Programme handbook 2013 14 by Jacqui Basquill

BA (Honours) Early Years Education

Programme Handbook

2013 - 14

Contents

PAGE

Welcome to the Programme

This Handbook

Delivery of the Programme

Key Personnel and Contacts

Module Schedule

Work-based Learning

Aims of the Programme

Programme Requirements

Student Support

Personal Tutor Role

Mentor Role

Working Together

Submission of Coursework

Assessment

Progression from the Programme

Consultation and Evaluation

External Examiners

Learning Services

Appendices: 1. 2. 3. 4. 5. 6. 7. 8.

Coursework Extension Approval Form Regulations and Procedures in Respect of Academic Malpractice Code of Conduct APRM procedure Student Tracking Absence from Edge Hill Pregnancy Teacherâ&#x20AC;&#x2122;s Standards (Early Years)

Welcome to the Programme The Early Years Team welcomes you to the BA (Hons) Early Years Education Programme and wishes you well with your studies. The programme is an exciting and innovative grounding in early years education designed to provide you with a high quality education and training experience and prepare you for work in the challenging and rewarding UK early years sector. You will work closely with the Teaching Standards (Early Years) and in Year 2 will have the opportunity to apply for the Early Years Teacher Status â&#x20AC;&#x201C; Undergraduate Entry Pathway which you will work towards in Year 3. The experienced early years teaching and placement team will endeavour to provide a learning experience that will challenge you, whilst providing a rich combination of work-based and classroom-based opportunities to learn and develop to your full potential in this field. The course requires a great deal of commitment from you the student, and in turn will provide both personal enrichment and assist your future professional and vocational development. We aim to make your studies lively and interesting by providing high quality teaching, guidance and support. In return, we expect that you will actively engage with your own learning and participate with other programme members in paired and group activities. We recognise your commitment and value your feedback on how the programme is designed and delivered and your comments will make a valuable contribution towards shaping and refining the course still further. Enjoy your studies and your time at Edge Hill! Jacqui Basquill Course Leader BA (Honours) Early Years Education

This Handbook This Programme Handbook should be read in conjunction with other programme documentation such as the module handbooks and materials published on-line (via Blackboard). The handbook is designed to provide you with a range of essential information relating to the background, content and overall structure of the programme. It should also answer some of the initial questions you may have about academic study. Module handbooks provide greater detail of each module. This handbook will show you what is expected throughout the course and support you in managing your time effectively. Please note however that some content may change and evolve as the course progresses. Your tutor will inform you where this is the case and updates will be made available via Blackboard.

Delivery of the programme The delivery of this programme will consist of face-to-face taught sessions supplemented by on-line activities, student-based activity, personal reflection and provision-based training (placements). Following an initial induction programme you will attend university for one full day per week which this year will be Monday 9am â&#x20AC;&#x201C; 5pm. All of the modules will combine face-to-face delivery with some online learning or individual tutorials. You will be fully trained in the use of the Blackboard Virtual Learning Environment during your induction session with Learning Services followed by a workshop later in the term. If you decide to access the information at home you will need access to the Internet. Sessions run over 10-week blocks normally with an Enhancement Week included at the mid-module point. Work-experience placements are a compulsory part of the programme and will be undertaken on 2 days of the week as agreed with the Placement Coordinator. Working hours will be agreed with each placement provider, but will typically be between 9am and 5pm each day. Each placement day must last for a minimum of 7 hours. (See separate Placement Handbook for more detail.

Independent Study and Directed Learning: There is an expectation commensurate with the academic level of this degree programme that students will undertake a significant amount of study outside the classroom. Tutors will remind you of this during module inductions. Taught sessions will be supplemented by required reading, online activities, assignment work and the completion of a Personal Development Portfolio alongside a number of placement related tasks. Students will also be required to work together in study groups on occasions to complete seminar activities which may include short presentations. Key Personnel and useful contacts: Course Leader

Jacqui Basquill Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337

Associate Tutor

Jill Anderton Jill.Anderton@edgehill.ac.uk

Placement Co-ordinator Karen Bloyce Tel: 01695 657625 Email: karen.bloyce@edgehill.ac.uk Programme Leader:

Linda France Linda.France@edgehill.ac.uk Tel: 01695 584206

Administration

Trish Byrne Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP Tel: 01695 58428 Trish.Byrne@edgehill.ac.uk

Academic Registry

Tel :

01695 584729

Finance Support Officer Judith Webster Email: websterj@edgehill.ac.uk Tel: 01695 584452 Edge Ahead Inclusion Team Specific Learning Difficulties

inclusionteam@edgehill.ac.uk eac@edgehill.ac.uk

Year 1 Module Schedule for September 2013 entry students Level 4 Modules studied in year 1: EYT1000

Personal and Professional Development

EYT1001

Prime Areas of Learning

EYT1002

Child Development

EYL1003

Early Years Pedagogy

EYL1004

Inclusive Early Years Setting

Week beginning

Modules studied

EYT1000 activities and tasks

Other activities and deadlines for EYT1000

23.9.13 30.9.13

Enrolment and induction to the programme Introduction to EYT 1000, EYT 1001 and EYT 1002: Understanding module requirements, Code of Conduct, attendance, roles of personal tutor and mentor, PDP files, setting visit 1, setting-based tasks. Completing TNA. PHASE 1: placement weeks 1 - 10 7.10.13 EYT1000 Student to introduce self to Placement induction EYT1001 leaders/managers and other commenced EYT1002 practitioners. Health and safety Student to negotiate and checklist shared with establish working times for Mentor placement, dress code, key policies including mobile Completion of TNA phone. and action plan. To be shared with tutor and mentor 14.10.13 EYT1000 Liaison with colleagues and Health and safety EYT1001 begin to explore range and checklist signed EYT1002 diversity of roles in setting. Student to read and Consider settingâ&#x20AC;&#x2122;s role in the comment on setting community, demography and Safeguarding Policy catchment area. Local family needs, childrenâ&#x20AC;&#x2122;s needs, cultural and ethnic mix. 21.10.13 Enhancement Student to independently Independent study Week arrange a visit to another EY setting and write a reflective account of the experience. Student to write a reflective piece on induction experience to date

28.10.13

4.11.13

11.11.13

EYT1000 EYT1001 EYT1002

EYT1000 EYT1001 EYT1002 EYT1000 EYT1001 EYT1002

Student to become more involved in daily life and routines of setting Shadow a colleague who works well supporting children and reflect on their skills and practice ( EYT 1000 A draft submission due) Start to complete the first four Reflection Tasks specified in the Placement Handbook Appendices Continue with first four reflection tasks. Write first 2 of 6 reflective pieces describing and evaluating setting based activities the student has undertaken

18.11.13

25.11.13

2.12.13

PHASE 2: 9.12.13

EYT1000 EYT1001 EYT1002

placement EYT1000 EYT1001 EYT1002

Student to observe colleagues, reflecting on staff roles and responsibilities and team structure Tutor visits

Read and comment on another setting policy Tutor visits Review progress towards achieving TNA action plan

Tutor visits

Student to seek Mentor’s assistance to identify a child suitable for writing the Child Profile Further guidance is available in the Student’s Initial Placement Handbook

Commence research on child identified for first Child Profile

Student to start organising Placement/PDP File – a portfolio of all evidence accumulated to show completion of placement and professional development activities Completion of Reflection Tasks 1 – 4 as specified in the Placement Handbook Appendices

Observation by Mentor of student’s work with child/children (first of 2 observations in year 1)

Add record of Mentor’s observation to Placement/PDP File (EYT1002 portfolio due 2.12.13) weeks 11 - 20 If not already done so, discuss opportunities for liaison with parents/carers where possible and appropriate.

Tutor visits

Tutor visits Review progress and discuss targets for Phase 2 of Initial Placement with Mentor Tutor visits

Read and reflect on setting ‘Partnership with Parents policy/practices. Tutor visits

16.12.13

EYT1000 EYT1001 EYT1002

Student to observe children and their development in accordance with setting systems and routines and provide information for other practitioners/key workers

23.12.13 30.12.13 6.1.14

Christmas vacation Christmas vacation EYT1000 Student to interview and find EYT1001 out about the roles and EYT1003 responsibilities of setting managers and leaders (eg room leaders, key workers)

13.1.14

EYT1000 EYT1001 EYT1003

Participate in preparation for festivities and reflect of inclusive nature of practices in the setting Tutor visits

Student to show evidence of planning and developing a learning activity with/for a group of children. The student should show how the activity links with the new EYFS.

20.1.14

EYT1000 EYT1001 EYT1003

Student to participate in planning learning opportunities and organising the learning environment indoors and outdoors. Student should write a reflective piece of this experience.

