School of Education MA Integrated Working with Children and their Families in the Early Years - Programme Handbook 2019 2020 - Pen Green
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School of Education
MA Integrated Working
with Children and their
Families in the Early Years
Programme Handbook
2019 – 2020Contents
Welcome .............................................................................................................................. 3
PART A – Programme Specific Information ...................................................................... 5
Programme Who’s Who ..........................................................................................................5
Programme Dates...................................................................................................................5
Timetables ..........................................................................................................................5
Learning and teaching ............................................................................................................6
Graduate Attributes.................................................................................................................6
Programme aims ....................................................................................................................6
Learning outcomes .................................................................................................................7
Programme Structure .............................................................................................................9
Modes of study .......................................................................................................................9
Awards ................................................................................................................................. 10
References ........................................................................................................................... 10
PART B – Information for all School of Education students .......................................... 11
Location and contact details.................................................................................................. 11
Who’s Who in the School of Education ................................................................................. 11
Supporting students to succeed ............................................................................................ 11
The Hutton Hub .................................................................................................................... 12
Ask Herts .............................................................................................................................. 12
Finance................................................................................................................................. 12
Induction onto a Programme ................................................................................................. 12
Communications on a Programme ........................................................................................ 12
StudyNet ........................................................................................................................... 12
Using Information Technology ........................................................................................... 12
Electronic mail ................................................................................................................... 13
Contacting tutors ............................................................................................................... 13
Contacting the administrator.............................................................................................. 13
Change of address ............................................................................................................ 13
Student feedback .................................................................................................................. 13
Student representatives .................................................................................................... 13
The Programme Committee .............................................................................................. 13
Attendance and time commitment ......................................................................................... 14
Attendance ........................................................................................................................ 14
Time commitment .............................................................................................................. 14
Absence ............................................................................................................................ 14
Withdrawal from a module/the Programme........................................................................ 14
Suspending Study ............................................................................................................. 14
Assessment .......................................................................................................................... 14
Submission of assessed coursework .................................................................................... 15
Length ............................................................................................................................... 15
1
Programme Handbook 2019/20Presentation ...................................................................................................................... 15
Referencing....................................................................................................................... 15
Using Text Matching Software........................................................................................... 15
Cheating, Plagiarism and Collusion ................................................................................... 16
Ethics guidance ................................................................................................................. 16
Submission of assessed coursework ................................................................................. 16
Penalties for late submission ............................................................................................. 17
Serious Adverse Circumstances in relation to the late submission of coursework ................. 17
Application for a short term extension on an assessment task .............................................. 18
The marking and moderation of assessment tasks ............................................................... 18
Grading Criteria ................................................................................................................. 18
Marking and moderation procedure ................................................................................... 18
Return of marked coursework ............................................................................................ 18
Retrieval of failed coursework ............................................................................................ 19
External Examiners and Boards of Examiners ...................................................................... 19
The role of the External Examiner ..................................................................................... 19
Boards of Examiners ......................................................................................................... 19
The Module Board of Examiners ....................................................................................... 19
The Programme Board of Examiners ................................................................................ 19
Equal opportunities ............................................................................................................... 20
Students with disabilities ....................................................................................................... 20
Health and safety .................................................................................................................. 20
University facilities ................................................................................................................ 21
Information Resources to support student studies ................................................................. 21
Learning and Information Services .................................................................................... 21
Getting Started .................................................................................................................. 21
Online Library .................................................................................................................... 21
The Education Subject Toolkit ........................................................................................... 21
Information and Academic Writing Skills............................................................................ 21
Getting Help ...................................................................................................................... 22
Other University services................................................................................................... 22
Grading Criteria for the Assessment of Undergraduate Written Work (Levels 4, 5 and 6)...... 23
Expectations of written assessment at Level 4 ...................................................................... 25
Expectations of written assessment at Level 5 .........................Error! Bookmark not defined.
Expectations of written assessment at Level 6 .........................Error! Bookmark not defined.
2
Programme Handbook 2019/20Welcome
Welcome to the programme handbook for the MA Programme in Integrated Working with
Children and Families in the Early Years. This programme has been developed to meet the
changing needs of professionals working within the early years sector, taking account of
emerging evidence about the critical importance of high quality early education, early
intervention, parental involvement and narrowing the gap between the most and least
disadvantaged children. The programme is designed to be relevant to providers and
commissioners of early years services across the public, voluntary and private sectors, with an
emphasis on integrated working across education, health and social care. The programme
recognizes the complexity and challenges of working with families and the need to develop
leadership capacity at all levels within and across organisations.
All work at Pen Green is underpinned by a philosophy which emphasises:
the image of the child as an independent learner;
partnership with parents;
active participation of families and the wider community in service development
critical reflection on practice and continuous professional development within a learning
community;
recognition of the skills, knowledge and experience that adults bring to learning;
the importance of multi-agency working;
the contribution of practitioner action research to developing practice for individuals and
settings.
This is reflected in the course content, with modules on: development and learning in the early
years; working with families; practitioner research; and leading in integrated teams. It is also
reflected in the approach to teaching and learning, which includes: building a strong learning
community, drawing on experience and knowledge from within the group, encouraging
discussion and critique of theories and policy, giving students a voice in planning and
development; and grounding the course in current practice wisdom. The integrated nature of
the teaching and learning is also facilitated by a tutor team which is drawn from a range of
professional disciplines.
