Course Handbook BA (Hons) Public Services

2020/21 Jessica Marshall

Humanities and Social Science

Please read this Handbook in conjunction with the University’s Student Handbook.

All course materials, including lecture notes and other additional materials related to

your course and provided to you, whether electronically or in hard copy, as part of

your study, are the property of(or licensed to) UCLan and MUST not be distributed,

sold, published, made available to others or copied other than for your personal study

use unless you have gained written permission to do so from the Dean of School.

This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course

2 Structure of the Course

3 Approaches to teaching and learning

4 Student Support

5 Assessment

6 Classification of Awards

7 Student Feedback

8 Appendices

9 Programme Specification(s)

1. Welcome to the course

Welcome to Public Services at UCLan. We have designed an innovative programme of study which engages you with the main challenges facing central and local government as well as providing you with practical skills to equip you for future employment in the public services. Public Services is an exciting interdisciplinary subject which challenges you to reflect on your own assumptions about a range of social sciences and in particular politics, education, criminology and public services. You will find it fascinating and relevant. All members of the Public Services team are research-active scholars who offer a dynamic range of topics for you to study such as central and local government, education, children and young people’s services, criminal justice and citizenship, human rights and religion. The course team have compiled this handbook for your use and in the following pages you will find a range of information about the content of the course, the way that it is organised and the mutual responsibilities of staff and students in ensuring that all students have effective opportunities to achieve the knowledge base, theoretical skills and practical competencies necessary for future work in the public services environment and a wide variety of ‘people related’ fields such as education, social care, community work, local government and many others. The course will also provide a good foundation should you later choose to progress onto postgraduate study and research in the social sciences, education or social work or be planning to take further study and assessment to gain named professional awards.

Your learning experience starts with this handbook, so please make sure that you keep it and use it. You are setting out to some extent into unknown territory and the handbook provides a map that will guide your progress. Thorough reading and regular referral to the handbook as you journey through your studies will ensure that you have a clear picture of where you are going and where you should be at any particular time. Although guidance and help is available through a number of channels, the handbook will help you traverse the various twists and turns of your academic journey and any (un)expected complications that arise along the way. As the course progresses, there will be opportunities for you to pursue options and other avenues that enable you to direct your own learning and progress, and we hope you will take full advantage of these to enhance and extend your learning experience, skills and opportunities for the future.

1.1 Rationale, aims and learning outcomes of the course

This multi-disciplinary degree will offer excellent career prospects for those of you wishing to pursue careers within teaching, local government, social work, the Probation Service, youth and community work, the Police and Prison and Immigration Services. Thus there are pathways available in education, children and youth services, criminal justice and citizenship and diversity as part of this top up BA. You will have the chance to go for breadth across the BA, or for depth in one or two areas depending upon your future career plans. The course will also provide a good foundation should you later choose to progress onto postgraduate study and research in the social sciences, education or social work or be planning to take further study and assessment to gain named professional awards. The degree takes account of key curriculum themes which UCLAN has identified as important for students in developing their understanding of the world and their role in it and in equipping them for employment. These are employability and enterprise, internationalisation and sustainable development. Employability The course supports students in achieving employability skills such as, critical analysis, critical awareness, intellectual identity, professionalism and independent personal identity. The compulsory module PL 3001 Policy Interpretations In The UK Dilemmas and

Controversies has been designed to specifically focus on employability skills and the module aims seek to enhance student’s employability skills for their future workplace/ post graduate study. Internationalisation The programme has been designed to ensure that the curriculum students are studying has internationalisation themes and specific modules have been selected to ensure this is achieved. Students will be directly studying a range of international issues with other students from a variety of national backgrounds, hereby creating an international community of practice. Sustainability These changes seek to safeguard the longevity of the programme/ course through more efficient and effective modular organisation. Sustainable development will be promoted through the use of electronic resources and Blackboard.