27.1.14

EYT1000 EYT1001 EYT1003

3.2.14

EYT1000 EYT1001 EYT1003

Student to complete Reflective Activities 5 and 6 as specified in the Placement Handbook Appendices General support

10.2.14

EYT1000 EYT1001 EYT1003

General support

17.2.14

Enhancement week

Student should explore features of high quality

Ask manager/leader(s) about their role and how they ensure quality of care and education Tutor visits Seek Mentorâ&#x20AC;&#x2122;s support and advice from colleagues to ensure ideas fit in with planning and/or setting policies and themes Tutor visits Seek advice from Mentor on use of photographic evidence for portfolio and ensure any such evidence complies with setting policies. Tutor visits Tutor visits

Tutor visits

Student and Mentor to review progress to date towards achieving knowledge and competencies identified through TNA. Parties should then agree Action Plan for Phase Three of the Initial Placement Independent study

settings – what makes them high quality, how is quality evaluated and who makes the necessary checks on quality – internally and from outside the setting? 24.2.14 EYT1000 Write the second 2 of 6 EYT1001 reflective pieces describing EYT1003 and evaluating setting based activities the student has undertaken (EYT 1003 portfolio due 24/2/14) PHASE 3: placement weeks 21 - 30 3.3.14 EYT1000 Identify an activity that the EYT1001 student can lead EYT1004 on/complete that results in some ‘change’ within the setting that enhances service delivery 10.3.14 EYT1000 General support to discuss, EYT1001 plan and organise the EYT1004 ‘change’ activity.

17.3.14

EYT1000 EYT1001 EYT1004

Work on change activity

24.3.14

EYT1000 EYT1001 EYT1004

31.3.14

EYT1000 EYT1001 EYT1004

Student to complete Reflective Accounts 7 and 8 as specified in the Placement Handbook Appendices Work on change activity

7.4.14

EYT1000 EYT1001 EYT1004

14.4.14

Easter vacation Easter vacation EYT1000 EYT1001 EYT1004

21.4.13 28.4.13

5.5.13

EYT1000 EYT1001 EYT1004

Tutor visits

Observation by Mentor of student’s work with child/children (second of 2 observations in year 1)

Write descriptive piece on change activity, evaluate and reflect

Write the last 2 of 6 reflective pieces describing and evaluating setting based activities the student has undertaken

Tutor visits

(EYT 1001 portfolio due 28.4.13)

Tutor visits

Work on any outstanding assignments or other activities

Tutor visits

12.5.13

EYT1000 EYT1001 EYT1004

Organise portfolio/PDP file and get ready for submission

Tutor visits

19.5.13

EYT1000 EYT1001 EYT1004

Tutor visits

26.5.13

EYL1000 EYL1100 EYL1003 EYL1111

Student to complete self review based on TNA and action plan for the year. Undertake future action planning for next placement (EYT 1004 portfolio due 19/5/13) Finalise organisation of portfolio/PDP file and get ready for submission (EYT1000 portfolio due 26th May)

2.6.13

Enhancement week Review and consolidation

9.6.13

Tutor visits

Independent study All work-based tasks to have been completed and portfolios submitted for final assessment

Work-based Learning Work-based learning runs across each year of the programme. It link with all academic elements of the programme and links particularly strongly with the Personal and Professional Development modules EYT1000. Vocational development will be mapped out across the programme through a series of work-based tasks and reflective activities as well as against the Teacher’s Standards (Early Years). (Students who wish to gain Early Years Teacher Status will have the opportunity to apply for the programme, through a separate interview and selection process, during the second year of the EYE Course). Work-based learning helps to link together all of the learning that takes place during each level of the programme. Practice and teaching skills are developed still further through research-based modules in years 2 and 3. Work-based learning engages learners in reflective practice and develops the ability to be analytical and evaluative. This will support students’ development as researchers and critical thinkers and will assist with future dissertations and project work. Work-based learning provides the core of the Professional Development Portfolio. Work-based learning is not a subject for study – it is a mechanism for learning. Within this context, it is centred on: 

Training Needs Analyses (TNAs) to help determine training needs and targets.



Reflection on work practices. It is about acquiring knowledge and a set of technical skills and it is about reviewing, learning from experience and setting targets for further development.



Work-based learning views learning as arising from action and problem solving within a working environment, and this is centred on live projects and challenges to individuals and organisations. Work-based learning also sees the creation of knowledge as a shared and collective activity, one in which people discuss ideas and share problems and solutions.



It involves the acquisition of new knowledge, skills and understanding

Modules on the Degree have practical as well as theoretical elements. Ethical awareness is an integral part of work-based learning. When studying in work contexts, Edge Hill University and its students must take into account the ethics and practices of both Edge Hill University and those at the site of their work-based study. Values are at issue here in how the field of study identifies which practices are worthwhile.

Over the duration of the year students must complete the required minimum number of days. This should amount to a minimum of 60 days in year one, 58 in year two and 55 in year three. The pattern, requirements and expectations of the work-based practice have been designed to ensure students can demonstrate knowledge and understanding of the practical application of the theory underpinning the full range of Standards for Early Years Professional Status across the Early Years Foundation Stage. This pattern is designed to promote high quality, effective relationships with children, families and staff and enable students to demonstrate their ability to contribute to effective practice. It promotes continuity and enables students to participate in the setting in a holistic manner. Over the three years the placements are designed to empower the students and develop their confidence and credibility in relation to professional practice and teaching. ď&#x201A;ˇ

The Initial, Developmental Placement in year 1 will provide the opportunity to observe and engage in practice; during this time students will participate with colleagues in identifying aspects of change and its implementation in practice to scaffold their professional development. The Initial Placement may be a paired placement allowing students to support each other whilst also identifying their own targets and development. Students will observe practice which will inform the content, form and intended learning outcomes of a range of directed tasks from EYT1000 Personal and Professional Development which they undertake whilst in their setting.

The Initial Placement will normally be undertaken across the 0-2 age range, in order to give the students the opportunity to reflect on and understand the specific requirements of babies and toddlers at all ages and stages of development within the Early Years Foundation Stage and thereby develop high quality provision for them based on the principles and commitments of the EYFS.

Aims of the Programme The aims of the BA (Hons) Early Years Education are to enable students:   

to develop a theoretical framework, which will underpin their professional practice to show systematic knowledge and understanding of current legislation, frameworks and initiatives, in order to meet the needs of children, families and communities to reflect on and evaluate existing practice in relation to the Teacher’s Standards (Early Years) in order to initiate and lead quality improvement

. It is a programme of professionalism, creativity and a commitment to effective, dynamic practice and teaching in working with young children which also aims to develop:  knowledge and understanding of early childhood development  problem solving, thinking skills and appropriate research methodology.  an understanding of the importance of the key factors that impact upon children’s learning and development  progression and transition from the Early Years Foundation Stage to Key Stage 1 and Key Stage 2  experience of working in early years settings supporting children’s learning and development through leading practice

The BA (Hons) Early Years Education is a full time programme where students will develop as independent learners capable of critically evaluating their learning and setting appropriate targets for their own future development. The programme will develop knowledge, skills and understanding to support a possible future career within the children’s workforce in early years settings. This degree will prepare students’ knowledge and understanding well beyond that required of the Common Core of Skills and Knowledge for the Children’s Workforce and the Teacher’s Standards (Early Years). The programme will seek to be as attractive and as accessible as possible to applicants with a wide variety of qualifications and interests. In order to meet the varying learning needs of students embarking upon the programme, the modules will be pivotal in developing academic and key transferable skills. A planned, progressive programme of study skills support, which complements the support available from the University, will be embedded within this programme. In addition, students will receive structured support from personal tutors who will be able to guide and support students in relation to their individual needs. The programme is designed to encourage students to become ‘lifelong learners’. Students will be encouraged and supported in developing personal study targets from the point of application onwards, and will be encouraged to

progress to independent research at the end of their programme. Progress will be mapped through regular reviews of their Personal Development Portfolio. Opportunities will also exist for students to pursue aspects of personal study through the work-based learning and research modules. Assessment methods will also allow students a degree of choice of the topics researched, through negotiated selection of areas of focus for assessment research.

Programme requirements There are a number of requirements that are consistent across the programme. Students must: 

Have a 100% attendance and a good participation record. Attendance is compulsory across all modules including work placements. Students will have responsibilities to fellow students and will be expected to contribute actively to sessions. Occasional absence related to illness or personal difficulties will not be penalised but non-explained absence will be investigated. Students should explain absences to academic staff in advance where possible, and demonstrate their understanding of the contents of the session missed in an appropriate, negotiated manner. Students must also ensure that they are available to undertake any necessary reassessment at the end of each academic year.



Each tutor will keep a register for each session and will report more than one unexplained absence to the relevant Module Leader who will then inform the Course Leader. This allows for the tracking and monitoring of student progress and for action to be taken where patterns of nonattendance begin to occur. The Year 1 tutors are responsible for ensuring that all relevant information is shared with the Course Leader. The team meet on a regular basis as a Course Management Team.



It is expected that you will prepare for forthcoming sessions by reading recommended extracts of text, completing directed and independent study and tasks and identifying related materials and experiences that will be relevant. Suggestions for readings and activities to extend or consolidate knowledge and understanding are given under directed and independent study in the booklet and the recommended websites should be consulted according to interest and need. However these are by no means exhaustive and you should use the bibliography and the wider resources of the library to assist you. You are advised to keep a file containing materials issued by tutors and notes from sessions, independent study and your responses to them. However, this is not part of the assessment process but will be beneficial when completing assignments.



Students are required to pass every module in order to progress through to the next year or level of the programme.

Student Support We acknowledge that student support and reassurance are vital and students are encouraged to seek guidance and support from personal tutors, module tutors, module leaders, pathway leaders, mentors, programme leader and Student Support Services. Informal contact between staff and students is welcomed and those involved in the implementation and delivery of the programme will happily deal with any queries. Students have regular contact with tutors who teach and support them. Each module that students study will have a Module Leader, based at Edge Hill University who is responsible for the design and content of their particular module. Students will be expected to take responsibility for their own learning and development, with tutor and mentor guidance and support. A studentâ&#x20AC;&#x2122;s first point of contact should be their personal tutor, however for issues relating to specific modules, the module tutor should be the first point of contact. There is extra support available from Edge Ahead, based at Ormskirk, in the Learning Resource Centre, telephone number 01695 584372.

