practice is based upon an awareness of the complex and contested nature of practical educational issues rather than through uncritical acceptance of prescription.

The programme is designed to enable individual participants who have no first degree to gain bachelors of honours in Education. Education as a discipline is broad and continues to grow in reputation and in importance to diverse range of groups with educational setting: education administration, community development, health and social care, early year’s practitioners, human resources and the voluntary sector. For its scope, the course draws on educational aspects of sociology, politics, history psychology and philosophy to give students the appreciation of education as a field of study.

This course provides the chance for students to explore key issues in education that influence debates about the type of education required for current socio-economic and political needs of the world they live in. Students from different sections of education such as teaching assistants from schools, teachers and learning support workers from further and higher education, specialist provisions e.g. prisons, special educational needs, local community provisions will gain immensely as the programme contextualises all the different segments together. In effect the programme seeks to provide an academic basis for practitioners in formal and informal contexts of education as well as a framework for understanding aspects of human social development.

The course aims to provide course members with a range of insights into learning and teaching that they might develop their analytical and evaluative skills as well as their critical awareness of educational practice. It seeks to enable them to ground their theoretical explorations in the real life of their continuing teaching and learning, and come to understand the essential place of theory in practice. It also aims to support them in locating their own understanding of education and, in turn, their own educational practices, within the wider social, economic, political and moral context of which they are a part.

Course aims

The BA Honours Education Studies is necessitated by the fact that existing Foundation degree programmes in Education, namely, Foundation Degree in Teaching and Learning in the Lifelong Learning Sector, Foundation Degree in Education Support and Early Years Foundation Degree in Education articulate the learning outcomes of BA Education Studies at HE1 and HE2 with a cumulative points of 240 credits each. Candidates do not necessarily need to be in employment.

The programme aims to: Draw on a wide range of intellectual resources, theoretical perspectives and

academic disciplines to illuminate understanding of education and the context within which it takes place

BA Education Studies Student Handbook 2016-17 P a g e | 1


Provide students with a broad and balanced knowledge and understanding of the principles features of education in a wide range of contexts

Encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society

Provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice

Encourage the interrogation of educational process in a wide variety of contexts Develop in students the ability to construct and sustain a reasonable argument

about educational issues in a clear lucid and coherent manner Promote a range of qualities in students including intellectual independence and

critical engagement with evidence.

Programme specification as validated by University of Greenwich

1. Awarding Institution / Body

2. Teaching Institution

3. Accrediting Authority

4. Final Award

5. Name of Route

6. UCAS codes

7. QAA Subject Benchmarking Group(s)

8. Date of production

University of Greenwich

Nescot College

N/A

BA (Hons) Education Studies

N/A

N/A

Education Studies

October 2013

Programme structure/Module map

Term 1

Sept–Oct

Term1

Nov-Dec

Term 2

Jan-Feb

Term 2

Mar-Apr

Term 3

Apr-May

Term 3

May-June

Term 4

Sept–Oct

Term 4

Nov-Dec

Contemporary Issues in Education

15 credits

Sociological perspectives in Education

15 credits

Innovative Teaching and Learning Environments

15 credits

Leadership and Management

In Education

15 credits

Research Project

15 credits

Research Project

15 credits

History of Education in England

15 credits

Comparative Education and Training

15 credits



Modules contributing to the programme

All the above courses are mandatory and must be passed at a minimum of 40% before any transcripts or award can be given. BA Honours Degree in Education Studies requires 360 credits of which 120 must be at HE3 (FHEQ level 6) and the remaining 240 credits from APL at HE1 and HE2.


Compulsory Course3.7 Research Project (30 Credits)

Award requirementsSuccessful completion of 120 credits

Compulsory Courses3.1 Contemporary Issues in Education (15 credits)3.2 Sociological Perspectives in Education (15 credits)3.3 Innovative Teaching and Learning (15 credits)3.4 History of Education in England (15 credits)3.5 Comparative Education and Training (15 Credits)3.6 Leadership and Management in Education (15 Credits)

All learning outcomes associated with all the courses above must be achieved before an award of an Ordinary degree is awarded.

ProgressionSuccessful completion is

required to enable students to submit the dissertation.