Please read the handbook carefully and keep it for future reference. This Student Handbook
contains information about the programme of study and various University Policies and
Regulations (UPRs) governing programmes of study, teaching, learning and assessment
issues, and details about academic, social and welfare services provided by the University. This
handbook will be given to you electronically and should be read along with individual Module
Guides.
If you experience any difficulties with your studies, or have a specific question, please do not
hesitate to contact your Pathway or Year Tutor/Module Leader who will be pleased to help.
The University has a clear Code of Conduct (UPR SA01) which sets out the expected
standards and a Schedule of Sanctions (see UPR SA13, Appendix I) that can be applied for
breaking the Code. Penalties range for the minor (e.g. an informal warning) to the most severe
(e.g. permanent exclusion from the University).
Details concerning regulations and procedures are given in the ‘University’s Policy and
Regulations’. See the UPRs on Line.
The QAA (Quality Assurance Agency) Code is used to assure the standards and quality of UK
Higher Education. http://www.qaa.ac.uk/quality-code
The regulatory framework for higher education is provided by the Office for Students (OfS).
Their primary aim is to ensure that English higher education is delivering positive outcomes for
3
Programme Handbook 2019/20students – past, present, and future. https://www.officeforstudents.org.uk/advice-and-
guidance/regulation/the-regulatory-framework-for-higher-education-in-england/
Please access your StudyNet page for your programme details including programme
specification, module guides, room arrangements and your timetable.
Part A of this programme handbook is specific to the MA integrated Working with Children and
their Families in the Early Years.
Part B of this programme handbook is relevant to all School of Education programmes.
Please take the time to read through both parts as they are important in supporting your
success on your programme.
We hope you will enjoy your studies here.
Felicity Dewsbery
MA Programme Leader
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Programme Handbook 2019/20PART A – Programme Specific Information
Programme Who’s Who
Programme Leaders
Have day to day responsibility for managing the Programme. They will normally be
available on campus during term time, but it is best to make an appointment.
Fliss Dewsbery fdewsbery@northamptonshire.gov.uk 01536 443435
Student Administrator
Has oversight of programme administration in the form of student lists, module
assessment and academic regulations.
Katie Byers kbyers@northamptonshire.gov.uk 01536 443435
Module Leaders
Have responsibility for teaching the Programme.
Contact details of module leaders will be found in the individual module guides.
Programme Dates
Pen Green teaches this programme in study blocks spread throughout the year
Study Week Dates
7FHE1037 Development and Learning in the Early Years 4th – 8th November 2019
7FHE1038 Working with Families 2nd – 6th March 2020
7FHE1087 Practitioner Research 5th – 9th October 2020
7FHE1040 Leading Integrated Teams 8th – 12th February 2021
Dissertation 23rd – 24th September 2021
7FHE1041
Data analysis study day February 2022
Semester Dates
Semester A: Monday 23 September 2019 Friday 17 January 2020 18 Weeks
Semester B Monday 20 January 2020 Friday 22 May 2020 18 Weeks
Semester C Monday 25 May 2020 Friday 18 September 2020 18 Weeks
Assessment Dates
These are available in the individual module guides.
Timetables
Your personalised timetable can be accessed via Studynet. Please see individual module
guides for specific detailed timetables. Please check your StudyNet portal and messages
regularly to verify room arrangements.
Attendance at all scheduled learning and teaching sessions is required and is monitored. The
Module Board of Examiners, at its discretion, may recommend that the Programme Board of
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Programme Handbook 2019/20Examiners fail students whose attendance is incomplete according to the 20% criteria. If a
student is awarded a FREN status (fail and re-enrol) on a module(s) of up to a total of 30 credits
and has not met the 80% attendance requirement, the Programme board will normally
recommend the student will not be allowed to progress to the next year of study i.e. not to trail
module(s). Instead the module(s) would need to be repeated in the following academic year
before progressing onto the next level of study
Allowance will be made for absence for genuine reasons.
This means full that attendance is expected in taught sessions. It is the responsibility of each
student to record his or her presence on the register at the start of each session.
Learning and teaching
In the School of Education at the University of Hertfordshire there is shared responsibility for
developing an inclusive, challenging learning environment in which respect for all learners,
support for their growth and high expectations, pedagogical development and a vision for
learners in our care.
There are three key principles:
1. Learning develops through enquiry, exploration, discovery and critical reflection
2. Learners progress best in a safe, inclusive yet challenging environment.
3. All learners can expand their knowledge and deepen their understanding
A wide range of teaching and learning methods is used according to the learning outcomes of
specific modules. Students bring with them a wide variety of experience and expertise;
teaching and learning strategies draw upon this, allowing students to learn from each other.
Sessions may include pair or small group work, peer tutoring or focused visits. It is therefore
important for students to involve themselves actively in sessions.
Approaches to facilitating learning, including the fostering of social, intellectual and dispositional
aspects of the process and the roles of students and staff, will be discussed at the beginning of
each module.