Personal Tutor Role Each student will be allocated a personal tutor who they will meet with throughout the year. The personal tutor will be in contact with the student in setting and also liaise with the mentor. The personal tutor should be the first point of contact in the event of any difficulties and is also there to help set realistic targets for professional and personal development. Working Together: Student, Tutor and Mentor Responsibilities Student Mentor Tutor Undertake a self review Discuss self-review and Ensure studentsâ&#x20AC;&#x2122; targets are (TNA) and establish targets advise. Agree realisable and realisable. Agree targets. for development appropriate targets and an action plan. Sign self-review Undertake agreed action plan through the year. Review at mid-point and end of year.

Review progress of student at mid-point and end of year.

Monitor progress of achievement of targets at mid-point and at end of year. Mark final reflection and target setting.

Undertake workâ&#x20AC;&#x201C;based tasks for assignments set by taught module leaders. Reflect upon these workbased tasks

Facilitate opportunities for students to undertake set tasks

Monitor assignment write-ups and liaise in the event of difficulty.

Take ownership of own professional development and commit to achieving development targets

Listen to students and encourage them to explain what it is they are trying to achieve. Support their development and assist when they are in difficulty, if necessary by altering targets.

Support and advise student in professional development.

Arrange tutor visits in conjunction with the mentor. Submit an activity plan to the tutor on arrival of observation visit. Attend follow up tutorial for feedback Maintain a Professional Development Portfolio Seek help when needed

Secure time to speak to tutor when visiting in order to share views on the progress of student.

Ensure visits are arranged and undertaken. Speak to mentor on both occasions if possible. Produce a written report of visit.

Prompt student to maintain a portfolio Respond to requests for help when needed by student. Liaise with tutor over difficulties.

Monitor portfolio through year. Liaise with mentor and student over difficulties and assist where needed.

The Mentor Role The Work-based Practice experiences are facilitated and monitored by workbased mentors and tutors in line with the Faculty of Education and institutional policies. The mentor plays a key role in supporting students on the programme. Mentors are specifically trained for this role and are introduced to generic skills associated with mentoring and the specific requirements of the different stages of the programme. Mentor training events are held according to schedule every year. The mentor training sessions involve the articulation of the programme aims and structure, the role and responsibility of the mentor and of Edge Hill University communication channels and generic mentor skills development, supported by specifically tailored documentation. Roles and responsibilities are clearly defined and are explored as part of the mentor training process and within distributed programme documentation, for example, Partnership Booklet and Programme Handbooks. Mentors are kept informed of any programme developments that occur throughout the academic year, via the Programme Administrator, as appropriate.

Mentors act as facilitators of students’ work-based practice learning. They may, for example, be required to facilitate the student’s support timetable to enable the student to access a particular curriculum area. It is expected that mentors and students work together closely and meet on a regular basis to discuss student progress, professional development and concerns. A minimum entitlement of six hours contact time between mentor and student is required for each level. Mentors are also involved in formative assessment of the student especially in relation to the Work-based Practice modules. The mentor provides invaluable direct feedback on the student’s performance and progression in the form of an annual report and is instrumental in assisting the student to set and review targets for professional development on a termly basis. There are work-based tasks that are undertaken in the settings. Here the training programme is normally facilitated and monitored by work-based mentors. Mentors are specifically trained for this role. The Team who developed this programme were very aware that not all Early Years Settings will be able to provide appropriate mentoring and therefore a system of differentiated levels of Early Years mentoring has been developed: Stage 1 setting can provide an appropriate mentor supported by a visiting tutor Stage 2 setting can not provide an appropriate mentor but the local Early Years and Childcare cluster organised by the LA or the local Children’s Centre can provide an appropriate mentor supported by a visiting tutor Stage 3 Edge Hill provides regular tutor visits to ensure student entitlement in the workplace setting and to fulfil the function of both a mentor and a visiting tutor. The grid on the next pages identifies student, mentor and tutor responsibilities in the different staged contexts:

Working Together: Student, Mentor and Tutor responsibilities in Mentoring Context for Ba (Hons) Early Years Education Student Undertake a self review and establish targets for development

Undertake agreed action plan through each year of programme and review at mid point and end of each year

Context 1 Mentor Discuss selfreview and provide appropriate support and advice. Agree realisable and appropriate targets and an action plan. Sign off self review

Review student progress at mid point and end of each year

Tutor Ensure students understand nature of self-review and set themselves realisable targets. Read, monitor and sign self review document.

Monitor progress of achievement of targets at mid point and at end of year. Mark and provide feedback on self review, final reflection and target setting

Context 2 Mentor Discuss self-review and provide appropriate support and advice. Agree realisable and appropriate targets with student and person responsible for student in their WBL context and an action plan. Sign off self review through discussion with person responsible for them in their WBL Review student progress at mid point and end of each year through discussion with person responsible for student in their WBL

Tutor Ensure students understand nature of self-review and set themselves realisable targets. Read, monitor and sign self review document.

Monitor progress of achievement of targets at mid point and at end of year. Mark and provide feedback on self-review, final reflection and target setting.

Context 3 Tutor Discuss self-review and provide appropriate support and advice. Agree realisable and appropriate targets with student and person responsible for them in their WBL context. Ensure students and person responsible for them in their WBL context understand nature of self-review and set realisable targets. Read, monitor and sign self review document and the action plan. Sign off self review

Review student progress at mid point and end of each year. Monitor progress of achievement of targets at mid point and at end of year. Mark and provide feedback on self review, final reflection and target setting in discussion with person responsible for student in their WBL

Undertake workbased tasks set by module leaders and complete necessary tasks associated with WBL modules

Facilitate opportunities for students to undertake set tasks

Take ownership of own professional development and demonstrate a commitment to achieving development targets

Listen to students and encourage them to explain what it is they are trying to achieve. Support their development and assist when they are in difficulty, if necessary by renegotiating and documenting agreed targets

Monitor task writeups and negotiate where there are any difficulties in completing these. Mark the reflections and work associated with the WBL modules, Support and advise students on their personal and professional development

Facilitate opportunities for students to undertake set tasks through discussion with person responsible for student in their WBL

Listen to students and encourage them to explain what it is they are trying to achieve. Support their development and assist when they are in difficulty, through discussion with person responsible for student in their WBL if necessary by renegotiating and documenting agreed targets

Monitor task writeups and negotiate where there are any difficulties in completing these. Mark the reflections and work associated with the WBL modules. Support and advise students on their personal and professional development

Facilitate opportunities for students to undertake set tasks through discussion with person responsible for them in their WBL. Monitor task write-ups and negotiate where there are any difficulties in completing these. Mark the reflections and work associated with the WBL modules.

Arrange tutor visits in conjunction with mentor. Prepare for visit and submit an activity plan to tutor on arrival for observation visit. Attend follow up tutorial after the visit for feedback

Secure time necessary to speak to student and tutor on visits to ensure sharing of views on student progress

Ensure visits are arranged, documented and undertaken. Speak to student and mentor. Produce written report of visit. Distribute report to all stakeholders

Secure time necessary to speak to student, person responsible for them in WBL context and tutor on or immediately after visits to ensure sharing of views on student progress

Maintain a Professional Development Portfolio

Prompt student to maintain a high quality portfolio

Regularly monitor and comment upon portfolio

Seek help when needed from the range of identified sources of support

Respond to requests for help when needed by student. Liaise with tutor over any difficulties

Liaise with mentor and student over difficulties and assist and intervene when necessary

Prompt student to maintain a high quality portfolio and intervene where necessary to support this through discussion with the person responsible for the student in the WBL context Respond to requests for help when needed by student. Liaise with tutor and person responsible for student in WBL context over any difficulties

Ensure visits are arranged, documented and undertaken. Speak to student and mentor. Produce written report of visit. Distribute report to all stakeholders including the person responsible for students in WBL context Regularly monitor and comment upon portfolio

Ensure visits are arranged, documented and undertaken. Speak to student and appropriate person in the WBL context. Produce written report of visit. Distribute report to all stakeholders

Liaise with mentor and student over difficulties and assist and intervene when necessary

Respond to requests for help when needed by student. Liaise with student and person responsible for student in WBL context over any difficulties.

Submission of Coursework Please refer to Module Handbooks on Blackboard as these will identify assessment requirements in detail. The following information outlines general procedures that must be followed when submitting assessed work within the Faculty of Education. Within the Early Years Education programme, all coursework must be submitted by the required date and time, which are clearly specified in module booklets and in the Assignment Schedule available on Blackboard. Applications for extensions may be possible in exceptional circumstances. Extensions can only be agreed prior to the due date, in consultation with the relevant teaching tutor. Students must complete a Coursework Extension Approval form (Appendix 1). Any work not submitted on time without an extension agreement will receive a â&#x20AC;&#x2DC;0â&#x20AC;&#x2122; (fail) mark. Students are eligible for reassessment at the discretion of the Assessment Board. Students must notify their teaching tutors of any mitigating exceptional circumstances regarding assignments. All coursework is submitted electronically via Blackboard (unless specified otherwise), following the instructions below: 1. Access Assessment Cover Sheet from the module folder for the relevant module on Blackboard (e.g. EYT1002 Assessment Cover Sheet will be found in EYT1002 module folder on Blackboard) 2. Copy and paste your completed assignment together with your bibliography onto page 4 of the cover sheet, where it says "copy and paste your assignment here" 3. Save the cover sheet with your assignment as a new file on your computer/laptop using for the file name module code + your name (e.g. EYT1002 John Smith) 4. Go to the module folder on Blackboard and click link " EYT1002 Submit your assignment here"; scroll down to see a button "Browse computer", find your new saved assignment, e.g. "EYT1002 John Smith" and click on it, then click OPEN. It will be uploaded onto Blackboard. Finally click SUBMIT button at the bottom of the page. Please do not forget to click SUBMIT button! Instructions on how to retrieve your grades together with your marked assignments can be found on Blackboard in Assessment section. Please contact your teaching tutor if you have any problems submitting your assignments online.