Potential Award – BA Without honours 60 Credits at level 6


As specified in the University of Greenwich Regulations, candidates obtaining a weighted mean of

70% and above will be awarded the Degree first class. 60-69% will be awarded Second Class Hours upper Division. 50-59% will be awarded Second Class Lower Division 40-49% will be awarded Third Class Honours.

Ordinary degree may be awarded for successfully completing a programme of studies that includes a minimum of 60 credits at Level 6.

Section 4Programme teaching methods

The teaching methodology of the course is based on a mixture of constructivist approach recognising the diversity and breadth of experiences of the participants. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The significance of the role of ILT is recognised and practiced, as is the importance of embedding functional skills in vocational and academic areas. Throughout the course, emphasis is placed on formative assessment to support and develop students’ knowledge and skills related to teaching and learning, prior to course summative assessments.

The course commences with an induction that aims to familiarise students with each other, the course requirements, the college environment, learner support, policies and practices and academic writing conventions. Within induction there will be opportunities for students to meet the course team, their tutor and college support staff.

It is the course team’s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the requirements of the QAA and personal aspirations of the students.In order for students to experience a range of teaching strategies each course will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include:

Case studies and simulations, Group work Presentations Debate Question and answer Interactive activities using ILT “Jigsawing” & “snowballing” Reflection and reflective writing



Peer-to-peer teaching Discussion groups “Buzz” groups Observations

Teaching and Learning strategies

The teaching and learning strategies to be adopted will be determined by the context of the subject and the needs of the students.

In addition to subject specific skills and knowledge the teaching and learning strategies of the programme are designed to promote;

a flexible approach to the learning experience an independent and investigative approach to learning the development of higher level and transferable skills a emphasis on enhancing employability skills such as presentation and

communication a supportive environment in complementary to Nescot's strategy of widening

participation and lifelong learning

A range of learning strategies are employed throughout the programme. Methods used may include; formal teacher centred delivery including lectures, tutorials, seminars, practical, workshop, case studies, self directed, group based discussion and interaction, individual research and study.

LecturesTutor-led presentations are used to introduce new topics, convey content or give overview of subject matter to be developed further through individual student work.

PracticalPractical sessions are designed to contextualise theoretical concepts and facilitate the development of practical skills. Practical sessions may involve individual or group work and may include following a series of instructions or using a problem solving approach in response to an assignment brief.

Seminars and PresentationsThese sessions are likely to be student-led and chaired by either a member of staff or a student. Taking the form of a short talk followed by informal discussion the opportunity for exchange of thoughts on topics under investigation is valuable in developing subject knowledge. This method is also valuable in developing critical, analytical and investigative skills and in building communication skills and confident presentation skills.

Case StudiesCase studies may form the basis of seminars, group discussions or written assignments and may be used to consolidate aspects of learning. The development of analytical skills together with the requirement to apply subject knowledge to unfamiliar scenarios is valuable in developing confidence in the application of theoretical concepts.



Group DiscussionThese sessions may involve review of assignment work produced, a problem solving scenario, or ideas generation related to a specified task. Group discussion is valuable in the development of critical thinking, facilitating interactive group working, interpersonal skills, team work and.

TutorialsStudents will have one-to-one and group sessions which provide opportunity for reflection, target setting and action planning of study and career targets. Group tutorials may also be organised to increase understanding of previously covered practical or theoretical concepts.

On-line learning materialsWhere appropriate materials will be available on-line to support learning, in some cases these may be interactive and involve assessment opportunities. Access to such materials provides flexibility enabling students to learn at any time they choose.

Individual Research/Self-directed StudyAll students will be expected to undertake self directed study as this is an essential part of their learning process. Students will be expected to undertake all the necessary background study from the book lists and references provided for each module.

Visiting SpeakersGuest lecturers are invited to complement the expertise of the established programme team and may provide current views of industry or subject specialist knowledge.

ProjectProjects are supervised by a member of staff with knowledge and experience of the subject area. These may be College or industry based and may also involve industry supervisors. Each student will receive guidance in appropriate topic selection, research, planning and presentation. The project is valuable in developing confidence and ability to carrying out a sustained piece of research, realise a product and communicate findings.

Section 5Student responsibilities and entitlements

Attendance and punctualityAttendance at classes is compulsory. Students are required to attend all classes on time and to take responsibility for their own learning. Learning is a shared group experience and all students are expected to play their part in the group in promoting a collective understanding.