Graduate Attributes
The University is committed to providing a culturally enriched and research-informed
educational experience that will transform the lives of its students. Its aspiration for its
graduates is that they will have developed the knowledge, skills and attributes to equip them for
life in a complex and rapidly changing world through the Student Charter and Graduate
Attributes.
Programme aims check that these are the most recent and will be current for 19-20
The programme has been devised in accordance with the University's graduate attributes of
programmes of study as set out in UPR TL03.
In addition the MA in Integrated Working with Children and their Families in the Early Years
enables students to be able to:
Critically reflect on their own, and their organisation’s practice and identify innovative
and creative ways of developing practice.
Show originality in applying their knowledge and understanding to lead positive change
in practice, challenge conventional thinking and advocate for developments in policy.
Achieve the knowledge and understanding needed to continue their personal and
professional development.
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Programme Handbook 2019/20Learning outcomes
Teaching/learning methods &
Knowledge and Understanding Assessment
strategies
A1-The interrelationship Acquisition of knowledge and The primary method of
between early education, child understanding is supported assessing knowledge and
health and children’s social through a range of approaches understanding is through
care and a deep and to teaching and learning, written assignments. (A1-
systematic understanding at, including seminars, A3)
or informed by, the forefront of discussions, and practitioner
the early years professional action research.
discipline.
A2- Theoretical and Students undertake
methodological approaches independent reading and work-
into enquiry and how these based study to broaden and
affect the way the early years deepen their knowledge and
knowledge base is interpreted. understanding and apply this to
A3- Professional and personal and organisational
leadership practice informed practice.
by research, critical reflection
and a clearly articulated set of Tutorial support is provided by
principles and values. telephone and e-mail contact.
Teaching/learning methods &
Intellectual skills Assessment
strategies
B1- Use ideas at a high level Intellectual skills are developed Intellectual skills are
of abstraction and develop through methods and strategies assessed through methods
critical responses to outlined in A above. outlined in A above. (B1-
theoretical discourses, B4)
methodologies and practices Research skills are developed
and can suggest new throughout the programme.
concepts and approaches for
integrated working in the early
years.
B2- Design and independently
undertake substantial
investigations to address
significant areas of theory
and/or practice in the early
years, selecting appropriate
methodologies and critically
evaluating their effectiveness.
B3- Generate transformative
solutions through applying
knowledge creatively, critically
evaluating and synthesising
ideas or information in
innovative ways.
B4- Undertake analysis of
complex, incomplete and/or
contradictory evidence / data
7
Programme Handbook 2019/20and recognise and argue for
alternative approaches.
Teaching/learning methods &
Practical skills Assessment
strategies
C1- Articulate a clear vision for Practical skills are developed Practical skills are
high quality integrated through methods and strategies assessed through methods
professional practice in the outlined in A above. outlined in A above (C1-C3)
early years.
C2- Lead professional
practice, drawing on a wide
range of information sources
and practice wisdom to
implement and continuously
develop high quality practice.
C3- Draw on innovative
practice or practice wisdom
from the early years sector to
improve personal and
organisational practice.
Teaching/learning methods &
Transferable skills Assessment
strategies
D1- Work effectively as leader Transferable skills are Transferable skills are
and team member, leading developed through methods assessed through methods
change and drawing on the and strategies outlined in A outlined in A above (D1-D4)
skills and capacities of multi- above. and particularly within the
agency and/or multi- final dissertation.
disciplinary teams to build Transferable skills are
effective integrated working. developed throughout the
D2- Incorporate a critical programme and students are
ethical dimension to their encouraged to keep a personal
practice, managing the learning journal to support
implications of ethical critical reflection and identify
dilemmas and working personal and professional
proactively with others to development areas.
formulate solutions across
professional and agency
boundaries.
D3- Use critical reflection to
analyse own behaviour and
actions as a leader and
practitioner and adapt in
response to personal reflection
and the changing external
environment.
D4- Communicate effectively
within, amongst and between
organisations and professions.
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Programme Handbook 2019/20Programme Structure amend as necessary
The programme is offered part time and leads to the award of a MA Integrated Working with
Children and their Families in the Early Years. Entry is open to applicants with UK Honours
degrees or equivalent qualifications and/or experience.
Each module is also offered on an individual basis. Therefore, applicants may apply to study
one 30 credit module without studying for the full Masters award. On successful completion of
the individual module, students wanting to undertake the full programme, will be eligible for
progression.
Work-related learning is an integral part of the course, so learners must be working in a relevant
setting or have demonstrated the ability to work with a team working with children and families
in an early years setting or integrated early childhood services. Intake is normally Semester A
(September).
Modes of study
Mode of study Part time over 3 years Entry point Semester A Level 7
Students attend a study block for each module, then undertake a written assignment with tutor
support.
Module Code
Credit Points
Language of
Coursework
% Practical
Semesters
Examination
Delivery
%
Compulsory Modules
%
Module Title
Development and Learning in the 7FHE1037 30 English 0 100 0 A
Early Years
Working with Families 7FHE1038 30 English 0 100 0 B
Practitioner Research 7FHE1087 30 English 0 100 0 A
Leading in Integrated Teams 7FHE1040 30 English 0 100 0 B
Dissertation 7FHE1041 60 English 0 100 0 AB
Progression to Year 2 typically requires 60 credits and passes in Development and Learning in
the Early Years (7FHE1037) and Working with Families (7FHE1038) and progression to the
Dissertation typically requires 120 credits.
