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COURSES IN HIGHER EDUCATION

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Department of Teaching and learning

STUDENT HANDBOOK

Level 4 Award in the Internal Quality Assurance of Assessment Processes and

Practice (QCF) Level 501/0515/2

Academic Year 2016 / 2017


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VTCT Level 5 Diploma in Teaching in the Lifelong Learning Sector

C O N T E N T S

Topic Area Page

Introduction 4

1. Teaching Training Programme Staff 5

2. Communication with Teacher Training Staff 6

3. Course Details 7

4. Course Specification 10

5. Aims of the Qualification 11

6. Learning Outcomes 12

7. Indicative Course Content 14

8. Learning Strategy 13

9. Reading List 13

10. Indicative Course Outline 14

11. Course Curriculum Strategic Outline 15

12. Attendance 16

13. Assessment and Reassessment 17

14. Assessment and Grading 17

15. Fareham College Grading Schedule 17

16. Submissions of Work 18


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17. Extensions and Mitigating Circumstances 19

18. Academic Malpractice 20

19. Additional Support and Inclusion Service 22

20. Unit Evaluation 22

21. Internal and External Verification the Quality of your programme 23


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Introduction Welcome to the Department of Teaching and Learning. The qualification has been mapped to the relevant National Occupational Standards, and is regulated on the Qualifications Credit Framework (QCF). The VTCT Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) is a practical-based qualification intended for those who maintain the quality of assessment from within an organisation or assessment centre. Units in this qualification have been mapped to the relevant NOS (where applicable). This Qualification is accredited on the Qualifications and Credit Framework (QCF). This qualification is approved and supported by Lifelong Learning UK, now a division of The Learning and Skills Improvement Service (LSIS), the sector-owned body for the learning and skills sector. This qualification provides the knowledge and skills required to progress to employment as an internal verifier. The VTCT Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) provides progression opportunities in the form of Level 4 studies for those looking to further their career in internal verification, including: • Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF). You should find the answers to many of the questions about the organisation and structure of the Course in this handbook. If you have any queries just ask!


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1. Teaching and Learning Programme Staff

Vincent Adams Director of Teaching and Learning

Email [email protected] Tel 01329815200 Frances Lovett Course Team Leader Teaching and Learning Email [email protected] Tel 01329815200 For any learning difficulties you can contact Jan Lancaster Learning Support Manager – Additional Support &

Inclusion Room iLRC Email [email protected] Tel 01329815200

mailto:[email protected]


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2. Communicating with Teaching and Learning Programme Staff

In Writing The most efficient method of communicating with academic staff is by email. This allows the course leader to deal with queries in an ordered and clear manner, providing a record of the communication in the process. It is inadvisable to leave notes on tutors’ desks or under their doors as they have a habit of falling off or being thrown in bins!

In Person or by Telephone If you prefer, you may phone main reception 01329 815200. Those present will either deal with your query or leave a message for (or contact) the appropriate lecturer in question. Please be certain that before you make contact with reception by phone or in person your need is an immediate one which cannot be dealt with by email.

Communications from Staff: Virtual Learning Environment Academic staff will post any information you will need to know on the college VLE ORACLE – please ensure your ORACLE accounts are activated as soon as possible and check for postings regularly or you may miss something crucial. Email All staff will communicate to you by email if very important. Your college email address will be given to you when you activate your college account.


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3. Course Details

The Teaching and Learning Team will be working with you to help you achieve your Diploma. This programme will help you develop skills and knowledge in teaching in the life -long learning sector by working with both individuals and groups of learners

You have been offered a place on the course because Fareham College believes that you have the ability to succeed. We have designed the course to build on the knowledge, skills and values that you bring from your previous experience assessing role. The programme structure has been designed to allow for holistic assessment to maximise assessment opportunities and observation of practice. As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format. Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification. Evidence in the portfolio may take the following forms: • Observed work • Witness statements • Audio-visual media • Evidence of prior learning or attainment • Written questions • Oral questions • Assignments

This handbook is designed to tell you about the programme, the Units and the staff who will be working with you. It explains what skills you will be using and how we will be helping you to develop them. It gives details of all the assessments and what we can do to help and support you in reaching your goals. Please take time to read this handbook.