All coursework should:         

Be word processed Be double-line spaced Have a left-hand and a right-hand margin Have numbered pages Include a word count Use the agreed coversheet Use the Harvard referencing system (if applicable) Include your name, module number and tutor name as a header or footer Have bibliography attached

Marks will be awarded according to The Faculty of Education Performance Descriptors, as well as specific criteria developed for each piece of coursework. It is important that students develop a style of non-discriminatory writing and that a properly distanced and professional perspective is adopted and maintained. Students are expected to complete an accurate word count. Tutors will give written feedback on the assignment coversheet and these will be posted on Blackboard within four working weeks. Feedback will be clear, detailed and linked to the marking criteria. A highlighted copy of the relevant Performance Descriptors will be completed. Concerns and development points will be identified where appropriate. All work submitted for assessment must be a students’ own and must acknowledge other sources appropriately. There are occasions when students will be encouraged or required to work collaboratively; final written submissions will, however, have clear guidelines for the completion of individual work. Malpractice regulations do exist. The procedures concerning malpractice are applicable to the preparation and presentation of all assessed work. Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. Types of malpractice include cheating, plagiarism, self -plagiarism and collusion. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. The determination of whether an infringement of assessment regulations has occurred and the penalty is a matter for the appropriate Assessment/Award Board. (Appendix 3) Please note that work handed in late without an agreed extension or completed EMC form will be marked at zero.

Exceptional Mitigating Circumstances (EMC) An independent panel considers all applications for EMC, therefore it is vital to complete the form accurately and include relevant documentation as evidence, (e.g. medical note, death certificate etc). If you have any concerns,

please contact your personal tutor in the first instance. EMC Forms can be requested from your relevant administrator. Equal Opportunities Edge Hill University has an Equal Opportunities policy â&#x20AC;&#x201C; for further details please contact Student Services on 01695 584898.

Assessment The assessment tasks described in the module handbooks are consistent with the aims and principles of Edge Hill University Assessment Policy. Each assessment will provide students with an opportunity to demonstrate her/his ability in relation to the stated learning outcomes and the particular level of the module. Emphasis will be given to learning from the informal feedback given in tutorial situations and the formal feedback gained from other assignments within this programme. A variety of assessment types will be used during the course in both written and oral forms. The demands of assessment tasks are specified at the level ascribed to individual modules and reflect the level of the learning outcomes specified. Module handbooks will include details of assessment and expectations of performance at that level. This format illustrates the progression in demand of assessment from Level 4 to 5 and Level 5 to Level 6. In accordance with Edge Hill University Policy, assessment will be used for a variety of purposes. It will diagnose need and potential and evaluate progress in order to ensure that any problems are addressed. It will motivate students by requiring that they demonstrate the knowledge, understanding, skills and competencies that they have developed as practitioners in a diverse range of early yearsâ&#x20AC;&#x2122; settings. Assessment will measure achievement at appropriate levels and will provide feedback to students in order that they can improve. It will also provide staff with information about the effectiveness of their practice. Assessment also plays an important part in quality assurance by monitoring the extent to which students are achieving appropriate standards. The learning experience in all modules will be underpinned by an awareness of equality of opportunity, both in relation to studentsâ&#x20AC;&#x2122; own learning experience and to the experience of pupils. Assessment submissions will be expected to reflect a similar concern. All modules are credit rated and placed at the appropriate level of study within each year of the programme. Student will accumulate 380 credits for a Honours Degree and each credit point relates to 10 notional student learning hours. The volume of assessment is determined by the number of credits awarded to 23

each module and the level at which they are delivered. The development of key skills is a core component of the teaching strategies used by tutors and the assessment of these key skills takes place within the assessment of learning objectives evidenced in each module template. The assessment methods adopted are appropriate for the stated learning outcomes and the specific modules and are supported by a range of teaching and learning strategies. All modules will be moderated through the double marking procedures. These require a sample of assignments representative of the spread of grades 10% or 5 whichever is the greater – to be double marked. All assignments which are 70+ or fail will also be double marked. Any student/trainee who may need to have alternative form of assessment approved following decisions made at the Assessment Modification Board will meet with the Programme Leader, Year Leader, course Leader to discuss the Board’s recommendation. If an alternative form of assessment is required the Programme Leader will work with relevant colleagues to develop the alternative assessment, and seek feedback and support from the appropriate External Examiner.

Progression from the BA (Hons) Early Years Education programme The normal exit point for the programme will be at the end of the third year of study (Level 6) after the satisfactory completion of all specified coursework elements and the achievement of 360 credits (120 at Level 4, 120 at Level 5 and 120 at Level 6). Students who finish their studies at an earlier point than this may be eligible for a Cert HE Award for completion of 120 credits at level 4 with a Certificate of Higher Education Early Years Education. Students who finish their studies after achieving 120 credits at Level 4 and 120 credits at Level 5 may be eligible to receive the Diploma of Higher Education Early Years Education. Graduates from the BA (Hons) Early Years Education programme may be eligible to apply for a number of postgraduate programmes to further their knowledge and expertise including: The Early Years Teacher Status award; PGCE Early Years; PGCE Primary; PG Dip/MA in Youth and Community Work; Social Work – please note, additional criteria apply for entry onto PGCE courses. Places on progression routes are not guaranteed and are subject to an application procedure and successful interview.

Graduates are also able to apply for a wide variety of jobs across the childrenâ&#x20AC;&#x2122;s workforce â&#x20AC;&#x201C; additional support around employment and employability is provided in years 2 and 3. Please note: Courses running are subject to viable numbers. information was correct at the time of writing.

This

Consultation and Evaluation Students, tutors, mentors and external consultants evaluate all Edge Hill University and work-based experience in an on-going and summative way throughout the Programme. Evaluations are summarised, reported and acted upon in a reflective and appropriate way. Module and course evaluations are considered at an Evaluation Board and feed in to the development of a programme evaluation report and the production of an Annual Monitoring Review for the Foundation Degrees area. An example of a module evaluation form is provided in Appendix 3. Evaluative and consultative procedures are detailed within the programme and module handbooks. Student Consultation The Early Years teaching team is committed to providing a high quality experience for students. Evaluation and review procedures form part of the Institutional and Faculty of Education Annual Monitoring and Review process. Student consultation, evaluation and feedback are important parts of the annual review and features within module and programme evaluation. To support the provision of a high quality experience, the team will initiate, support and refine consistent procedures to enable students to have an active role in the evaluation and development of the programme. Student perceptions and experience will help the team to develop opportunities to refine aspects of provision in a flexible, realistic and effective way, particularly when discussed in a reciprocal manner with tutors. Consultative Groups are formed on an annual basis and students are encouraged, supported and trained to represent the views of peers and colleagues within the Faculty of Education. Students will be invited to make informed, professional and honest comment. This will form part of the Faculty of Education evaluation process, which results in an annual programme monitoring report. Studentsâ&#x20AC;&#x2122; views are important to us. There are termly consultative meetings.

As a result the team will be able to do more than ‘make it better’ for the next cohort of students. All tutors and students have a responsibility to receive and communicate feedback in an appropriate manner and to the relevant staff. Staff are expected to read, understand and follow procedures and need to ensure that the procedures and mechanisms that exist facilitate this process in an effective and timely manner. All actions taken as a result of consultation with students are shared with the students on Blackboard via “You said- we did” section. It is important that students understand the process of consultation and the role that consultation plays in resolving issues in relation to the programme. Each member of the course, students, tutors and mentors has an important role to play, both in this process and in discussing its function/s and value. Procedures 1. A Consultative Group will be formed at the beginning of each academic year for each year of the course. 2. A programme of meetings will be planned on a yearly basis, with dates and times decided by the Programme Leader. 3. The Chair of the Consultative Group will provide a professional forum for the students’ representatives to outline and discuss aspects of their course that their group wish to put forward for comment and discussion, thus representing the range of views within each group. 4. Approximately fifteen minutes will be built into a group session the week before the Consultative Group meeting to enable the Consultative Group representative to gain the detail of issues that will be raised from that group during the Consultative Group meeting. 5. The Foundation Degree Administrator will produce minutes following the Consultative Meeting. The minutes of the meeting will contain action points and will indicate responsibilities and time scales for action. 6. The minutes will be circulated to participants and to all relevant Leaders. (Module Leaders, Programme/Pathway Leaders, the Foundation Degree Administrator, the Head of Area and the Dean of Faculty.) The minutes will also be posted on the relevant year notice board on Blackboard. 7. A student will be nominated by the Consultative Group to sit on the Programme Board. The Programme Leader will forward the names to the Foundation Degree Administrator to ensure effective receipt of Programme Board papers.