The award of a Masters Degree requires 180 credit points passed at level 7 (including a
dissertation worth 60 credit points at level 7).
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Programme Handbook 2019/20Awards
The programme provides the following final and interim awards:
Programme
Learning Outcomes
Minimum Available at end developed (see
Final Award Award Title requirements of (normally): above)
Masters Masters 180 credit 3 Semesters All programme
Integrated points learning outcomes
Working with including at (see Table 2)
Children and least 150 at
Families in the level 7
Early Years
Postgraduate Postgraduate 120 credit 2, 3 Semesters A1, A2, A3, B1, B2,
Diploma Diploma points, B3, B4, C2, C3, D1,
Integrated including at D2, D3, D4
Working with least 90 at
Children and level 7
Families in the
Early Years
Programme Learning
Minimum Available at end Outcomes developed
Interim Award Award Title requirements of Level (see above)
Postgraduate Postgraduate 60 credit points, 1-2 Semesters A1, A2, A3, B1, B4, C2,
Certificate Certificate including at least C3, D1, D2, D3, D4
Integrated 45 at level 7
Working with
Children and
Families in the
Early Years
Masters and Diploma awards can be made "with Distinction" or "with Commendation" where
criteria as described in UPR AS14, Section D and the students' handbook are met.
References
If you require a reference please contact your Programme Leader. Use your Programme
Leader’s name and use the address as detailed below.
University of Hertfordshire
School of Education
College Lane
Hatfield.
AL10 9AB
referencerequest@herts.ac.uk
10
Programme Handbook 2019/20PART B – Information for all School of Education students
Location and contact details
The Programme is based at the University’s de Havilland campus overseen by the School of
Education. The full address is:
School of Education
University of Hertfordshire
College Lane
Hatfield
Hertfordshire
AL10 9AB
University website: www.herts.ac.uk
School of Education website: www.go.herts.ac.uk/education
General enquiries: 01707 285603
Who’s Who in the School of Education
Dean of School of Education
Has academic, staffing and budget responsibility for Programmes run by the School of
Education.
Dr Lyn Trodd l.trodd@herts.ac.uk Room R220
School Administration Manager
Has responsibility for the management of the School’s administrative office and all aspects of
student administration.
Nicola Grace n.j.grace@herts.ac.uk 01707 285671 Room R212
Information Manager for Education, Library and Computing Services
Provides in-depth support and guidance in the use of learning resources.
Beth Woodhead e.woodhead@herts.ac.uk 01707 284833
Student Wellbeing
Delivers a range of professional, specialist services to support students with emotional, mental
health, disability and health related issues. They are based in the Hutton Hub on College Lane.
studentwellbeing@herts.ac.uk 01707 284453
Supporting students to succeed
We are very pleased to welcome all students to the University of Hertfordshire and to the
School of Education. The School has a long history of working in the education and training
of teachers and other professionals in the education sector. We are an established and
dynamic School, committed to developing excellence and confidence in teaching, learning and
professional practice for individuals in a variety of contexts.
Our students leave us with the confidence to make a difference in contemporary learning and
teaching, and the School has an excellent graduate employability record. In this section, we
detail the support we, as a School and the wider university, offer students to ensure that they
have a positive experience of their programme and achieve their potential.
11
Programme Handbook 2019/20The Hutton Hub – Student Centre Information Service (SCIS)
The Hutton Hub is located on our College Lane campus and brings together the essential
services our students need whilst at University, into one location. Situated next to the social
facilities at Forum Hertfordshire, the hub features a new social space with relaxed seating.
Facilities located within the hub include the Student Centre, Careers, Employment and
Enterprise, Student Wellbeing, including counselling services and services to support students
with a disability, a medical centre and a campus pharmacy. The Hertfordshire Students’ Union
and Occupational Health and Safety are also located here.
The Student Centre Info Service (SCIS) is able to provide:
General information and advice for students on non-academic issues (face to face, by
phone, email and Social Media)
Council tax exemption certificates for students
Status letters for international students
Approval of Oyster Card applications for students
Information and advice for prospective students
ID card services
Information on parking and parking permits
Ask Herts
Ask Herts is a new and easy way for students to find answers to their questions about all
aspects of University life. It is updated frequently and has a user-friendly search facility.
Finance
Students who seek financial guidance should contact the Student Centre in the Hutton Hub,
College Lane on 01707 284800 or funding@herts.ac.uk with any financial queries related to
their studies.
Induction onto a Programme
Each programme has an induction programme which provides an introduction to many of the
systems and procedures within the Programme and the University. Students will be introduced
to the role of central services and have opportunities to familiarise themselves with the campus
and the student group. Details of induction activities will be given at the start of the academic
year.
Communications on a Programme
StudyNet
StudyNet is the UH virtual learning environment and is a vital tool to support students’
studies. Once registered, students can access their own portal on CANVAS within StudyNet,
using a username and password. It will identify the modules on which a student is currently
registered. Programme messages and information will be posted on the site which students
can access from any internet-enabled computer or smartphone. If a student has any
difficulties accessing StudyNet, the LRC Helpdesk (helpdesk@herts.ac.uk, 01707 284678)
will provide support.