Notification of absence If you are planning to be absent please contact the programme coordinator or other agreed member of staff prior to the time of your absence. If you are unexpectedly absent please notify the agreed member of staff as soon as possible.

Support for learners



At Nescot we welcome students from a wide range of backgrounds, with a wide range of skills, experience and abilities. We encourage you to let us know about your disability and/or support needs.

There are different ways Learning Support Staff can support students: one-to-one support, group sessions, workshops and personal care. Please discuss any support you need with your programme coordinator or contact the Student Support Services.

Student ServicesStudent Services, situated in Central West wing, comprises of a team of friendly specialist staff who are here to help you get the most possible from your time at Nescot. The following services are provided:

Advice and Guidanceo For information, advice and guidance about courses

Student Financeo If you need help towards your college costs, please come and talk to us about

the schemes available to you. We can also support you in dealing with financial or welfare emergencies and with immigration or visa issues

Looked After Learners and Carerso If you are in care or are a carer and are having trouble managing we work

with Social Services and other agencies to help support you while you study. Special funds and bursaries may be available.

Medical Centreo The College Nurse, Counsellor and Disability Officer are all based in the

Medical Centre. First Aid, Occupational Health and Family Planning services are available.

Health & Safety

You have a duty of care to ensure that whilst on the premises you conduct yourself in a manner which is safe to yourself, other students and to staff. If you see something which you consider to be a hazard to health you have a duty of care to report the matter to your Programme Coordinator.

Whenever the fire alarm sounds (except for tests on a Friday afternoon) you should leave the buildings as quickly as possible.

Personal and academic tutorial supportNescot is committed to providing tutorial support for all learners. The aim of the tutorial is to support you to pass your programme, to provide an opportunity for you to comment on how things are going at College and help you progress to the next step in your education or career. You will be entitled to a one-to-one tutorial each semester where your progress will be discussed. If you feel you need more support please ask your programme coordinator or contact Student Support Services directly.

Personal development planning (PDP)



Personal Development Planning (PDP) is a process that enhances and supports you in reviewing, building and reflecting on your personal and educational development. The PDP is undertaken during tutorials or may form part of an accredited module such as work experience.The process encourages structured reflection of achievement to date, clear identification of future goals and planning the steps along the way. By planning, developing and reviewing your personal and academic goals, the PDP process will help you to:

be clear about what you have learnt, what you can do and how you can communicate this effectively to others.

identify areas for development (anything from academic referencing to giving a presentation).

identify resources and support needed to develop specific skills. increase your effectiveness and confidence as a student and a graduate. improve your general transferable skills for study and career management. bring together your academic and non academic experience and achievements (jobs,

sport, leisure, volunteering, representative roles etc). prepare CVs and applications. get more from your course.

The process aims to enhance the general relevance and application of the skills, knowledge and achievements gained at Nescot. By recognising your personal development and through consciously setting out specific targets and goals, you will enhance your educational and career prospects. Student contribution to programme evaluationNescot programmes are constantly monitored as part of a process of continuous improvement. Gathering the views of students is a very important part of the monitoring and evaluation process. The information gathered is used by the programme team and other departments in the College to improve the learning experience for learners. The ways in which learners contribute to programme evaluation is as follows;

Nescot surveys Nescot module reviews National student survey Destination survey Board of Study Learner voice Student Council

Nescot SurveysSurvey results are used to improve the quality of provision, these usually occur twice each year, generally early in the academic year and again towards the middle of the academic year.

Nescot module reviewsThese short questionnaires are generally undertaken at the end of each module. Module tutors use these to capture the views of learners and make adjustments to the delivery of future modules if appropriate.



National student survey (NSS)The National Student Survey (NSS) is a census of students in their final year of a course leading to undergraduate credits or qualifications across the UK. The survey is managed externally by a market research company and learners are selected for inclusion in the survey by the market research company. Student feedback from this is used to compile year on year comparative data that is Published on http://www.Unistats.com where prospective students and their advisors can use the results to help make informed choices of where and what to study. The information is also used by the College to enhance the student learning experience at Nescot.

Destination surveyCompleted at the end of your programme and shows graduate intended progression routes to employment or education.