Roles The role of Consultative Group Representatives is to: -

ensure that they consult with the members of their group, to develop a detailed picture of the issues which the group believe should be discussed at the meeting attend all of the Consultative Group meetings for the year and if they are unable to attend, it is the Consultative Group Representativesâ&#x20AC;&#x2122; responsibility to ensure their groupâ&#x20AC;&#x2122;s views are represented at the meeting; raise issues and give feedback on the basis of the views and experience of students in their group, engaging in constructive discussion which will enable the matters to be fully explored; feed back to their group the outcomes of the discussion within the Consultative Group meeting and follow-up actions. The Consultative Group representative will provide a verbal summary to be followed up with the distribution of written minutes.

The role of the Chair in the consultation process is to: -

organise and inform Consultative Group Representatives of the time and place of the Consultative Group meetings chair the meetings; listen and respond to the views put forward by the Consultative Group Representatives and record these so that a clear understanding of the issue is achieved; follow up the issues raised with appropriate staff within the Faculty of Education and/ or Institution; proof read minutes that identify any action which can be taken to investigate and/ or overcome issues and indicate who will be involved along with appropriate time scales; consult with relevant people (students, colleagues and support staff) to discuss the issues and try to reach an appropriate outcome; distribute the minutes as outlined above; provide the Programme Board with a copy of the Consultative Group minutes and summarise particular issues and responses to those issues at the next Programme Board; inform Consultative Group representatives of responses at appropriate intervals between Consultative Group meetings; bring a response to any matters still arising to the next Consultative Group meeting which will identify how the issue/s are being dealt with, by whom and when they will be resolved; wherever possible, be aware of and discuss in advance issues that will be raised at the Programme Board with the student representatives.

The role of the Course Leader is to: -

monitor the development of key issues for each year of the programme and the programme as a whole; attend Consultative Group meetings where appropriate; support the Chair in the development of accurate minutes; take action as identified within the minutes of the Consultative Group meeting; undertake the oversight of student preparation for Programme Board meetings; explore appropriate training opportunities to support students undertaking the role of Consultative Group Representative.

The role of every student is to: -

express any queries, problems or issues to the Consultative Group Representative in a positive, balanced and professional manner; articulate and celebrate positive aspects of the course to the Consultative Group Representative; recognise the significance of the consultation process within the Faculty of Education monitoring and review procedures.

The procedures and roles identified above outline a democratic and structured process to support the consultation principles and practice. It is important that this process is adhered to, so that all students are given the opportunity to engage in the process, and also that Module Leaders and tutors are made aware of any issues and are given opportunities to be constructively involved in problem solving. Adopting the agreed procedures, roles and responsibilities will assist us all (staff and students) in working towards achieving a high quality experience for all. It is important that we work through difficulties and to come to a shared understanding of course approaches. In this way students become student colleagues as they work with staff. We must also provide opportunities for celebrating and sharing positive aspects of the student experience together, as would any team of committed colleagues.

External Examiners The BA (Hons) Early Years Education Programme will be assessed by an External Examiner who will monitor standards across the programme and produce an individual External Examiner report and an overall report, completed by the Chief External Examiner as per Edge Hill University regulations. The External Examiner monitors that the agreed assessment process has taken place and that students have fulfilled the stated programme objectives in their submission for conferment of the award. They

examine evidence that the requisite internal moderation procedures have been adhered to by scrutinising samples of students work. Details of External Examiners within the Faculty of Education can be found here: https://go.edgehill.ac.uk/wiki/display/academicregistry/External+Examiner+Details

Learning Services Learning Services incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, elearning development and support, media services, and skills and dyslexia support. These services are currently provided in the Learning Resources Centre (LRC) and Learning Innovation Centre (LINC) on the Ormskirk Campus, at the Woodlands Centre LRC, Chorley and at the Library and Information Resource Centre (LIRC) at University Hospital, Aintree, as well as remotely through service level agreements with partners and electronic services.

Learning Services' key purpose is to support your learning through:    

Services and Facilities Development and Research Support Information

Learning Services works closely with Faculties, Subjects and other Service areas to provide a "responsive learning environment" and proactively gathers feedback from user groups and stakeholders to ensure a flexible and user focused approach to service delivery and development. Web-based services and informationThe Learning Services web pages are the focus of a great deal of electronic services and learner support activity as well as providing key and up-to-date information on all aspects of the service. The web pages can be found at (www.edgehill.ac.uk/ls ) and contain further information and access to electronic information resources and support. Services, facilities and support The total combined Library stock is over 250,000 items. There are audio and video facilities, CD-ROMs and an extensive range of networked services available on all sites including access to Internet, e-mail and electronic information sources, including over 9,000 electronic journals and approximately 40,000 electronic books. Support is available via the Help Desks in the Library and LINC, with flexible support offered by e-mail, telephone and the Learning Services web pages. Learning Services is concerned with assisting students to understand their own learning techniques and with helping them to develop their learning skills and abilities. Learner support available includes a generic training programme and one- to-one advice (Edge Ahead), and subject specific workshops covering IT skills, e-learning, information skills and study skills. Learning Services also offers a support service for students who are dyslexic or have other specific learning difficulties. Information and guidance is available on applying for the Disabled Student Allowance, and on all aspects of personal and academic support.

The Centres The Library at Ormskirk is a purpose-built facility containing over 220,000 books (including an Education Resource Centre), journals, audio-visual items, electronic services, software and equipment. The Library provides access to large-scale networked PC provision (over 160 workstations), satellite television, audio-visual facilities and multimedia workstations. There are 500 study spaces for students, together with individual study carrels and bookable rooms. Within the Library the Edge Ahead Area is located on the first floor. This area provides access and support for a range of specialist software that will support students with learning difficulties and visual impairments as well as study skills support. The ground floor contains an area for social learning equipped with wireless technology and a range of study and informal seating. There is also a coffee bar and outlet for the purchase of resources including stationery. The Learning Innovation Centre (LINC) provides access to 200 PCs (open access and ICT classrooms), TV and radio studios with the latest digital technology, satellite TV facilities and multimedia production, specialist Education equipment and video conferencing facilities. A range of media production facilities are located on the 2nd floor of the LINC, including video and audio edit suites and digital darkroom. There is also a range of equipment for students with additional requirements. The Aintree Library and Information Resource Centre (LIRC) provides a multidisciplinary service to staff and students who are involved in medical, nursing, midwifery and related professional activities. The Woodlands Learning Resource Centre at Chorley provides access and support to materials for all students and staff based there, with a particular focus on education. The LIBRARY holds over 20,000 items and provides a wide range of electronic resources. A learning support programme with an education is available to all users. The LIBRARY also provides access to over 40 PCs and laptops, printing and scanning facilities as well as study spaces and bookable group study areas. Outreach Centres are also supported in a variety of ways including specialised off campus services and locally based collections. Staff and students may use the services on all sites. There is a shared computerized system with a joint catalogue available through Millennium. Self-reservation and self-renewal services are available for most loans, along with a telephone renewal service. Many of the electronic services offered are accessible remotely from home or the workplace. Learning Services provide expertise and support for learning through information technology. A number of on-line help facilities are available in addition to training and support sessions for staff and students on new technologies including e-learning. If you require any help or information please go to any Help Desk, telephone or email us.

Learning Services provide a wide range of printed and electronic information specifically for students studying Education. Guides about all our services are available in both print and electronic format and include information on opening hours, borrowing entitlements and collection details. There are also subject guides on various aspects of Education that detail resources of special interest in each area. Many of the resources used by Education students are now available electronically through the Learning Services Web site e.g. e journals and online databases, Library catalogue, electronic journals, internet links relating to the subject including Government documents, Ofsted reports, and curriculum material. The Learning Services Subject pages for Education have been specifically designed to help students navigate through the amount of information available electronically. Advice is available on accessing these remotely from home or school. There is a range of subject related learner support available from Learning Services. Currently, as well as the generic programme, tailored sessions are offered. These may be arranged through tutors or by the students themselves. Please contact either: Information & Research Development Co-ordinator for Education: Ruth Wilson (Tel 01257 239737 e-mail wilsonr@edgehill.ac.uk) Information & Research Development Advisor for Education: Andy Tomkins. (Tel 01695 4523 e-mail tomkinsa@edgehill.ac.uk) Disabilities / Specific Learning Difficulties (e.g.: Dyslexia, Dyspraxia) It is Edge Hillâ&#x20AC;&#x2122;s aim to make our services and provision accessible to all our users. If you need us to present our training/ resources/ information in a different format (e.g.: electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements. If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support. Disability (e.g.: physical, sensory or mental health) Inclusion Team, Student Information Centre Tel: 01695 584190 Email: inclusionteam@edgehill.ac.uk For further advice and guidance you can contact the SpLD Support Team: In person (at the Ormskirk site): Ask Desk, 1st Floor, University Library Tel: 01695 584372 Tel: 01695 584018 (to make or change an appointment) Email: inclusiveservices@edgehill.ac.uk

APPENDIX 1

Coursework Extension Approval Form This form must be completed by all students requiring an extension to the published submission date for coursework, well in advance of the submission date. If an extension is approved, the Module Leader/Teaching tutor must sign the form and return it to the student. The Module Leader/Teaching tutor should inform the Programme Leader via e-mail about the reason for extension and the new submission date. Students must attach a copy of the form to the relevant piece of coursework when submitted. Note to tutors: If an extension is granted then students should not be advised to complete an Exceptional Mitigating Circumstances form as well.