Using Information Technology
Training in the use of University facilities for Information Technology will mainly be through
online tutorials as part of the i-Spy units, which can be found in Learning Resources on
StudyNet. Details of skills sessions will be advertised in the Learning Resource Centre (LRC)
throughout the year. Self-help guides are available to support the independent use of the
LRC. The LRC helpdesk is accessed by telephone: +44 (0)1707 284678 or ext. 4678 or email:
helpdesk@herts.ac.uk. It is open Monday – Friday 08:30 – 22:00 and Saturday – Sunday
11:00 – 18:00, except for bank holidays when hours are limited.
12
Programme Handbook 2019/20Electronic mail
All staff and students at the University are required to use e-mail. Students should check and
respond promptly to e-mails concerning the Programme. The e-mail addresses and contact
numbers of staff teaching on this Programme are included in the Module Guide.
Contacting tutors
Often students will be able to contact module tutors on site during study days, but should not
expect a meeting without an appointment. Students should leave a message by e-mail or
voice mail for issues related to the module they are studying.
Contacting the administrator
Students who need information or advice about administrative matters should contact their
Student Administrator. Details are found in the section in Programme Who’s Who in this
handbook. The administration offices are situated in Room R212, on the second floor of R
block. The office is open Monday – Thursday 8.30 – 5.00 and Friday 8.30 – 4.00.
Change of address
Students who change their address at any point in the Programme should immediately update
their details on the Student Record System.
Student feedback
Student feedback is an important part of the Programme’s quality assurance and enhancement
processes. We actively seek student feedback through a number of mechanisms. Students
complete Module Feedback Questionnaires (MFQs) at the mid-point of the module. These are
used by members of the Programme Team to inform module and Programme development.
The School of Education also regularly works with students as researchers to investigate and
develop aspects of our pedagogy and practice. The student body is formally represented by
student representatives.
Student representatives
Each Programme has a number of student representatives. Their role includes talking
informally to other students and providing regular feedback to the Programme Leader. They
are members of the Programme Committee, which is concerned with the management and
development of the Programme, and they have the opportunity to express the views of
students at committee meetings and participate in decision making. The Programme
Committee meets three times a year. The University of Hertfordshire Students’ Union provides
training courses for those students wishing to take on Committee responsibilities.
The School of Education has School Community Officers who work with the School together
with the Students’ Union to champion and promote the community of students. This includes
supporting student representatives and other School leads, promoting extracurricular activities,
course-related societies and promoting feedback opportunities. They gather the views of
students in their School, using these views to discuss appropriate actions with staff and feed
back any outcomes to students, the School and the Students’ Union. They act as lead change-
makers in their School, working with Student Reps, the Students’ Union and the University to
resolve any issues. They also promote student engagement in their School by organising a
calendar of events with the support of staff.
The Programme Committee
The Programme is managed on behalf of the School of Education by the Programme
Committee. It is chaired by the Programme Leader. Membership includes all members of staff
engaged in teaching on the Programme and the student representatives.
The Programme Committee meets termly to consider all matters pertaining to the Programme
and the experience of its’ students. Minutes are published on StudyNet and agreed actions
communicated. Modifications to the Programme are considered by the Programme
Committee.
13
Programme Handbook 2019/20Other opportunities for students to be involved in improving the quality of the Programme are
offered through informal focus groups, representation on the School Academic Committee and
involvement in Academic Quality processes e.g. the periodic review process.
Attendance and time commitment
Attendance
It is important that students attend each learning and teaching session and stay until the end
of the timetabled activities. Punctuality is important as late arrival or early departure can be
disruptive. Campus-based students must swipe their ID card in each timetabled session
using the attendance monitoring machines. These machines can be found in teaching rooms.
Attendance is monitored and students will receive an email reminder if they do not swipe in.
Details of attendance regulations can be found in the university regulations in UPR SA6.
The Module Board of Examiners, at its discretion, may recommend that the Programme Board
of Examiners fail students whose attendance has not met the minimum requirement for the
module.
Time commitment
Students should devote 150 hours of study in total to each 15 credit module. This time will
include attending timetabled sessions, private study, background reading, completing
assignments, time spent discussing issues with other students and engaging with StudyNet.
Absence
Module Leaders should be notified in advance if possible or on return of absences of less than
one week. This notification should be made in person and in writing. This ensures that a
record is kept of the reason for absence and may result in amendments being made to the
register. This ‘explained absence’ is not a substitute for attendance. A medical certificate or
other official documentation should be provided if appropriate to support a notification.
Module Leaders and the Programme Leader should be informed of prolonged absences of
more than one week. Students should provide a medical certificate or other official
documentation to support the absence on return to the university.
Withdrawal from a module/the Programme
Students considering withdrawing from a module or the Programme should discuss this with
the Programme Leader before completing and returning a withdrawal form to the Student
Administrator in order to confirm their decision in writing. Students who leave but do not
formally withdraw from a module or the Programme will be deemed to have failed and may be
liable for some or all fees, depending on the date of withdrawal. Please see
https://ask.herts.ac.uk for tuition fee liability dates and withdrawal procedures.