We wish you every success in your studies and hope you enjoy the course. We will be asking for your views at various stages of the programme, but if you have any questions or comments please contact us by telephone, e-mail or in person at Fareham College (contact details are listed above). Vincent Adams Director of Teaching Learning and Quality


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4. Course Specification Awarding Institution VTCT Course Title: Level 4 Award in Internal Quality Assurance Processes

and Practice Course Code: 501/0515/2 Credits: 12 credits Level: 4 Duration: Maximum of 1 year Entry Requirements Current assessor qualification

Course

The VTCT Level 4 Award in Internal Quality Assurance Processes and Practice is a practical based course made up of two units one theoretical and the other practical. Observation evidence must come from your internal quality assurance performance in the work environment. There must be evidence of you monitoring a minimum of two assessors, each with a minimum of two learners of their own, through components of a qualification. A minimum of one assessment must be observed.

Entry Qualifications All candidates that wish to undertake the Level 4 Award in Internal Quality Assurance Processes and Practice are subject to approval by the college will require an interview. Candidates will also need to have assessors to assess within a realistic working environment and each assessor will need a minimum of two candidates to assess.

• Vocational qualifications in the area of quality assurance.

• Assessor certificate Course Structure

The Diploma consists of a minimum of 2 units which both must be completed to achieve the award.


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Core Units Unit Level

Unit Grouping

Academic Year

Credits

Value UV40565 Understanding the principles and practices of internally assuring the quality of assessment

4 16-17 6

UV40575 Internally assure the quality of assessment 4 16-17 6


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5. Aims of the qualification

- To provide knowledge, understanding and skills and to develop a range of skills and techniques, personal qualities, and attitudes for successful performance in working life.

- To provide specialised studies that are directly related to the individual vocations in

which students are currently working, or in which they intend to seek employment.

- To enable students to make an immediate contribution to the needs of both local and regional employers by integrating academic and practical skills.

- To develop flexibility, knowledge, skills and motivation as a basis for progression to graduate study, post graduate study and / or professional membership

- - To develop an appreciation of the need for continuing professional development in

recognition of the need for lifelong learning.


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6. Learning Outcomes Learning outcomes describe the knowledge, understanding and skills you will develop throughout the programme, if you make good use of the opportunities provided. The learning outcomes are provided on all assignment cover sheets and may be found in the course guidance material. At the end of the course you will have developed;

- Knowledge and understanding of MANDATORY units. Developed cognitive skills that will enable the student to:

• To analyse the importance of planning and preparing internal quality assurance.

• Summarise and apply the preparations that need to be made for internal quality assurance.

• Evaluate different techniques for sampling evidence including technology.

• Explain the appropriate criteria for use by the quality of the assessment process.

Develop Practical Skills that will be able to;

• Select an appropriate range of methodologies for checking Internal Verification meets the required standard and the methods employed are fair, valid and sufficient.

• Assess assessors and their candidates in a range of settings and provide guidance and feedback to assessors

• Use a range of resources to meet the verification process.


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7. Skills which will be developed The student will be expected to develop higher level skills and abilities during the programme of study including developing the following:

• ability to integrate a range of concepts, knowledge and skills relating to verification • ability to apply theories to practical realistic work situations within the work environment

• independence of approach to study and the generation of written evidence to support research

• ability to take responsibility to manage and direct their own and others’ activities • responsiveness to change and ability to multi-task • ability to innovate and work in a creative way.

8. Learning Strategy Verification theory is delivered through a variety of methods involving traditional lecturing via whiteboards, classroom discussion, completion of in class examples, practical activities as well as self study aided by the college virtual learning environment. Teaching and learning strategies in taught sessions will include lectures, electronic sources, selected readings, research and peer presentations which may be used to introduce and discuss aspects of academic and theoretical perspectives. Peer group discussions will provide opportunity for the course tutor to monitor participants’ ability to select research and prepare for written assignments. A minimum of one practical observation on an assessor observing a minimum of two candidates will take place in a realistic working environment. 9. Reading Make yourself familiar with the College’s intranet system: particularly the Oracle facility. Lecturers will often post course information on this site and convey additional information through this media to support studies. Specific unit reading lists will be available on assignments and also will be available on Oracle.