1.2 Course Team

Jessica Marshall LH310 jlmarshall@uclan.ac.uk (01772) 892716

1.3 Expertise of staff

Jessica Marshall Jessica qualified with a BA (Hons) in Sociology from the University of Central Lancashire. She has since gone onto qualify for her MA in Sociology which explore issues of ‘underdevelopment’ in East Africa. Jessica has completed her PGCE in Further Education and is presently undertaking her PhD which explores issues relating to childcare and the Christian community. Jessica is a qualified work based assessor and has been involved in teacher training at Preston College. Jessica worked as a researcher at the University of Bolton for three years where funding was granted by the European Social Fund (ESF) to explore barriers to progression within the retail sector for ethnic women. Jessica is an advocate of widening participation at the University and is involved in several activities to encourage students from deprived areas to consider higher education. This includes delivering taster sessions in sociology to students involved in 'junior university'. Jessica is an active member of the Lancashire Hate Crime Strategic and Cohesion Group and is part of a new Northern Rail initiative that focuses on supporting passengers with disabilities. She is presently working with Donna’ House to develop ways of supporting families whose children have a terminal illness. Jessica has published work in the area of cybercrime and is presently editing a book of conference papers drawing from the hugely successful international cybercrime conference held at UCLan and hosted by the CyberCrime research unit where she is a research fellow.

1.4 Academic Advisor

You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential.

1.5 Administration details

Campus Admin Services provides academic administration support for students and

staff and is located in the following hub which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance

and advice regarding specific processes such as extenuating circumstances, extensions and

appeals.

Foster Building (FB058)

Lancashire Law School

Humanities and the Social Sciences

Centre for Excellence in Learning and Teaching

Forensic and Applied Sciences

Pharmacy and Biomedical

Sciences Psychology

Physical Sciences

telephone: 01772 891990/891991

email:

FosterHub@uclan.ac.uk

1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Safe and acceptable use of e-mail is a key element of successful communication. The risk of viruses means that you must use your

university e-mail address whenever possible. As appropriate language use is an integral part of developing professional communication skills please use formal English and avoid using text messaging English and spellings. Using the correct form of address and ‘signing off’ is also very important. What is acceptable depends on the degree of familiarity in the relationship. The relaxed forms of address and 'signing off' used in communication with friends and family would not normally be suitable when emailing members of staff or external agencies. Finally, think carefully about whether or not the e-mail is appropriate, once it is sent it may be forwarded to other people. This is beyond your control.

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly.

Miro Griffiths Teaching Fellow University of Leeds

2. Structure of the course

Core and Optional Modules The course has been designed to ensure that you develop your understanding of public services and also to tailor your degree to reflect your own chosen areas of interest and future employment. To this end, the degree is composed of both core and optional modules.

Students have the option of taking particular routes through the course based on interest and career choice, for example, by taking themed modules which include childhood and youth, violence, crime, policy and diversity.

2.2 Modules available

Each module is a self-contained block of learning with defined aims, learning outcomes and

assessment. The University of Central Lancashire has three basic sizes for modules:

standard module : 20 credits

double module : 40 credits

half module : 10 credits

A standard module is worth 20 credits. It equates to the learning activity expected from one

sixth of a full-time undergraduate year. Modules may be developed as half or double

modules with credit allocated up to a maximum of 120 credits per year. Please note that

some modules are core or compulsory and others are optional. This means that you must

study the core/compulsory module components but have a choice of which optional

module(s) you may study. The university also offers students an opportunity to study an

‘elective’ module in years one and two. There is a wide range of elective modules available,

and they offer you an opportunity to study an area of interest that may or may not be related

to Public Services. For more information on elective modules speak to your Course Leader,

or Personal Tutor or visit: http://www.uclan.ac.uk/students/free_choice_electives.php

Each module has its own learning outcomes and assessments. This means there may be a

number of different assessment elements such as assignments, exams, and presentations.

These may be weighted differently. (For instance, a module may have an assignment worth

40%, a presentation worth 20% and an exam worth 40%.)

In order to pass the module you normally have to achieve 40% overall. In some modules,

you also need to pass each element as well. It is important that you read the assessment

rules for each module carefully.

Further particulars regarding your Public Services programme will be discussed in detail at the induction events and by your Course Leader and Personal Tutor throughout your degree. There are THREE compulsory modules that focus on government policy- how this is developed and how it impacts on the public services, work experience, issues relating to diversity and equality and your dissertation.

Modules for the Third year Top Up are listed below:

There are THREE compulsory modules for the third year of this programme:

1. PL3001 : The module aims are to critically analyse how governmental policy is interpreted, negotiated, translated, reviewed and implemented within different multidisciplinary environments within the UK. The assessment is one essay of 2,500 words and a group presentation.