Student Details Name: ID Number: Course: Year: Date: Module Details Module Title: Module Number: Coursework Title: Submission date: The reason for this request has been discussed with Module Leader/Teaching tutor: YES/NO Student Signature: Date: Decision Extension is/ is not approved until (new submission date): Delete as appropriate Module Leader/teaching Tutor Signature: Date:

APPENDIX 2

Regulations and Procedures in Respect of Academic Malpractice 1. GENERAL 1.1. These procedures are designed to deal with cases of deliberate malpractice. They do not preclude offering students advice and guidance in incidences where, in the judgement of a tutor, students may have unwittingly engaged in behaviour, which could be construed as malpractice in other contexts. 1.2. Advice and guidance on how to avoid common forms of malpractice (e.g. plagiarism) will be made available to students through academic and institutional induction processes. Relevant sections of these procedures will be publicised to students in their programme/module handbooks. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. 1.3. The procedures are applicable to the preparation and presentation of all assessed work, including written and oral examinations and other timeconstrained assessments; coursework, essays or assignments; projects; dissertations; laboratory or practical work; work-placement or field trip reports and the production of exhibitions or artefacts. 1.4. Where malpractice is suspected, an Assessment/Award Board shall not determine a studentâ&#x20AC;&#x2122;s assessment result until all the facts have been established and an outcome determined. Where evidence of alleged malpractice becomes available subsequent to a decision of an Assessment/Award Board, the Board has the authority to reconsider its original decision. 1.5. Where malpractice is established after of an award has been made an Assessment/Award Board may recommend the revocation of the award under procedures detailed in Appendix 3 of the Academic Regulations. 2. DEFINITION 2.1. Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. 2.2. Types of Malpractice Cheating is an infringement of the rules governing conduct in examinations or other time-constrained assessment. Cheating includes the following:-

iii

v vi

communicating with or copying from any other student during an examination, except in so far as the rubric may specifically permit e.g. in-group assessments. communicating during an examination with any person other than a properly authorised invigilator or another authorised member of staff. introducing any written or printed material into an examination room, unless expressly permitted by the regulations for the module or course assessment. introducing any electronically stored information into an examination room unless expressly permitted by the regulators for the module or course assessment. gaining access to any unauthorised material relating to an examination during or before the specified time. providing or helping to provide in any other way false evidence of knowledge or understanding in examinations.

Plagiarism includes the following:vii

viii

x xi xii

attempting to pass off work as one’s own, which is not one’s own. It includes the representation of work, written or otherwise, of any other person, including another student, or any institution, as the candidate’s own. It may take the form of verbatim copying or insertion of another person’s work (published or unpublished and including material freely available in electronic form) without appropriate acknowledgement the close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation, without appropriate acknowledgement unacknowledged quotation of phrases from another person’s work the deliberate and detailed presentation of another person’s concept as one’s own. ‘self-plagiarism’, i.e. submission of the same piece of work for more than one assessment

Collusion occurs where a student:xiii

xiv

knowingly submits as entirely his/her own, work done in collaboration with another person; without official approval; or collaborates with another student in the completion of work which he/she knows is intended to be submitted as that other student’s own unaided work; or knowingly permits another student to copy all or part of his/her own work and to submit it as that student’s own unaided work.

Falsifying data or material in the presentation of data or material in laboratory reports; field work reports; projects; work-based learning etc. based on experimental or experiential work falsely purported to have been carried out by the student, or obtained by unfair means. It also includes the fabrication of references or a bibliography. Impersonation is the assumption by one person of the identity of another person with intent to deceive. Other forms of dishonest practice not falling within the above definitions may also amount to malpractice. For example:xvi xvii xviii

Attempting to obtain special consideration by offering or receiving inducements or favours. Providing false information when submitting an exceptional mitigating circumstances claim. Ensuring the non-availability of books or journal articles in the LIBRARY by removing the relevant article or chapter from the material, or by deliberately mis-shelving them so that other students cannot find them.

3. Student Responsibility It is the responsibility of the student to take reasonable precautions to guard against unauthorised access by others to his/her work, both before and after assessment. 4. Procedures for Dealing with Academic Malpractice The initial procedures for dealing with cheating in an examination, plagiarism and other forms of malpractice are dealt with separately in this document. The procedures vary with regard to plagiarism and other forms of malpractice depending upon the level of the student, the severity of the infringement and whether there has been more than one infringement. However, common procedures are followed once the Academic Registrar has recorded a report on the incident of malpractice. 4.1. Procedures for Dealing with Academic Malpractice - Examinations 4.1.1. Where an invigilator suspects that any form of cheating, as defined above, has occurred in an examination she/he will. i ii iii

inform the student of her/his suspicions and of her/his intention to report the incident. confiscate any relevant evidence (e.g. any unauthorised material). where possible have steps i and ii witnessed by a second invigilator.

iv v

annotate the studentâ&#x20AC;&#x2122;s script and endorse the front cover at the point at which the alleged cheating was identified. return the script to the student and permit him/her to continue with the examination and to conclude at the normal stipulated time.

4.1.2. Where the procedure outlined above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students. 4.1.3. Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of the incident (including the time of the incident and the studentâ&#x20AC;&#x2122;s response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials). Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate. 4.1.4. Thereafter the process follows the common procedure outlined in section 6 below 4.2. Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice 4.2.1. Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor. 4.2.2. Where after the completion of the process in section 6 and where the student has not been considered under Error! Reference source not found. the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be

accompanied by a friend. The meeting should be documented by one of the members of staff. 4.2.3. Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of naĂŻve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the studentâ&#x20AC;&#x2122;s file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar. Should there be any further incidences of malpractice involving the same student in the future the matter must referred to the common procedur. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5Error! Reference source not found.. 4.2.4.

Types of Offences Plagiarism not dealt with under Error! Reference source not found. will be considered as First or Subsequent offence.

4.2.5.

First offences First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement, advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.

4.2.6.

Minor First Offence For a minor first offence the marker should set aside the sections involving plagiarism listed below and determine a mark based on the remaining work. Examples of a minor first offence would be where there is i

unattributed graphic images

ii iii iv v vi 4.2.7.

several sentences of direct acknowledgment of the source inappropriate paraphrasing poor referencing unattributed quotations incorrect or incomplete citations

copying

without

Major First Offence Where it is considered that a first offence of plagiarism is major, the student will be required to repeat and resubmit the work. The maximum mark that can be awarded for resubmissions will be the minimum pass mark appropriate to the piece of work. Examples of a major first offence would be where there is i ii iii

copying multiple paragraphs in full without acknowledgment of the source taking essays from the Internet without revealing the source copying much of the work of a fellow student with or without their knowledge or consent

4.2.8. Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element. 4.2.9. Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section 5 4.2.10. Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry. Examples of a grave offence would be where there is i ii

taking multiple essays from the Internet without revealing the source copying all of the work of a fellow student with or without their knowledge or consent

4.2.11. A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar. 4.2.12. Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee.

4.2.13.

Subsequent Offences

All second and subsequent offences (both minor and major) must be referred to the Academic Registrar for consideration by a Malpractice Panel. All such cases will be treated as a serious academic offence and will be considered under the common procedure in section 5. The marker will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide a summary of the alleged malpractice (including the student’s response to the allegation); an annotated copy of the submitted work, an account of the outcome of any process instituted and any relevant supporting evidence, including a statement from the second marker. 4.3. Thereafter the process follows the common procedure outlined in section 5Error! Reference source not found.. 5. Common Procedure 5.1. On receipt of a report of alleged malpractice the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that i

if he/she does not reply within the time stipulated, the matter will be referred directly to a Panel of Inquiry who will decide on an appropriate penalty for the malpractice. This presumes the lack of response from the student to be an admission of the malpractice. if he/she wishes to contest the allegation, he/she must give written notice to that effect to a specified person within the five working days.

5.2. On receipt of a written statement, within the time stipulated, confirming a student’s intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student’s own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students’ Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry. 5.3. The terms of reference of the Panel of Inquiry are:

i ii

iii iv

to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the student to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice) to determine the penalty which should be applied to the malpractice (within the context of section 6 below). to inform the relevant Subject/Scheme Assessment/Award Board of their findings.

5.4. The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community. 5.5. A studentâ&#x20AC;&#x2122;s failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date. 5.6. At the conclusion of the Panelâ&#x20AC;&#x2122;s proceedings, the findings will be made available to the student and a report of the Panelâ&#x20AC;&#x2122;s deliberations and conclusions will be submitted to the relevant Subject/first tier Assessment Board. 6. PENALTIES FOR MALPRACTICE 6.1. Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage. 6.2. If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: 6.2.1.

decide that no further action is required

6.2.2. deem the student to have failed in the specific element of assessment in which the malpractice occurred 6.2.3. deem the student to have failed in all the assessments for the module/unit of a course

6.2.4. in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the studentâ&#x20AC;&#x2122;s progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate. 6.3. The decisions of Subject/Scheme

the Panel of Inquiry are Assessment/Award Board.

binding

the

6.4. Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: 6.4.1. deem a student to have failed all assessments taken in all modules during the assessment period in which malpractice has occurred 6.4.2.

deem a student to have failed as above and require him/her to withdraw from the programme, in which case the student will not normally be re-admitted to Edge Hill University within two years.