Board of StudyThe responsibility for the day-to-day monitoring and evaluation of the course rests with the programme co-ordinator under the guidance and direction of the Head of Department. The programme coordinator will arrange formal meetings (one per semester) which will provide a forum for regular review and assessment of the quality of a programme. Each Board of Study meeting will include a student representative whose role is to present the views of their peers on the programme and feedback to their peers after the meeting.

Student VoiceA forum in which students can make a difference by giving their opinion about ways in which the College can improve.

Student CouncilNominated student representative from each programme meet formally as a group with senior management to discuss matters related to higher education. This structured forum enables students to propose and debate developments on their course and the wider College, identify and discuss matters that relate to the support for learning, share ideas and inform decision making

Code of conduct (Disciplinary Policy)All students at Nescot are expected to follow the College code of conduct. A copy of this is available electronically on Weblearn. The code of conduct includes a disciplinary policy and in essence the code of conduct expects that all learners will:

Treat fellow learners and staff with courtesy and respect Attend all classes, be punctual and hand in work on time. Not plagiarise, cheat or copy work from other learners

Also that whilst on College premises learners will not: Use inappropriate, offensive language or behaviour. Use any form of discrimination or harassment. Use a mobile phone in classrooms, the LRC, or any learning situations. Consume food or drinks in the class room


http://www.Unistats.com/


In order to ensure professional standards of conduct between College staff and students, students should be aware that staff will not:

Staff will not issue their personal details such as home/mobile phone numbers, personal e-mail address to students, or engage with students via personal social media sites (for example face book). Students should contact staff using College email and telephone numbers.

Staff will not provide treatment to students at their personal business premises. Treatment can only occur in College at student clinics and must be booked using normal clinic procedures.

Equality & DiversityWe are a diverse college that celebrates differences in race, disability, gender, gender reassignment, age, sexual orientation, faith, background or personal circumstance. Everyone has a responsibility to ensure that Nescot is a College where all are respected and no one experiences harassment and bullying.We expect anyone who is upset by thoughtless comments, jokes or actions, or who experiences or witnesses any form of discrimination to tell us. You can talk to your tutor, the college counsellor, someone from student services or a member of the teaching or support staff. See our leaflet on bullying and harassment for further information.

Harassment policyNescot takes any allegation of harassment or bullying very seriously and a guide for learners is available electronically on Weblearn. Essentially the College is committed to creating a culture and environment for learners and staff to be treated equally regardless of their sex, nationality, race, gender reassignment, disability, sexual orientation, age, religious or political belief or for any other reason. It is the right of every learner and staff member to study at the College without fear of harassment, bullying or victimisation. The college recognises that what one person may find acceptable, another may find totally unacceptable. Any allegation of harassment or bullying will be taken seriously and investigated.

Complements, suggestions and complaintsNescot sets high standards and is committed to achieving excellence in the delivery of education and training services. Therefore feedback from students and members of the public is welcome and encouraged because feedback is used to make improvements to services. A guide is available electronically on Weblearn.

Section 6

Assessment regulations



Assessment procedures for all Higher Education qualifications delivered at or on behalf of Nescot will be in accordance with the regulations of the awarding/validating body and Nescot HE Quality policies and procedures. Exceptions to Nescot policies and procedures will be applied where the assessment policy of the awarding/validating body differs. In any case where there is a difference the awarding body procedures will take precedence, followed by Nescot HE Quality policies and finally the validated course document. The following sections summarise how assessment, reassessment and awards are conducted according to the current Nescot Quality policies and procedures. To view the awarding body regulations please refer to section 8..

Assessment deadlines and submissionsEach assignment will have a submission deadline by which formal submission should take place, this will be a date and may also specify a time of day. All assessment submissions must be submitted formally. The declaration of authenticity and fitness to participate must be completed and the assessment submission must be submitted electronically using Weblearn or 'signed in' and date stamped. Unless an extension has been granted or there is evidence of extenuating circumstances, work not formally submitted by the deadline will be penalised.

Late submissionsThe College believes that handing work in on time is a valuable discipline which helps to develop the ability to plan and organise time effectively in preparation for jobs which include a need for time management. In all cases of late submission the regulations of the awarding body will be followed. The awarding body regulations specifying the penalties for late submission or non- submission of coursework and non-attendance for in-module tests can be viewed in section 8.