• PL3003 The module aims to enable students to assess the relevance of their observations in relation to broader aspects of equality and diversity legislation – e. g disability, sexuality etc through 40 hours work placement and a 4,000 word portfolio.

• PL 3990 :Public Services dissertation. This is an extended piece of work (8 000 words in length) on your chosen topic of interest in the public services field. It will normally be related to your core module or one of the pathways.

Public services students taking the Top Up degree then do 3 optional modules (NB Details of each module are provided at progression talks when you choose your modules. Some modules may not run if there is not sufficient demand or if they clash with your core modules on the timetable).

Year 2 Optional Modules :For the third year of their programme students may choose ONE year two module on their programme of study. This means you then choose only TWO year three modules

Module Code Module Title

PL3001

Policy Interpretations in the UK

Dilemas and Controversies

PL3003

Work Experience

Module

PL3990

Dissertation

RB2000 VO2004 CI2008 DF2015

Fundamentalism and Cultural Heritage (RB2000 will be running every other year) Volunteering in the EU Diversity and Inclusive Practice Families, Deafness and Disability

Year 3 Optional Modules : Students may choose THREE year three modules. Students DO NOT have to choose a year two module

Module Code

Module Title

SO3020 PO3004 ED3215 CJ3027 CJ3024 CJ3026 CJ3018 VO3004 VO3007 SO3022 SO3023

Optional Modules The Sociology of Childhood Terrorism and Security The Education of Vulnerable Young People Human Trafficking and Modern day Slavery Why Prison? Understanding Cybercrime Understanding state crime and genocide CJ3027 CJ3024 CJ3026 CJ3018 (These modules will only run for the academic year 2020/21 as criminology are phasing in new modules from 2021/22) Empowering and Engaging Marginalised Groups Global Community Exchange Culture of Violence: Gendered Violence in Society Violent Times? Violence, Conflict and Culture (SO3020 and SO3023 will be carouselled and running every other year)

For students taking the four year degree pathway:

You will normally take modules adding up to 120 credits in each year of full time study. For

the foundation year and years 1 and 2 of this programme compulsory and optional modules

are listed below. Please note that in your Third year the same information above applies.

Year 2 PL2001 PL2003 PL2004 RB2000 VO2004 CI2008 DF2015

Compulsory Modules Emerging Issues in the Public Services Preparing for Work in the Public Services, Prisons and Law Enforcement Citizenship and Identity Optional Modules Fundamentalism and Cultural Heritage (RB2000 will be running every other year) Volunteering in the EU Diversity and Inclusive Practice Families, Deafness and Disability

Year 1 PL1001 PL1003 PL1004 PL1307 VO1001 VO1009

Compulsory Modules ‘Terrorism’ and the Public Services The Public Sector: Public Services Environment Debating Public Services Keeping Custody: The UK Prison System Optional Modules Citizenship & Cohesive Communities Gang and Gun Culture

Foundation Year HUC110 HUC111 HUC114 HUC115 POC101 SOC002 ENC014 ENC015 DFC009 FIC003 HYC102 PIC003 RBC601 LGC002

Compulsory Modules Essential Study Skills for Higher Education Developing Academic Knowledge Target Award Extended Study Learning by experience Introduction to Politics Introduction to Sociology Optional Modules Introduction to Literature Introduction to Creative Writing Introduction to British Sign Language and Deaf Studies Film, Media and Popular Culture Introduction to History Introduction to Philosophy Introduction to Religion, Culture and Society Introduction to English Language and Linguistics

1.3 Course requirements You will be expected to abide by the Regulations for the Conduct of Students in the University . UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes.

If your behaviour is considered to be unacceptable, any member of academic staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

We expect you to commit to:

1. Being an active partner with university staff and actively participating in the learning opportunities available to you

2. Keeping up to date with all information about your course through a range of channels such as social networks, The Student Portal, Blackboard etc.

3. Taking responsibility for your learning, personal development and skill development 4. Completing all work to the best of your ability and submitting it on time 5. Engaging with feedback provided to you to further your development 6. Providing timely and constructive feedback on your experiences 7. Engaging in the extra-curricular opportunities available to you 8. Telling us when you require help and making use of the support services available to

you 9. Treating all members of the university and local community with respect 10. Adhering to UCLan’s Regulations for the Conduct of Students and thereby

contributing to a safe, productive university environment 11. Ensuring we have the right contact details for you so that we can communicate

effectively with you.