6.5. A student deemed to have failed will not be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass. 6.6. A student will have the right to ask for any decision made under Sections 5 and 6 above to be reviewed within the existing Edge Hill University and Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error. Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.

6.6.1. Where the procedure outlined above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students. 6.6.2. Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of

the incident (including the time of the incident and the studentâ&#x20AC;&#x2122;s response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials). Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate. 6.6.3. Thereafter the process follows the common procedure outlined in section 6 6.7. Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice 6.7.1. Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor. 6.7.2. Where after the completion of the process in Section 6 and where the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be accompanied by a friend. The meeting should be documented by one of the members of staff. 6.7.3. Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of naĂŻve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the studentâ&#x20AC;&#x2122;s file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel in Error! Reference source not found. below. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar. Should there be any further incidences of malpractice involving the same student in the future the matter must referred to the common procedure in Error!

Reference source not found. below. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5 Error! Reference source not found.. 6.7.4.

Types of Offences Plagiarism not dealt with under Error! Reference source not found. will be considered as First or Subsequent offence.

6.7.5.

First offences First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement. advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.

6.7.6.

6.7.7.

unattributed graphic images several sentences of direct acknowledgment of the source inappropriate paraphrasing poor referencing unattributed quotations incorrect or incomplete citations

copying

without

copying multiple paragraphs acknowledgment of the source

full

without

ii iii

taking essays from the Internet without revealing the source copying much of the work of a fellow student with or without their knowledge or consent

6.7.8. Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element. 6.7.9. Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section Error! Reference source not found. 6.7.10. Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry as set out in Error! Reference source not found.. Examples of a grave offence would be where there is i ii

taking multiple essays from the Internet without revealing the source copying all of the work of a fellow student with or without their knowledge or consent

6.7.11. A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar. 6.7.12. Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee. 6.7.13.

Subsequent Offences

any relevant supporting evidence, including a statement from the second marker. 6.8. Thereafter the process follows the common procedure outlined in section Error! Reference source not found.. 7. Common Procedure 7.1. On receipt of a report of alleged malpractice under Error! Reference source not found. the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that i

7.2. On receipt of a written statement, within the time stipulated, confirming a student’s intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student’s own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students’ Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry. 7.3. The terms of reference of the Panel of Inquiry are: i ii

iii

to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the student to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice) to determine the penalty which should be applied to the malpractice (within the context of section Error! Reference source not found. below). to inform the relevant Subject/Scheme Assessment/Award Board of their findings.

7.4. The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community. 7.5. A student’s failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date. 7.6. At the conclusion of the Panel’s proceedings, the findings will be made available to the student and a report of the Panel’s deliberations and conclusions will be submitted to the relevant Subject/first tier Assessment Board. 8. PENALTIES FOR MALPRACTICE 8.1. Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage. 8.2. If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: 8.2.1.

decide that no further action is required

8.2.2. deem the student to have failed in the specific element of assessment in which the malpractice occurred 8.2.3. deem the student to have failed in all the assessments for the module/unit of a course 8.2.4. in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the student’s progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate. 8.3. The decisions of Subject/Scheme

the Panel of Inquiry are Assessment/Award Board.

binding

the

8.4. Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: 8.4.1. deem a student to have failed all assessments taken in all modules during the assessment period in which malpractice has occurred 8.4.2.

deem a student to have failed as above and require him/her to withdraw from the programme, in which case the student will not normally be re-admitted to Edge Hill University within two years.

8.5. A student deemed to have failed under Error! Reference source not found., Error! Reference source not found. and Error! Reference source not found. above, will not be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass. 8.6. A student will have the right to ask for any decision made under Error! Reference source not found., Error! Reference source not found. and Error! Reference source not found. above to be reviewed within the existing Edge Hill University and Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error. Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.

APPENDIX 3

Code of Conduct for Part Time Students on UGPD Programmes

Introduction 1. All Undergraduate Professional Development (UGPD) programmes are programmes of professional education. All students are expected to conduct themselves at all times in an appropriate professional manner. 2. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary procedure for all students. Each student on a UGPD programme is a student of Edge Hill University and is therefore both bound by and protected by the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web. 3. This code sets out the Facultyâ&#x20AC;&#x2122;s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you from admissions through to completion. Behaviour and attitude: As a student following a UGPD programme at Edge Hill University, Faculty of Education, you are expected to demonstrate professionalism in relation to behaviour and attitude. For all aspects of the programme you are following, whether at Edge Hill University or as part of your work based training, you will: 1. Demonstrate high standards of honesty and integrity 2. Respect others including all staff in settings and at Edge Hill University 3. Demonstrate professional behaviour and relationships towards all tutors, staff, children, pupils and students in both formal and informal contexts 4. Take responsibility for your own learning, ensuring a professional and accountable approach to all aspects of the programme 5. Actively reflect on your learning experiences in order to target set, action plan, improve and achieve highly 6. Participate and actively engage in the learning experience

7. Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation and at briefings.

Professional responsibilities: In addition, you are required to: 1. Commit to attend all university-based sessions, reflecting a 100% attendance record. You will follow the procedures for notifying absence which are clearly set out in the programme documentation. 2. Fully engage with the programme that you have enrolled upon as required by settings and by the teaching and learning strategy for your programme at Edge Hill University 3. Be punctual at all times, including all University- based sessions 4. Ensure that all assignments and assessed work are available if requested 5. Maintain a professional approach to all communications including electronic communications and social networking 6. Use the Edge Hill University email system to communicate with tutors and staff in order to maintain an appropriate approach to e-safety and to comply with the Universityâ&#x20AC;&#x2122;s policy.

IT Acceptable Use Policy www.edgehill.ac.uk/itservices/policies.htm

Breaches of the Professional Code of Conduct

1. Code of Behaviour / Misconduct The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. B.6.1 Students must comply with all other Rules and Regulations of the University, as amended from time to time. Such Rules and Regulations are supported by sanctions including fines or exclusion from facilities and services. B.6.2 In addition to the Academic Regulations and the Academic and Professional Review Procedures, these Rules and Regulations include:

(i) The Faculty of Education’s Code of Professional Conduct for UGPD Students (ii) The Faculty of Health’s Code of Professional Conduct (iii) The Faculty of Education’s Fitness for Practice Regulations (iv) The Faculty of Health’s Fitness for Practice Regulations (v) The Faculty of Arts & Science’s Fitness for Practice Regulations (vi) Research Ethics Policy (vii) Data Protection Policy and Procedures (viii) Provisions and Policies Relating to Confidential Information (ix) Complaints Procedures (x) Rules on Car Parking on University Premises (xi) Halls of Residence Licence Agreement (xii) Regulations Governing the Use of the Learning Resources Centres (xiii) Student ICT Acceptable Use Policy encompassing JANET Acceptable Use Policy governing internet and email systems (xiv) Staff and Student Equipment Loan Procedure and Conditions (xv) TV Studio Safety (xvi) Control of Substances Hazardous to Health (COSHH) Regulations (xvii) Code of Practice for Working in Microbiology (xviii) Code of Practice for Safe Working in Science (xix) Codes of Practice for Use of Small Boats and Inflatables; Tree Climbing and the Use of Ladders and Scaffolding; Procedures for the Event of Accidents in the Field; Working with Animals; Mountains and Uplands; The Sea Shore; Agricultural Land; Terrestrial Habitats; Freshwater; Pathogenic Organisms (xx) Use of the Gymnasium (xxi)The Conditions of Hire for Sporting Edge (xxii)The Guidance Notes for Swimming Pool Hire (xxiii)The Terms and Conditions For Membership of Sporting Edge (xxiv)The Regulations for Membership of Edge Hill University Club (xxv) The Regulations for Health & Safety and for the Conduct of Students & Disciplinary Procedures for Partner Institutions (For students studying on another institution’s campus only). (See Section A4 of these Regulations) (xxvi) The Regulations for International Students B.6.3 Serious or repeat breaches of local rules and conditions may involve recourse to the Student Code of Behaviour and Disciplinary Procedures. (See Section D of these Regulations.) 2. Academic Requirements The academic and professional requirements of each UGPD programme are specified in your Programme Handbook, produced on an annual basis. The handbook sets out what is expected and required of students in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:  Academic failure  Malpractice

ď&#x201A;ˇ Failure to meet the academic and professional requirements of the programme.

3. Academic and Professional Review process The UGPD Academic Review Procedures act as a necessary first stage in the tracking and monitoring of students academic progress on their programme. The process is designed to be supportive of the student in clarifying the issue/ concern and outlining clear actions to support student success and/ or progression. The process involves Stage 1 and Stage 2 and is detailed in the appropriate Programme Handbook.