Suspending Study (Going dormant)
Students who are unable to continue with their studies due to personal reasons may be able to
suspend temporarily from the programme and re-join at an agreed later date. Students should
contact the Programme Leader to see whether they meet the criteria for suspension of study.
They will be required to complete a form and provide evidence to support their request (signed
by the Programme Leader) to agree this. Students are not normally permitted to suspend
study for more than one academic year. If students wish to do so, they may be required to
withdraw and reapply. Students on teaching programmes are not permitted to suspend study
whilst on teaching placement.
Assessment
All assessment is by coursework; there are no formal examinations in the School of Education.
Each module has one or more assessment tasks which are detailed in the Module Guide.
14
Programme Handbook 2019/20Students are normally required to pass all modules before proceeding on the Programme or
graduating. For details of assessment regulations follow this link to the Assessment
Regulations. The School of Education aims to develop your writing and study skills throughout
the programme. To support your writing development the School has produced an academic
writing spiral to identify development at the different levels of study. Academic Writing Spiral
Submission of assessed coursework
Length
A word count will be specified for each assessment task in Module Guides. The actual word
count of each task should be recorded on the cover sheet which must be submitted with
written assessment tasks. It is standard practice to include quotations in the word count to
encourage succinct use of quoted material, although words in figures do not count. The
reference list does not count in the word length but the author’s name, date and page number
in the text does count in the overall word length. Material in appendices does not count in the
word count.
There is a 10% + / - tolerance on any written assessment. If a written assessment task is longer
than this the marker will read the whole script but will amend the grade to reflect the increased
word count. This means that the grade may be lower than it might otherwise have been.
Students may be asked for an electronic copy of the assessment task to enable a word count to
be made.
Presentation
Students are expected to present work in a readable format, usually word-processed.
Guidance on how text should be formatted/presented is given in the StudyNet study skills
section.
Referencing
The School of Education referencing guidelines must be followed. These are detailed in the
StudyNet Information Toolkit for Education. Select ‘find out about referencing’ from the quick
links and then select School of Education Harvard Guide from the list. It should be noted that:
the list of references at the end of an assessment task should only include items that
have been directly referred to in the text;
the source should be attributed in a reference when another person’s work has been
paraphrased or used in a direct quotation.
Using Text Matching Software
A text matching tool identifies and highlights text in students’ written assessment tasks that has
been found in other sources. In the School of Education, the use of text matching software is
used as a teaching and learning tool to support student understanding of effective writing and
good academic practice.
All modules in the School provide students with the opportunity to use text matching software
formatively, that is, to support them in understanding how to write and reference in ways in
which do not unwittingly suggest plagiarism. Formative submission will be limited to one
attempt per written assessment task in line with the University policy which seeks to support the
development of academic writing skills and to promote the concept of student self-regulation.
All undergraduate and postgraduate students will have at least one piece of summative work
run through text matching software every academic year. Where a programme has a final
dissertation or project, this piece of work will normally be the summative piece of work in that
academic year which is run through text matching software.
Details of the modules on which students’ work will be run through text matching software on
this programme are given on the Programme Site on StudyNet.
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Programme Handbook 2019/20Cheating, Plagiarism and Collusion
We seek to support all students in adopting good academic practices on their Programme. A
lack of understanding of good academic practice can lead to issues such as plagiarism and
collusion.
Plagiarism is the explicit or passive copying from another's work. It is a serious offence and
may lead to an irretrievable failure of the assessment. It can be avoided by ensuring that
sections of another's work that are paraphrased or quoted are properly understood and
referenced. Plagiarism does not solely involve copying word for word. It can also be copying
and changing a word or two here and there, or re-ordering the source material and omitting or
adding sections.
Collusion involves students using each other’s work when they should be working
independently. Students can see the regulations regarding good academic practice at
Appendix III AS14.
Ethics guidance
Many programmes offered by the School of Education include the opportunity to engage in
individual research. Students undertaking research will be guided by their Module Leader in
respect of the appropriate ethical considerations and practices which need to take place prior to
any research being undertaken. Details of Ethics regulations can be found in the university
regulations regarding the ethical undertaking of research can be found at UPR RE01.
Submission of assessed coursework
Students must include a cover sheet for each piece of written assessed coursework and submit
this with the work. The cover sheet can be found on a module’s StudyNet site. All written
assessed work is marked anonymously. Students should therefore include a student ID
number on the cover sheet and not a name. Other forms of assessed work, such as
presentations, will not be marked anonymously and different arrangements will be made.
It is essential that students keep an electronic copy of all written assessed work handed in for
marking. Students may be asked to submit this to the Module Leader for moderation
purposes, for use by the external examiner, or to process it through text matching software.
Students should save written assessed work as a Word document with a student number and
module code and send the assignment immediately when requested. It is strongly advised
that items of value, such as single copies of DVDs, video tapes etc. are not included in the
submission.
Written assessed work should be submitted either electronically via Studynet or using the
electronic hand in point outside room R212 or online through StudyNet. Students will need a
student ID card to submit work in this way. Tutors will specify how to submit each assessment
task.