Recommended websites

There are a huge number of websites available that can be used to compile reports. However please be careful as these websites have not been technically vetted and information may be inaccurate. Also, do not copy and paste large extracts from such


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websites as there is usually a big difference in language between your work and the website information; it is very easy for assessors to spot plagiarism! If you use the TURNITIN plagiarism checker before submitting your work you will not fall foul of submitting work that is not truly original. If any formative work is suspected by the assessor to be “copied and pasted” you will be made subject to the college’s plagiarism policy procedures.


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10. Indicative Course Outline 2014-2015

An outline of the timetable is given below:

Date (week commencing).

Course Dates Week 1 on request Course and start dates are flexible and available on

request. The candidate will have one academic year to complete their studies.

ASSIGNMENT SUBMISSIONS Must be completed throughout the academic year and handed in on time. As set by your lecturer.


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11. Course Curriculum- strategic outline Learning Outcomes and Preparatory Reading/Tasks

Session 1 : Dates on request Introduction to Units and course content Commence teaching observations Useful reading – Oracle and assignment brief recommendations.

12. Attendance Irregular attendance will have a detrimental effect on your learning experience. If you are absent from a timetabled session you should:

• Try to let the tutor know beforehand by phone or by leaving a message; • If the session involves group work (such as a tutorial based around practical

work or a student presentation as part of the project team), try to contact other students in the group beforehand;

If you are absent from THREE consecutive WEEKS without providing completed and authorised forms you may be de-registered from THE COURSE. It is also important to state that all students taking holidays or missing periods in May and June of your course could seriously affect your chances of progressing to year 2 or receiving your qualification unless you confirm with the course leader that all assignments submitted are passed and you are thus able to go on holiday with no further work outstanding. For full details regarding Academic Regulations attendance please refer to The College Student Handbook.


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13. Assessment and Re assessment All assessments for the Diploma in Education and Training are linked to the awarding body criteria , these are based on the achievement of specified outcomes. All the assignments contributing to the programme are internally assessed and externally verified. Assessments and observations of teaching practice therefore make- up the qualification, along with the prescribed number of teaching hours (minimum 100) and will be grades as Pass or Fail

Formative Assessment: This involves feedback given on a first submission of a piece of work. Your tutors will provide guidance to enable you to complete the work to a higher standard for your final submission if required. Summative Assessment The method of summative assessment is outlined in each assignment brief; your assessor will pass your work– if this outcome is a ‘referral’ you will be given one more opportunity to re-submit your assignment. If an assignment is referred with a short amount of study it is possible to re-submit an assignment the time scale for this is normally 2 weeks. All units and teaching practice must be successfully achieved before certification can occur.

14. Fareham College Grading Schedule for Diploma in Education and Training

The term ‘answer’ when used below relates to the work that was submitted in answer to the assessment task(s) set: it may refer to professional practice, a performance, an essay

or any other form of assessment.

Assignment Grade

Characteristics of Grade Band

Unclassified Penalty grade for academic malpractice, failure to hand in work at All. All leads to a Potential Complete Failure of Course

Fail / Refer

Of no relevance whatsoever to the objectives of the module assessment. Lacking in application or quality. An attempt has been made to address the relevant issues, but with little or no evidence.. The style may be inappropriate, with serious errors of grammar, spelling and structure. Displays some intellectual or practical application. Some relevant issues are addressed, however the answer is largely descriptive or anecdotal, or is backed up with little evidence. The style may be inappropriate, with serious errors of


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grammar, spelling and structure. Inability to handle knowledge; limitations in practical skills. The main issues have been addressed, but with some omissions. There is little theoretical content. The style may be inappropriate, with errors of grammar, spelling and structure. Limited in interpretative use of knowledge or in some practical skills. ONE or ALL PASS LEARNING OUTCOMES NOT MET

Pass

A competent answer which addresses the criteria, which is well presented and structured. The assignment shows a comprehensive and insightful exposition of theory/practical aspects of the programme (as appropriate to context). Makes innovative and original links to theory/research. Referencing and Bibliography