Faculty of Education

Code of Conduct for UGPD Students

I confirm that I have read and understand the Faculty of Education UGPD Professional Code of Conduct and agree to abide by its terms

Signed: ______________________________________

Print name: ___________________________________

Date: _________________________________________

UGPD Programme: Foundation Degree in Early Years Practice/Teaching

APPENDIX 4

Academic and Professional Review Procedures 2012-13

The PD programmes Academic and Professional Review process is the Facultybased staged approach that operates within the Universityâ&#x20AC;&#x2122;s Academic Regulations. 1. The PD Academic and Professional Review Procedures are staged, transparent, fit for purpose and documented for every PD Student. 2. The PD Academic and Professional Review Procedures act as a necessary Faculty based stage in the overall tracking and monitoring of Students academic and professional progress on their PD programme. 3. Review meetings may be triggered if tutors have concerns about a Students: -

level of attendance where appropriate performance in University and/or during placement training where applicable performance through assessment ability to meet the requirements of the PD Code of Professional Conduct

4. The procedures should be easily operational in realistic timescales at Programme and Area level, taking into account appropriate issues related to ethics and confidentiality. 5. Clear, easy to understand documentation relevant to each PD Programme will be provided to Students to enable the procedures to operate smoothly and efficiently. 6. Students will be provided with a copy of the PD Code of Conduct and a proforma which they must sign and return to acknowledge receipt of this document at the beginning of their programme of study. 7. The Faculty Academic and Professional Review procedure has three stages; the stages are detailed in each PD Programme Handbook. Students who fail to meet their targets from Stage 1 are referred on to a Stage 2 review meeting. If a major concern emerges, this may trigger a direct move to Stage 2 of the review procedure, by passing Stage 1. If Students fail to meet the targets set as part of Stage 2, they move to Stage 3. The final stage of the process, Stage 4, involves referral by the Faculty Associate Dean (Teaching, Learning & Partnership) to the Academic Registrar as identified in The Professional Review Procedures within the University Academic Regulations, 2012/13. The referral will result in action dealt with under the Edge Hill University Code of Behaviour and Disciplinary Procedures. 8. The Head of Area will liaise with the Faculty Associate Dean (Teaching, Learning & Partnership) in relation to the triggering of review procedures beyond Stage 3 and in a case which could potentially involve gross misconduct. 9. The agreed principles should be reviewed and if necessary revised on an annual basis by the PD Board.

Administrative Protocol/Procedures for the Academic and Professional Review Meeting (APRM) 1. The Chairs of the two Stage 1 APRMs will forward APRM doc.1A and APRM doc.1B to the relevant Administrator for storage and entry onto the Student Tracking Database. 2. Once the need for a Stage 2 APRM has been identified, the Year/Pathway/Programme/Course Leader should complete a request for APRM (APRM doc.Req); this should include suggested dates for the meeting that all attendees are available for, including the Administrator. 3. The request for the APRM should be emailed to the relevant PD Administrator and the PD Team Leader will be copied in. The PD Administrator will allocate a File Reference Number on the APRM Spreadsheet as follows:APRM/001/ANother01 etc. The PD Administrator will create an individual electronic folder within G:\Education APRM\2011-13/PD 4. An invitation letter (APRM doc.Inv) to the Student will be generated, signed by the Programme/Course Leader and details for confirmation of attendance within a set timescale should be included for the Student to reply via email or phone. 5. If the Student has not confirmed their attendance by the required timescale, then the Administrator will attempt to contact the Student by telephone, sms , Blackboard and email and will keep the Programme/Course Leader advised accordingly. If the Student is unable to attend on the set date of the APRM meeting, the Programme/Course Leader should schedule a new date immediately. 6. If the Student fails to attend the APRM, the Programme/Course Leader must immediately arrange an alternative date for the meeting. The Administrator will then send out the new invitation within 24 hours. If the Student fails to attend the alternative APRM, this will be an automatic trigger for a Stage 3 APRM. 7. The Administrator will take a partially completed copy of the Summary of Academic and Professional Review Meeting (APRM doc.2) to the meeting and the Assistant Head of Area (Chair) will complete the targets/outcomes at the end of the meeting and must sign, along with the Student, to agree with the contents. A photocopy of the document will be given to the Student at the end of the meeting and the Administrator will store the original on the Student file and update the Student Tracking Database. 8. The Administrator will produce a record of the meeting in the agreed format (APRM doc.2M) within five working days. This should be agreed and signed immediately by the Assistant Head of Area. The record of the meeting will

include a date for review. Two copies will be sent to the Student with a covering letter (APRM doc.2L1) requesting that the Student returns one signed copy in the pre-paid envelope by the date indicated on the letter. The Student should retain the second copy. 9. If the signed record is not returned by the Student within 2 weeks, the Administrator will send a reminder email to the Student with a one week extension. 10. If the signed record is still outstanding after the one week extension, the Administrator will send a letter (APRM doc.2L2) to the Student signed by the Assistant Head of Area requesting the signed record to be returned immediately. 11. If after a week the signed record remains outstanding, then a further letter (APRM doc.2L3) on behalf of Head of Area will be sent to the Student to request another meeting for the record of the meeting to be signed. An electronic copy of the record of the meeting plus all other correspondence will be stored in the Student’s individual folder on the G drive. The same process will apply to Stage 3 review meetings however the Chair is the Head of Area. Note – the document reference will change from APRM doc.2 to doc.3 for Stage 3 review meetings Outcomes  That at the end of Stage 1, meeting 1 the Summary of Academic and Professional Review Meeting (APRM doc.1A) must be completed with clear targets and outcomes, signed by the Course Leader and the Student. A copy is given to the Student. 

That at the end of Stage 1, meeting 2 the Summary of Academic and Professional Review Meeting (APRM doc.1B) must be completed with clear targets and outcomes, signed by the Programme/Course Leader and the Student. A copy is given to the Student.



That at the end of Stage 2 meeting the Summary of Academic and Professional Review Meeting (APRM doc.2) must be completed with clear targets and outcomes, signed by the Assistant Head of Area and the Student. A copy is given to the Student.



That at the end of Stage 3 meeting the Summary of Academic and Professional Review Meeting (APRM doc.3) must be completed with clear targets and outcomes, signed by the Head of Area and the Student. A copy is given to the Student.



That a clear and accurate record (APRM doc.2M for Stage 2 and APRM doc.3M for Stage 3) of the Academic and Professional Review Meeting is

produced and signed by the Chair within five working days. The record should follow a standard agreed format and indicate how and when a review of targets set will be undertaken. ď&#x201A;ˇ

That all existing good practice models of progress review meetings and records are shared and developed.

ď&#x201A;ˇ

That PD Programme Teams will operate the agreed procedures through the provision of accurate and relevant documentation in PD Programme Handbooks and on Learning Edge and that this be made relevant to the specific Programme and Area concerned.

ď&#x201A;ˇ

That the Student Tracking Database is updated accordingly at each stage of the above procedures ensuring that each individual APRM is closely monitored, to ensure complete information is kept on file.

APPENDIX 5

STUDENT TRACKING 1. Unexplained absence



Tutor discusses with student. Work set as appropriate Tutor notifies Module Leader of detail of issue and action taken Tutor monitors situation. Module Leader maintains overview and reports issues to Programme Leader on a regular basis.

2. Consecutive unexplained absences/ concerns about attendance



Tutor notifies Module Leader Module Leader notifies Academic Registry, Personal Tutor and Pathway/Programme Leader. Identification of action. Academic Registry Administrator to send first tracking letter. Module Leader meets with student. Identification of issues and action. Module Leader notifies Personal Tutor and Pathway/Programme Leader of issues and action taken. Pathway/Programme Leader gains information across student’s course. Module Leader maintains overview and reports issues to Pathway/Programme Leader on a regular basis.

3. Emerging pattern of attendance concerns/ explained yet prolonged absence



Pathway/Programme Leader meets with student to identify and discuss attendance issues across course.

APPENDIX 6

ABSENCE FROM EDGE HILL UNIVERSITY On the first day of any absence it is the studentâ&#x20AC;&#x2122;s responsibility to: ď&#x201A;ˇ Notify the Foundation Degree Office and their Personal Tutor if they are due to visit, before 9.30am on the first day of absence. The following information will be required: a) b) c) d) e) f)

Name; Year/Course; Name of the Work-based training Tutor; Reason for absence (e.g. illness, school closure); Name of the School Proposed return date to school or Edge Hill University. The Faculty of Education is required to record all absences. g) You must notify the Foundation Degree Office of your return date, if unknown at the time of notification or if different to the above.

It is essential that you behave in a professional manner at all times; all students must follow the procedures in this policy.

APPENDIX 7

Pregnancy Disclosure of pregnancy is at the studentâ&#x20AC;&#x2122;s discretion, but in the interests of health and safety and to ensure that appropriate support is provided, we strongly advise students to make this known to their tutor or other appropriate member of University staff at an early stage. On the occasion that a student discovers that she is pregnant mid-placement; she should inform her mentor or facilitator. If this happens, please ask the student to contact her University tutor. Alternatively, ask her permission to contact the University. We will then organise risk assessment procedures to be carried out within two working days of notification and identify appropriate steps to support the student and partner institution. If the pregnancy goes beyond 34 weeks, the student must provide a note from her doctor stating that she is fit to work

Appendix 8

Teacher’s Standards (Early Years) 2013 Preamble Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the of the Early Years Foundation Stage (EYFS). Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children. An Early Years Teacher must: 1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. 1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children. 2. Promote good progress and outcomes by children. 2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning.

2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.

3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. 3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

4. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children’s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children. 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

5.Adapt education and care to respond to the strengths and needs of all children. 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children and know how to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. 5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. 6.Make accurate and productive use of assessment. 6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1) . 6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals. 7. Safeguard and promote the welfare of children, and provide a safe learning environment. 7.1Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child. 7.2 Establish and sustain a safe environment and employ practices that promote childrenâ&#x20AC;&#x2122;s health and safety. 7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 8. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.