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Programme Handbook 2019/20Penalties for late submission
The hand-in date for each assessment task is given in the Module Guide. Coursework which
is submitted late will be liable to a penalty, unless there are accepted Serious Adverse
Circumstances:
Unless there are accepted Serious Adverse Circumstances or an extension has been given:
For each day or part thereof (or for hard copy submission only, working day or part
thereof) for up to five working days after the published deadline, coursework relating to
modules at Level 7 submitted late (including deferred coursework, but with the exception
of referred coursework), will have the numeric grade reduced by 10 grade points until or
unless the numeric grade reaches or is 50. Where the numeric grade awarded for the
assessment is less than 50, no lateness penalty will be applied;
Referred coursework submitted after the published deadline will be awarded a grade of
zero (0).
Coursework (including deferred coursework) submitted later than five days (five working
days in the case of hard copy submission) after the published deadline will be awarded
a grade of zero (0).
(Note for guidance:
For assessments requiring hard copy submission, working day refers to a weekday
when the University is open for business, including vacation times)
Students are responsible for familiarising themselves with any submission deadlines and any
other requirements associated with assessed coursework. Students are advised to contact
the Module Leader if they are unclear about anything concerning the coursework assessment
requirements.
Coursework can be submitted prior to the hand-in date. Students submitting via the electronic hand
in point outside room R212 should submit early if they are not able to attend on the specific hand-in
date. It is highly recommended that students submit coursework before 12 noon, unless otherwise
stated, on the submission date to ensure that the assignment is ready to be processed at 9am the
following morning. Following submission it is the students’ responsibility to check that they have
submitted the correct version of their assignment as incorrect or non-submission is not grounds for
appeal.
Serious Adverse Circumstances in relation to the late submission of coursework
'Serious Adverse Circumstances' are significant circumstances beyond a student’s control
that would have affected the student’s ability to perform to their full potential if they were to
submit or attend assessments at the appointed time. Students should read the University’s
guidance on Serious Adverse Circumstances before sitting/submitting an assessment.
Full guidance can be found at Ask Herts.
Serious Adverse circumstances would include serious medical problems, death of a close
family member, serious ill health or injury to a partner or child. Pre-existing, long-term
medical conditions should be made known to the Module Leader at the earliest opportunity
and medical certification should be provided to cover the coursework deadline.
Serious Adverse Circumstances will not be granted for minor illness (such as colds, sore
throat etc. and the student should not approach his/her doctor for certification), everyday
stress and strain (such as building work in the home), financial pressures, work pressures,
emotional pressure caused by study, matters of personal preference that clash with the
University timetable, last minute computer failure and other similar circumstances.
A student wishing to bring circumstances that may affect their performance to the attention of
the University must obtain and complete the Serious Adverse Circumstances form. Relevant
supporting evidence must be attached to the form. This evidence must be appropriate and
independent. Any medical certification must be dated and cover the relevant dates. All
supporting evidence must be written in English. The form and supporting evidence should be
17
Programme Handbook 2019/20submitted to the Programme Leader. The submission of a Serious Adverse Circumstances
form in relation to the late submission of coursework can occur at any time during a
Semester. Please see the Programme site on StudyNet for the Serious Adverse
Circumstances form and further information.
Students who are uncertain whether to make a submission for Serious Adverse
Circumstances are advised to seek the guidance of the Programme Leader. If a student
submits an assessment task they are declaring themselves ‘fit to sit’. This means that they
cannot, at a later date, claim that performance was seriously affected by adverse
circumstances. If, despite such circumstances, a student decides to sit/submit an assessment
task, the University will not normally accept a claim of Serious Adverse Circumstances in
respect of that assessment.
Application for a short term extension on an assessment task
Students who require short term extension of up to 10 working days from the published
submission date of an assessment task will need to complete an Application for a short term
extension on an assessment and submit it with evidence to the Programme Leader for a
decision. This application form is available in your module guide and on the Programme Site
on StudyNet.
The marking and moderation of assessment tasks
Grading Criteria
The Grading Criteria for the assessment of work on this programme is included at the end of
this handbook. Assessment-specific Mark Schemes will be provided where necessary and will
be included in the Module Guide.
Marking and moderation procedure
Pre-marking moderation
Module Leaders will select an assessment task from the cohort’s submission for each module.
Each member of the marking team will mark this independently and the resultant grade will
then be discussed by the marking team and an agreed mark decided upon.
Marking and internal moderation
A team of markers will mark the cohort’s work. An internal moderator is appointed to each
module. The internal moderator will sample coursework from across the range of grades to
ensure consistency. A list of agreed grades will then be prepared.
Return of marked coursework
Marking of assessed coursework will be completed within four calendar weeks of the hand in
date. Written assessed work will be returned with a grade and comments on a feedback sheet.
Arrangements for collection of marked coursework will be notified on StudyNet.