Extensions for assignment submission Failure to complete or submit an assessment on time is usually penalised, extensions to assessment deadlines are not normally provided. A claim for an authorised extension to an assessment deadline is a request for recognition that serious circumstances are preventing you from meeting your deadlines. The College understands that exceptional circumstances may occur and in such cases you may wish to make a formal claim for an authorised extension to your programme coordinator. Further information about the type of circumstances considered, together with the claim form, are available to you in the ‘Authorised Extension to Assessment Deadline student guide’ available on Weblearn or from the Academic Registrar in CW88. Claims for an authorised extension to an assessment deadline must normally be made no later than two working days in advance of the submission deadline.

Fitness to participateTo confirm you are fit to take an assessment the College requires you to sign a declaration (‘fit to sit’) when submitting work and/or sitting examinations. If you are taken ill or are



affected by unforeseen circumstances during or immediately prior to an examination but choose to continue, you must sign the declaration accordingly and advise the invigilator of your circumstances, the invigilator will endorse the fit to sit declaration.

Extenuating CircumstancesThe College wants all students to participate in all parts of their programme, pass their assessments at the first attempt and make good progress throughout. However the College understands there may be serious and significant situations, which may be considered to be extenuating circumstances, and that these may inhibit you from completing your assessments or participating fully. If you consider your performance has been affected by extenuating circumstances you may wish to make an extenuating circumstances claim. Claims must be submitted using the College documentation, clear and convincing reasons must be given and supporting evidence provided to the Academic Registrar in CW88. Further information about the type of circumstances considered, how to make a claim and the claim form are available to you in the ‘Extenuating Circumstances student guide’ available on Weblearn or from the Academic Registrar in CW88. Extenuating circumstances claims must normally be claimed no later than five working days after the examination or assessment date.

Procedure in the event of illnessIf a learner fails to sit or submit all or part of an assessment due to medically certified illness or other valid cause, s/he may be permitted to sit/resubmit the failed assessment(s) as if for the first time by a date to be determined in accordance with the Extenuating Circumstances policy. This is only permitted if application has been made in accordance with the Extenuating Circumstances policy.

Access arrangements for students with learning difficulties or disabilitiesStudents are entitled to special access arrangements in all examinations, internal and external, so that they are not at a disadvantage due to a learning difficulty or disability. Examples of access arrangements include extra time, use of a reader, scribe or laptop.

Students are encouraged to inform the college at an early stage if they believe they need access arrangements. Referral to Learning Support in the early stage of the programme enables full benefit to be derived from learning support and enables any applications for access arrangements to be made at the appropriate time to the relevant examination board.

Learning Support staff will assess students' access arrangement needs, if this assessment has not been carried out previously, and will inform the programme leader of the arrangements the to which the student is entitled.

Assessment returnsThe date by which assessed work will be returned to learners is identified on the assessment schedule included in this handbook. This is usually expected to be within 15 working days.



Feedback arrangementsMost often feedback will be written, however feedback about your work may also be verbal or may take place in informal/formal work in progress meetings. Any questions about any assessment decisions should be raised in the first instance with the module tutor concerned.

Assessment and classification Assessment of each module will be by methods which reflect the specific aims, learning outcomes, content and teaching/learning strategies of that module. Assessment of each module will normally be completed by the end of the semester in which the module has been studied. A variety of assessment methods will normally be employed, for example coursework and end of module examination.

Module gradingModule results will be derived using the weightings described in the programme validation document.

Course grading

Course results will be derived using the weightings described as follows;

Term 1

Sept–Oct

Term1

Nov-Dec

Term 2

Jan-Feb

Term 2

Mar-Apr

Term 3

Apr-May

Term 3

May-June

Term 4

Sept–Oct

Term 4

Nov-Dec

Contemporary Issues in Education

15 credits

30 minute Seminar presentation, written paper 30%

(1000 words)

Essay 70% (2000 words)

Sociological Perspectives in Education

15 credits

Essay 100%

(3000 words)

Innovative Teaching and Learning Environments

15 credits

30 minute Seminar presentation paper 30%

(1000 words)


Leadership and Management

In Education

15 credits


Reflective writing 30%(1000 words)

Research Project

15 credits

Methodology (25%)

Literature review (25%)

(2500 words)

Research Project

15 credits

Research project 50%

(3500 words)

History of Education in England

15 credits

Essay 100%

(3000 Words)

Comparative Education and Training

15 credits


30 minute Seminar presentationreflective report 30%(1000 words)

To view the awarding body regulations please refer to section 7.