2.4 Study Time

2.4.1 Weekly timetable

You will be provided with an on-line timetable following on from choosing your modules. You

must check this on regular occasions.

2.4.2 Expected hours of study

20 credits is a standard module size and equals 200 notional learning hours. The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Level 6 modules range between 20-30 hours of scheduled teaching and learning hours per 20 credit module. On average a level 2 module at university will run for two hours per week and a level three module at university will also run for two hours a week. Students will normally have six hours of timetabled classes per week. It is likely that you will be in around three days for classes each semester (although this varies and could be two-four days).

2.4.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to your course leader Jessica Marshall. If you have not gained the required authorisation for leave of absence, do

not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Student attendance is monitored through a university data system called SAM (Student Attendance Monitoring). You can check your attendance record online through myUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be

dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. International students should be aware of their responsibilities under the UK Border Agency (UKBA), Points Based System (PBS). You MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKBA if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly.

3. Approaches to teaching and learning

3.1 Learning and Teaching As experienced educators we are very conscious of what happens in our classrooms. Our key focus is on learning rather than teaching, and within this we try to emphasise the role of the learner. You will experience a range of teaching and learning methods, and this brief section of the handbook is intended to provide an overview of some of these methods. There is a great deal of research, which demonstrates factors associated with effective learning:

• Learning is not a spectator sport. People learn best and recall more when they are involved actively in the process - thus participation is a vital part of learning and the programme is designed to ensure frequent opportunities for students to participate through case-study work, problem-solving, and presentations. Reading in preparation for a seminar or lecture will help you to actively participate in the work.

• As you study and learn both independently and in groups, you will develop skills in time management, organisation, team-work problem solving and enhance self-confidence and assertiveness. These are all key skills for employment. Self-confidence plays a valuable part in learning and often grows with familiarity – the more we know about something the more confident we feel about discussing and evaluating. Reading to build your knowledge base and inform your understanding is a vital part of the programme and can be a good way of building self-confidence.

People appreciate a variety of approaches - we employ a range of learning strategies for this purpose. 3.2 Study Skills Study Skills - ‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?” Your success in attaining a university place is evidence of a range of skills for study, but because you are now studying at a different level and in different ways, students usually need to extend their skills set if they are to do justice to their potential and achieve the success they would want in their degree. Whilst all the modules on this course will allow you to practice and develop certain key (or transferable) skills which underpin the learning process and help in future learning, and in future careers.

Students will develop written communication skills, oral communication skills and presentational skills. Skills in the use of IT for research purposes should also develop as students access information by appropriate electronic means. Students will practice and develop skills of critical thinking, analysis, reflection, problem solving and time-management. They will also develop independent learning skills and the ability to work using their own initiative, as well as developing the ability to work as part of a team. There are a variety of services available to support you at the university including WISER- http://www.uclan.ac.uk/students/study/wiser/index.php

3.4 Learning resources

3.4.1 Learning and Information Services (LIS)

The best place to start when exploring the Library resources available to you is; • Your ‘Subject Guide’ can be found in the Library Resources • Your ‘My Library’ tab in the Student Portal

• Library search Extensive Resources are available to support your studies provided by LIS – library and IT staff - http://www.uclan.ac.uk/students/library/index.php. It is impossible to complete your course without using a PC or Mac, reading books, accessing electronic journal articles or printing out work. Learning & Information Services (LIS) make all of these possible, and more. The library building provides access to thousands of books 24/7, offering extensive reading for all subjects and these are complemented by still more texts/multi-media available online as e-resources. Password technology enables you to use these on the University campus, at home or from any internet enabled PC in the world. The Resources for your Subject guides should help you get started. The library also has a wide range of study areas to meet different study needs and styles. These include:

✓ A design suite ✓ Silent study areas ✓ Quiet study areas ✓ Bookable study rooms and pods ✓ Group study zone

You’ll also find hundreds of computers, laptops and MacBooks available to borrow within the building, and a café. Help is available from our Customer Support team via the telephone (01772 895355), email (LISCustomerSupport@uclan.ac.uk) or in person at the One Stop service point on the ground floor. The LIS training team offers a range of free courses and seminars to help you use our IT and Information sources. These include tours of the Library, guides to using the catalogue, and help with doing an in-depth search of a subject database. They will even show you how to put all this new-found information into a word document. The training team web pages www.uclan.ac.uk/listraining detail the iSkills program. Using the library is an essential part of your studies and we hope you can become a confident and independent user of all the services and facilities it has to offer. More information about the services LIS offers is available from www.uclan.ac.uk/LIS

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts: For more information visit: http://www.uclan.ac.uk/students/library/online_resources.php.