15. Submission of Work

In all cases assignment briefs should show a clear submission date which students must observe. Generally 3 Weeks are allowed for each assignment to be completed. In exceptional cases (e.g. ill-health learning difficulty or disability, work commitments) an extension may be granted where appropriate evidence (e.g. a medical certificate) has been provided and NEGOTIATION has taken place see later. Please Note that all assignments must be handed in on the agreed hand in date and submitted via the Oracle site

Staff must also adhere to agreed submission dates. It is considered to be good practice where programme teams draw up an assignment schedule at the beginning of the programme, providing an even spread of work over the lifetime of the course.

Student work should be marked and returned, with feedback, within three working weeks.

Every effort must be made by the student to attempt assignment work as early as possible. Most Units will have their respective assignments handed out early. Check the assignments regularly to see which parts of the assignments can be done.

It is vital that when the last Assignment is to be Handed In, it must be handed in early, so that it can be assessed and if necessary time can be given to enable mistakes to be corrected.


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16. Extensions and mitigating circumstances

Extensions If you feel that you will be unable to submit an assignment on the submission date, you should seek advice from the Programme Co-ordinator, well in advance (at least one week). If circumstances warrant, then you will be given an extension but you must fill in an extension form.

Extensions can be given for one or two weeks. It is imperative that you seek an extension in advance of the submission date. Requests for extensions on the submission date will not be granted unless there are unavoidable circumstances. If you are unable to contact your tutor you are advised to leave a dated telephone message, or e-mail, or to contact the Programme Administrator.

If an extension is granted, you must submit your work on the new submission date. The work will be marked in the normal way according to the assessment criteria. There is no penalty for requesting an extension or being granted one. It is better to request an extension if you are experiencing difficulties rather than risk a non-submission. The Procedure for granting an Extension is; At least 1 week before (ideally more) bring the appropriate assignment into the college. Discuss with the lecturer concerned the reason why an extension is necessary and when the hand in of the assignment is possible. The lecturer will then annotate on the assignment (In the hand in date box) the new agreed hand in date. The Lecturer must sign above this date to confirm the date is valid. On the agreed hand in date the assignment must be handed in. Mitigating Circumstances Any student who believes that there are circumstances (ill health or close family bereavement for example) which have seriously affected their performance in assessment is advised to submit a claim so that circumstances may be taken into account when the Academic Board meets to discuss candidature. Applications for mitigation must be submitted before the deadline of the assignment (this applies to all assignments). For more information on mitigating circumstances and an electronic version of the form, please refer to the intranet web pages. For full


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details regarding Academic Regulations about submission and resubmission of your work please refer to The College Student Handbook.

18. Academic Malpractice Academic Malpractice is treated very seriously by Fareham College. For this reason, students are given detailed guidance about how to reference the work of others and support students in developing good academic practice. Students who are suspected of Academic Malpractice will be invited to attend an Assessment Enquiry Panel. The panel does not seek to conclude whether the malpractice was intentional or not, it focuses on whether or not it occurred. Where Academic Malpractice is confirmed the outcome is reported to the Academic Board, which determines the nature and extent of the penalty to be imposed. A range of penalties are available to the Board from lowering the grade, requiring re-assessment, or failing the unit. In recent years the whole range of penalties has been imposed. For the most serious cases this has included the withholding of a Higher National Certificate. Details of the procedures for dealing with Academic Malpractice are to be found in The College Academic Misconduct Policy. Academic malpractice is cheating which is defined as to ‘trick, defraud, deceive’. Academic malpractice can take a number of forms including: Academic Malpractice relating to a student’s own work: Collusion: where a student works in a fraudulent manner with another (or others) being assessed independently (either wholly or in part) in the same Unit. Commissioning: getting another person(s) to complete work, which is subsequently submitted as the student’s own work. Duplication: the replication of element(s) of material in more than one assessment within the same institution or elsewhere, simultaneously or at some other time. Falsification of data: where data have been invented, altered copies or obtained by unfair means. Plagiarism: to ‘take and use another person’s thoughts, writings and inventions as one’s own’. Syndication: the submission of substantially similar piece(s) of work by two or more students, either in the same institution or in a number of institutions, either at the same time, or at different times.