Module failureThe regulations of the awarding/validating body will be adhered to where a learner fails to satisfactorily complete assessments. To view the awarding body regulations please refer to section 8.



Partial achievement Where achievement is partial learners may be awarded a lower qualification provided that the appropriate number of credits has been achieved for that qualification and that the modules passed form a coherent programme of study.

ProgressionTo precede from one level to the next a candidate will normally have achieved all the credits at the lower level.

Determination of award classificationAssessment of each course will be by methods which reflect the specific aims, learning outcomes, content and teaching/learning strategies of that course. Assessment of each course will normally be completed by the end of the semester in which the course has been studied. A variety of assessment methods will normally be employed, for example coursework and end of course examination. Assignments will be marked against the specified criteria and the University’s generic criteria which can be found in the Regulations. The following table shows the percentage bands for each grade.

Determination of award classification

% Honours degree1 70-100 Outstanding work showing synthesis of information and

ideas, critical analysis of data and argument and an awareness of the context within which the work is set. Demonstrates originality, creativity and clarity of expression free from misunderstandings and errors of reasoning or fact. Demonstrates extensive use of appropriate literature.

2 i 60-69 Demonstrates good understanding of the subject with all essential principles and much relevant information. Evidence of wide reading and an ability to integrate and organise information in a coherent account and/or apply it to the analysis and solution of problems.

2 ii 50-59 Satisfactory work with relevant information integrated into a structured account but lacking sufficient depth or breadth or with significant aspects omitted. Demonstrates an understanding of the essentials of the subject and an ability to solve some limited problems.

3 40-49 Just adequate, shows general understanding with a minimum of relevant information but is very limited in breadth or depth; contains deficiencies but none so serious as to require the student to re-sit the assessment.



FC Fail with possibility of compensation

30-39 Some relevant information and evidence of understanding but the work is superficial and there are some important errors and omissions. Where the assessment is a course component the result maybe accepted provided the student achieves an overall pass in the course. If the overall course mark is in this range it can also be considered for compensation.

FR Fail with opportunity to be reassessed

20-29 Some evidence of understanding but with numerous basic errors and omissions. Referral grade with re-assessment normally permitted without re-attending the course.

Fail 0-19 Little or no evidence of understanding. Major errors and omissions and little or no correct and relevant information or coherent ideas. Fail grade with reassessment not normally permitted without course being repeated, all assessment being retaken and the attendance requirement fulfilled.

Quality assuranceAll programmes at Nescot are involved in a process of review and monitoring to assure and improve quality of provision. Below are some of the key processes by which academic standards and quality are assured.

Internal verification/moderation, double marking and second markingThe internal verification, moderation, double marking and second marking are part of the quality assurance process which ensures a consistent approach to assessment. Verification and/or moderation include checking assignment briefs, assessment decisions are also subject to either double marking, second marking or verification, or moderation.

External examinationExternal examining at the University of Greenwich provides one of the principal means whereby the University verifies, maintains, and enhances the academic standards of the courses and the programme on which you are studying. They also help the University to ensure that your assessment processes are sound, fairly operated and in line with the policies and regulations of the University of Greenwich.

External examiners - academic staff from other Higher Education Institutions or from the professions - are appointed as reviewers of your courses and your programme of study for a period of 4 years. They provide the University with a number of important services. For example external examiners will

Review and comment on the standard of key elements of assessment that you have been set.



Review samples of student work and confirm whether the standard is at the level expected for the award you are studying and whether it is comparable with other Institutions that they know.

Provide the University with an independent view of how well we conduct our processes for marking and internal moderation of assessments.

Attend Subject Assessment Panels and Progress and Awards Boards (PAB) and contribute to deliberations for conferring student degree classifications and awards, assisting the University in treating all students fairly and consistently with regard to our regulations. External examiners will endorse the outcomes of PABs based on their scrutiny of the assessments and the deliberations of the PAB.

Report formally their findings to the University at the end of each year and identify our good practice as well as making recommendations for improvements in the future.

External examiner reports for your programme of study can be obtained electronically by request to the Learning and Quality Unit at [email protected]. If you want to request a report for the last year, please state the programme on which you are registered in your request. Undergraduate reports are usually available from 1st September, Postgraduate reports later, and usually November/December.

Is there anything an external examiner won’t be asked to do?