Digital and electronic material for individual modules will also be available through eLearn/WebCT, but you will be expected to make full use of the Library’s electronic resources as part of the study and assessment for your modules. You should familiarise yourselves with these resources as soon as possible and continue to use them effectively throughout your degree.

3.5 Personal development planning

University life is full of exciting opportunities. However, the range of challenges (e.g. presentations, time management, essay writing) can at times feel bewildering. Personal Development Planning helps you make the most of your time in the School of Education and Social Sciences, by providing a clear structure for productive reflection and goal setting in the short and longer term as you consider a career. Personal Development Planning is defined as: “a structured and supported process to develop the capacity of individuals to reflect upon their own learning and achievement and to plan for their own personal and career development” (Quality Assurance Agency for Higher Education (QAA) 2001). The Personal Development Plan (PDP) has been developed to help you strengthen, integrate, and reflect on your knowledge, and understand your intellectual, personal, and social development in addition to your discipline-specific needs. Initially you will find it helps you identify strengths and weaknesses in your current skills and knowledge and plan your future course choices with these in mind. As you move through the programme, your PDP can clarify your thinking about your next steps after university and, ultimately, will provide a basis for compiling your CV.

Personal Development Planning is a process that only you can fully undertake as it calls upon you to constantly reflect on what you do and how you do it. It is a process that is similar to, and often linked with, your subject specific learning. On this course you are required to develop academic skills of research, analysis and oral and written presentation, marshalling large amounts of information along the way in an evaluative and critical manner, but you are also expected to reflect on how and why these are done, what the consequences are, ways they could be better done and how they could be applied more widely. Personal Development Planning is the same process, but in relation to yourself – you are required to carry out learning tasks and to reflect on what you learned and how, what the consequences are and ways they could be better done. At the start of the course there will be an explanation of Personal Development Planning. You will be expected to start and maintain your progress file which will contain transcripts, assignments, feedback and reflection. It is important that you should record your activities as a learner and make notes that reflect on your experiences and the actions you took to resolve problems and achieve success. You should bring this file to meetings with your Personal Tutor, who will ask you to talk about your learning and how you are developing plans to improve it. More information on PDP is available from the Learning Development Unit (LDU): http://www.uclan.ac.uk/information/services/ldu/pdp/index.php The core text for Personal Development Planning is Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. Basingstoke: Palgrave Macmillan. There are at least three good reasons to do maintain a PDP:

1. To give you an opportunity to reflect on your development to date, and your plans for the future. It is all too easy to “drift along” from week to week and year to year without taking time to assess your goals and progress. Taking stock in this sort of exercise should make you more aware of what you are trying to achieve and whether you are heading towards those goals as planned.

2. To direct your mind to a range of skills and abilities which are important to your personal and professional development, but which may not be directly measured in

exams and coursework assessment. Awareness of these skills will be important when you compile your CV and look for work.

3. It will help you to think about and talk about both the academic skills you have learnt in the course of your study, in conjunction with the skills that you might gain in work experience or extra-curricular activities.

Why should I start and maintain a PDP?

1. It keeps a handy record of your achievements at the university 2. It is easy and convenient to add to and maintain. 3. It may help you to get the maximum from your personal tutoring. 4. It is a source of reflection on your study. 5. It can demonstrate progress if done well (and there is progress to show).

It will help you see the links between skills gained in different contexts.

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full

potential whilst at university and beyond, your course has been designed

with employability learning integrated into it. This is not extra to your

degree, but an important part of it which will help you to show future

employers just how valuable your degree is. These “Employability

Essentials” take you on a journey of development that will help you to write your own

personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that

are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience,

postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

It’s your future: take charge of it!

Careers offers a range of support for you including:-

• career and employability advice and guidance appointments

• support to find work placements, internships, voluntary opportunities, part-time employment and live projects

• workshops, seminars, modules, certificates and events to develop your skills Daily drop in service available for CV checks and initial careers information. .For more information come along and visit the team.