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Academic Malpractice relating to the work of other students: Aiding and abetting: where a student assists another student in any form of dishonest academic practice. Students are reminded that: a. all passages taken word for word from any source, whether primary or secondary,

must appear within quotation marks or in an agreed appropriate manner; b. the sources of each quotation must be clearly identified; c. where a quotation from primary material has been taken from secondary work,

without the candidate having consulted the primary material, acknowledgement must be made to both the primary and secondary source of the quotation;

d. where a part of a secondary work has been paraphrased, this also must be clearly identified;

e. any collaboration with other people on the project, or any other assignment, must be acknowledged.

If you produce a word processed document you are strongly advised to keep an electronic version of any written assignments on disk, along with their printed hard copy. It is also a good idea to keep copies of hand written assignments produced “just in case” How to avoid plagiarism: It is always important to make it clear when you are using the work of another. It is never permitted to copy unacknowledged passages from sources or to represent the ideas of another as if they were your own, even accidentally; to do so is to run the risk of a charge of plagiarism. You should ensure that:

• Use the Turnitin software • All passages taken word for word from any source, whether primary or secondary,

appear within quotation marks (even in your preliminary notes so that you can acknowledge the source later).

• The sources of such a quotation are clearly identified (include Author, source and page number)

• Where a quotation from primary material has been taken from secondary work, without the student having consulted the primary material, acknowledgement is made to both the primary and the secondary source of the quotation (use the term “cited in” (or “cited by”)

• Any work, part or all, of which has been paraphrased is clearly identified • You only use quotes when the particular words used by a particular source are

significant to the argument • You use your own words wherever possible:- using quotes because you cannot

express the material in you own words is not an acceptable use of quotes; you will only get credit for what YOU say in your own words, so never use a quote without commenting on it.


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• Any collaboration with other people on the project or any other assignment, is acknowledged.

17. Additional Support and Inclusion Service

The aim of the Additional Support is to support and advocate for students with disabilities, medical conditions, mental health difficulties and other additional requirements in order to promote equal opportunities. Advice and help is available within the college throughout the week during main office hours 9.00 am to 5.30 pm. Disability Advice and Support This service currently supports trainees with a variety of disabilities and additional learning needs that impact on studies. Disabilities include: dyslexia, dyspraxia, visual impairment, hearing impairment, physical and mobility difficulties, social communication disorders, Asperger syndrome, Tourettes, mental health and medical problems. Adapted Course Materials The Sensory Advisor can assist trainees with accessing adapted course materials, equipment and resources if they experience a visual or hearing impairment. Specialist Support Staff Trainees should contact the Learning Support Co-ordinator if they require: 1:1 specialist tutorials with a dyslexia tutor, or a note taker, reader, interpreter, lip speaker, support in the library or around the college etc.

How to contact the Additional Support and Inclusion Service For general advice, or to book an appointment please contact the Learning Support Team situated in the iLRC or contact 01329 815200


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18. Unit evaluation

The formal evaluation of UNITS is an important part of the quality processes of the Diploma In Education and Training programme. You will be asked to fill in an evaluation form at the end of the academic year (time will be given in class for this purpose). These forms are analysed, in the first instance by the module course leader who writes a report based on the overall impression of the strengths and weaknesses of the module; part of the report includes the presentation of raw data and tutors are encouraged to make recommendations for the future running of the module.

19. Internal and external Verification the quality of your programme

Internal Verification Samples of all the assignments are internally assessed by the Teaching and Learning department team to ensure that a consistency of marking has taken place. In addition the assignments that are used are all internally verified to ensure that they are fit for purpose and that the questions posed meet the criteria specified on the assignment. Assignments will also be submitted to a standardisation Higher Education Board which will be held regularly at Fareham College External Verification Every year the course is subject to two inspection visits by an external examiner from VTCT to ensure that all standards are being maintained. The college’s facilities are also inspected and on the day of the inspection the Training and Education students present on that day are asked for their thoughts on the course and student work and course materials inspected to ensure that standards are being met.

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