External examiners will not mark your work personally and nor will they comment upon individual students or individual works in their reports or engage in correspondence with individuals in respect of grades, marking, feedback, degree class and other personal academic matters. For these you will need to speak to your tutors and programme leader.

The external examiner(s) for your Programme is/are

Hayley WoodSenior Lecturer/Collaborative Partnership Coordinator Post Graduate Certificate in Education (Post 14 Education and Training) University of Derby Kedleston Road DerbyDE22 1GB

Assessment boardsThe purpose of an Assessment Board is to consider and agree learners’ achievement at the end of each semester. Assessors meet formally in Assessment Boards to agree marks or grades. For those programmes which do not have units/modules completed at the end of semester 1 the Assessment Board will be a formal review of assessment progress.

Progression and Award Boards (PAB)




The purpose of a PAB is to oversee the assessment of awards, formally agree the progression status of learners and confirm final award classification or grades. Assessors will meet formally once each year in a PAB.

Malpractice and plagiarismThe College regards academic misconduct very seriously. Academic misconduct can be considered to be any act whereby a candidate seeks to obtain an unfair advantage for themselves or another candidate. As such these are acts which undermine the integrity and validity of assessment. It is important that learners are aware of the seriousness of academic misconduct and the procedures in place for any case of suspected academic misconduct. Academic misconduct can be considered to include;

Impersonation Misrepresentation Collusion Fabrication Communicating Unauthorised material/objects Plagiarism (intentional or otherwise)

To view the awarding body regulations please refer to section 8.

For any case of suspected academic misconduct there is a staged investigation procedure. For complete details of the policy for academic misconduct HE please refer to Weblearn.

Academic appealsBefore making a formal appeal you are encouraged to speak with your module tutor, programme coordinator or Director of Faculty. Full information about the academic appeals procedure is available on Weblearn, or you may contact the Quality office for further information. Section 7Resources

Learning Resources Centre (LRC)The LRC is an excellent place to research your projects, you will be helpedthere by the subject librarian and other librarians who will understand the research requirements for your projects and will assist you wherever possible. A wide range of texts are available in the LRC, supplemented by an extensive selection of e-books and e-journals accessed through the VLE

VLE

There is a Virtual Learning Environment (VLE) site supporting this course named Webleran, and you will be introduced to its use during induction. Course lecturers will populate the site as appropriate. Please make use of the various associated video clips and links to relevant sites that are useful to your independent reading and research. Students are encourage to use the forum provided for academic pursposes of communicating with peers and tutors

Section 8



To view the regulations for the awarding body please use the link belowhttp://www.Greenwich.ac.uk/learningandteaching/regulations/index.htm

NESCOT College CharterThis charter sets out what you can expect from us and what we expect from you during your time at college. The charter has been put together with the help of our students and staff and represents what we believe are the college’s key values.

We will provide:

Advice and guidance at the beginning and throughout your course

An induction to the college and your course

Excellent teaching and personal tutoring

Support in your learning

Opportunities to comment on your course and college facilities

Good career progression advice

Access to financial, personal and career advice

Respect for the rights of all members of the college community

A clear system to deal with any behaviour which is interfering with your learning

Student Charter

We expect you to: Show respect at all times for your fellow students and all college staff regardless of

race, gender, age, disability, sexual orientation, religion, belief, marital/parental or social status

Tell us if you experience or see and discrimination or harassment

Behave calmly and politely at all times, avoiding words and actions that could be seen as abusive or threatening

Follow instructions from all staff during lessons and on college premises and help create a safe environment where everyone can learn

Observe and meet all deadlines for the handing in of your work

Follow all health and safety rules as stated in the college health and safety policy explained during induction

Tell us about your learning support needs and keep to any support agreements made

Follow the student code of conduct

Follow the Nescot 9 as agreed at induction

Appendix 3 Greenwich Handbook – used in conjunction with Nescot Handbook


http://www.surrey.ac.uk/learningandteaching/regulations/index.htm


Welcome to NESCOT from the Principal

On behalf of the staff at the college I hope you enjoy your studies at Nescot. We are delighted to be working in partnership with the University of Greenwich on this and other higher education programmes at NESCOT. I hope the information contained in this Handbook will help you settle into the college quickly and will be a useful guide during your stay. Our mission is to ensure that all who join the College experience a quality learning programme that ensures success but is also fun.