All grades should be considered provisional until agreed by the Board of Examiners. A
student who feels a grade is not accurate should take the assignment away, consider
carefully the tutor’s comments in relation to the marking criteria for the assessment and make
a brief written summary of their concerns (max one side of A4). A tutorial with the Module
Leader should be arranged to discuss the written summary. If the student meets the criteria
for grounds to appeal and wishes to continue to with the appeal process, they should follow
the procedure as set out in the university regulations. Full guidance can be found at
http://sitem.herts.ac.uk/secreg/upr/AS14.htm
Upon receipt of an appeal the Dean will consult colleagues, including the Chair of the Board of
Examiners and, if appropriate, the External Examiners, to determine whether there are
sufficient grounds to justify a review. At the completion of his/her consultations the Dean will
decide either to dismiss the appeal or refer it back to the Board of Examiners.
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Programme Handbook 2019/20Retrieval of failed coursework
Students will normally have to resubmit all failed (referred) coursework and obtain a pass
standard before progressing to the next year of the Programme or progressing to an award.
Normally only one attempt at a referral is allowed. Referrals are only allowed if an overall
module numeric grade of 20 or more is achieved. Referred coursework will be capped at a
mark of 50, if it achieves a pass grade.
External Examiners and Boards of Examiners
The role of the External Examiner
The role of the External Examiner is an essential part of the University’s quality assurance
processes. External Examiners work with Programme Leaders to ensure that the standards
on the Programme are appropriate and that assessment procedures are robust and fair. A link
to the University’s reports containing the names and institution of all the University’s External
Examiners can be found by searching External Examiners in Student Support in Studynet.
Please note that the UK Quality Assurance Agency for Higher Education (QAA) explains that
contacting of external examiners regarding any aspect of a programme of study is prohibited.
External Examiners submit annual written reports to the University, based on what they have
observed of the institution's assessment processes and the sample of student work that they
have seen.
The University of Hertfordshire recognises the importance of the role of students in the
management of academic standards and quality. External Examiners' reports are therefore
made available to student representatives, as part of the annual monitoring process. All
students may request a copy of the External Examiners’ reports relating to their programme by
emailing aqo@herts.ac.uk, stating their ID number, the programme title and their current
year/level.
Boards of Examiners
There are two Boards of Examiners, the Programme Board, which considers overall awards
and progression, and the Module Board, which considers assessed tasks in each of the taught
modules. The work of all Boards of Examiners is strictly confidential. All decisions are taken
collectively by the examiners present at the Board, based on the evidence they have available.
Programme sites on StudyNet gives the dates of Boards of Examiners.
The Module Board of Examiners
The Module Board of Examiners comprises all Module Leaders for the relevant modules, the
Programme Leader and the External Examiner for that subject area where appointed. The
Module Board receives and considers grades for each module and considers the overall
average student performance on the module. Confirmed grades are issued by the Module
Board and released on to StudyNet for students to see.
The Programme Board of Examiners
Membership consists of the Chair, Programme Leader, and the Programme External Examiner.
The Programme Board considers matters relating to assessment and makes recommendations
for progression and interim and final awards. In making recommendations, the Programme
Board of Examiners has available to it the confirmed grades and recommendations of the
Module Boards of Examiners, composite assessment profiles for each student, details of
serious adverse circumstances and notifications of other relevant matters such as plagiarism or
collusion. Following the Board, final year students will receive a transcript by post.
19
Programme Handbook 2019/20Equal opportunities
The University of Hertfordshire has a Policy to Prevent and Deal with Harassment and Bullying
(EQ01). Further information about the Equality Office can be found here
http://www.herts.ac.uk/about-us/equality-and-diversity
In accordance with the policies described in these documents the School of Education aims to
develop its practices in order to:
ensure that all policies and procedures conform to the University's commitment to
equal opportunities;
create an ethos of fairness, courtesy and respect that embraces all staff, visitors,
students and the communities which the University serves;
create an environment which is safe, accessible, caring and welcoming;
ensure fair treatment for all students in teaching, access to learning opportunities and
assessment;
develop opportunities in, and approaches to, education and employment that take
into account patterns of under-representation with a view to encouraging, where
possible, greater diversity within the University community.
Students with disabilities
The University aims to provide an environment in which you feel comfortable disclosing your
disability. You can disclose at any time, although you will be specifically invited to during
admissions and enrolment.
There are advantages to disclosing your disability, for example:
We can help you to get appropriate support and adjustments for your studies, e.g. in
lectures and examinations.
We can give you information on potential sources of funding to pay for your disability-
related requirements as a student, e.g. the Disabled Students' Allowance and the UH
Disability Fund.
We can provide you with specialist information that might be of interest to you e.g.
disability services that you could use.
All students who disclose a disability are encouraged to make contact with their Disability
Adviser. They will agree with you any disability-related support or adjustments you can receive
for your studies and record information in a Study Needs Agreement. Further information can
be found at https://ask.herts.ac.uk/student-wellbeing.
It is the School of Education’s policy to help all students meet the requirements of the
Programme. Students are advised to inform Module Leaders of the nature of their disability so
that appropriate adjustments can be discussed.
Health and safety
The University Health and Safety policy is available UPR HS01. All new students must read
the emergency action notices which contain general information about health and safety.
There will be emergency evacuation practices so all students must know where their fire
assembly points are located. The emergency internal telephone number is 2222.
Students should report any security incident to the Security Office on the de Havilland Campus.
This office provides 24-hour cover all year round: the Security internal telephone number is
1010.
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Programme Handbook 2019/20You can also read