We aim to provide a friendly and supportive environment in which to study and work, and a wide range of courses and support services to meet the individual needs of students and staff.

Good Luck with your studies!

Cliff HallPrincipal

Welcome from your Course Team

A warm welcome on behalf of the Teacher Education Department at Nescot. We look forward to working with you on the BA Education Studies. Our aim is to provide the specific expertise and support you require in order to fulfil your potential at Level 6.

We wish you well as you embark on this challenging, but hopefully enjoyable programme of study.

Paul BanthorpeSeidu Salifu



ContentsSTUDENT HANDBOOK..............................................................................................................................1

Welcome to NESCOT from the Principal................................................................................................3

Welcome from your Course Team.........................................................................................................3

1: RESOURCES........................................................................................................................................5

NESCOT College:...............................................................................................................52: HOW TO CONTACT US.......................................................................................................................6

Course director....................................................................................................................63: UNIVERSITY OF GREENWICH REGULATIONS......................................................................................6

Campus Map..........................................................................................................................................8



1: RESOURCES

NESCOT College:

Health supportThe College Nurse and Counsellors are all based in the Medical Centre (North Wing Ground Floor N17) together with Learning Support. First Aid, Occupational Health and Family Planning services are available.

Administration supportThe college has two designated student finance officers who can provide advice with student loans, accommodation. They are located with the Learning Resource Centre (LRC) 1st floor room L109).

Learning supportThe college has a designated learning support department that can support a range of learning disabilities by conducting assessments and accessing funding through the Disabled Students’ Allowance (DSA). The team can also provide support in the form of a drop-in or more regular support sessions. Learning Resources Centre (LRC)The LRC provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (Weblearn). There are a range of on-line databases suitable for animal based research and all students are able to acquire an Athens password for access. The LRC is a bright and comfortable learning environment with facility for group and silent study, access to PCs, photocopying, videos, learner support and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break). Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and Information Technology (IT) support staff. The IT support staff offer a range of workshops to develop students’ IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to Smartboard (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning.



2: HOW TO CONTACT USCourse director The Programme Leader has overall responsibility for the organisation and administration of the course. The course director and the rest of the course team are based on the second floor of the south wing building.

3: UNIVERSITY OF GREENWICH REGULATIONSAcademic Regulations for Taught Awards (September 2015):http://www2.gre.ac.uk/current-students/regs

Academic Appeals (January 2016):http://www2.gre.ac.uk/current-students/regs

Regulations Governing Suspected Plagiarism and Examination Offences (September 2014):http://www2.gre.ac.uk/current-students/regs

Procedures and Guidance for Student Claims of Extenuating Circumstances (September 2015):http://www2.gre.ac.uk/current-students/regs

Student Withdrawal Procedures and Procedures for Interrupting Study (September 2014):http://www2.gre.ac.uk/current-students/regs

University Formal Complaints Procedures for Students (January 2016):http://www2.gre.ac.uk/current-students/regs/?a=635153

Regulations Governing the Conduct of Examinations (June 2011):http://www2.gre.ac.uk/current-students/regs/?a=577225

Student Disciplinary Regulations and Procedures (January 2016):http://www2.gre.ac.uk/current-students/regs/?a=637539

Principal Conditions of Registration 2016-17:http://www2.gre.ac.uk/current-students/regs/?a=1102748

Health, Wellbeing and Fitness to Study Policy & Procedure (March 2016):http://www2.gre.ac.uk/current-students/regs/?a=1181795

Policy and guidance regarding student pregnancy and maternity (May 2016)http://www2.gre.ac.uk/current-students/regs/?a=1200745

Student Social Media Policy (January 2016)http://www2.gre.ac.uk/current-students/regs/?a=1190768


http://www2.gre.ac.uk/current-students/regs/?a=1190768







http://www2.gre.ac.uk/current-students/regs






Circulation of D6 document once approved

Office/Unit/Staff Rationale

Programmes and Courses Office Enabling programme to be built into BannerMarketing Enabling publication of Programme Specification

Plus, if the programme is collaborative

Office/Unit/Staff Rationale

Faculty Link Tutor As the key link where the programme is delivered in a partner Partner Programme Leader Ensures correct course and programme structure is taughtPartner Senior Manager Ensures appropriate resourcing is provided


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