4. Student Support

Information on the support available is at: https://www.uclan.ac.uk/students/

4.1 Academic Advisors

Each student is allocated a member of staff as an academic advisor. The role of the academic advisor is not to deal with assignment issues – this is a matter for the relevant Module Tutor and should be raised at an appropriate seminar session. academic advisors provide pastoral care, including guidance problems that

may affect your academic work. Think of your academic advisor as a ‘wise friend’, someone who knows the University and its academic regulations, and to whom you can turn for advice.

It may not be appropriate for your academic advisor to deal directly with your problems – personal counselling is a job best left to Student Services or the Health Centre – but they should be able to direct you to an appropriate source of advice. Your academic advisor is Jessica Marshall. It is your responsibility to contact Jessica if you have any problems or concerns.

4.2 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability Advisory Service -disability@uclan.ac.uk- or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability

Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk

4.3 Students’ Union The Students’ Union offers thousands of volunteering opportunities ranging from

representative to other leadership roles. We also advertise paid work and employ student

staff on a variety of roles. You can find out more information on our website:

http://www.uclansu.co.uk/

5. Assessment

5. Assessment Strategy and Extenuating Circumstances

All modules will be assessed. Students are expected to attempt all required

assessments for each module for which they are registered, and to do so

at the times scheduled unless authorised extensions, special

arrangements for students with a disability, or extenuating circumstances

allowing deferral have been granted.

Notification of assignments and examination arrangements Requirements for individual assessments and their respective deadlines for submission are outlined in the individual Module Handbook or contained in assessment briefings distributed by the respective tutor.

Feedback on Modules

Each module will specify an assessment strategy by which students can demonstrate the

achievement of the learning outcomes for that module. Generic feedback on all summative

elements of assessment which contribute to a module, will be made available to students

within 15 working days (3 weeks) of the scheduled submission or examination date. Generic

feedback on end of module assessment and dissertations will be made available within 15

working days following the publication of results. For all assessments, students will be

provided with individual feedback. Feedback may be provided in oral, written, audio or

digital format as appropriate.

Late Submissions

The University requires students to adhere to submission deadlines for any form of

assessment. A penalty will be applied in relation to unauthorised late submission of work.

Extensions may be granted for up to 10 working days and will be confirmed to the student in

writing. The request should be made in writing by the student to the appropriate Campus

Administrative Service (CAS) Hub, clearly stating the reason for the extension and detailing

the module and assessment where an extension is requested. Students who submit work

after an authorised extended deadline date will be awarded a mark of 0% for that element of

assessment. The University operates a universal penalty scale for unauthorised late

submission of any form of assessed work. Students who submit work within 5 working days

after the published submission date without an authorised extension will be awarded the

minimum pass mark for that element of assessment. All work submitted later than 5 working

days after the published submission date without an authorised extension will be awarded a

mark of 0% for that element of assessment. Unauthorised late submission at resubmission

will automatically be awarded a mark of 0% for that element of assessment. Where the

nature of the circumstances is such that the extension is required for more than 10 working

days, students may submit a case for consideration in accordance with the procedure for

Extenuating Circumstances.

Extenuating Circumstances

During your studies you may have serious personal, medical or family problems that are outside your control and are affecting your ability to perform in an assessment/examination to your full potential or to complete an assignment by the set deadline. If you believe that this is happening to you, then it is your responsibility to let your School know as soon as possible.

Where this occurs the University will provide appropriate support and, depending on the nature of the problem, you can apply for an Extension to an assignment submission date and/or apply for Extenuating Circumstances (ECs) to be taken into account.

Extensions

Where you have a temporary unexpected circumstance that means you are unable to complete a particular assignment on time you may apply for an extension for up to ten working days.

Examples of unexpected circumstances may include short-term illness, caring for a sick relative or unexpected personal difficulties. You should complete and submit an extension request form to your School. You do not need to provide evidence to support your request for an extension but you do need to include:

1) a clear statement about what has happened; 2) information about how this has affected you; 3) the number of additional days requested to enable you to complete the assignment.

You must submit the request before the submission date. Extensions cannot be given retrospectively. You will be told whether the extension has been granted and advised of the new submission date, normally within one working day of your request. If your request is refused you must complete your assignment by the original submission date.

Extenuating Circumstances (ECs)

Some students face significant unplanned and unforeseen events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances.

Extenuating Circumstances include situations where you have experienced:

• Significant illness or injury • The death or critical/significant illness of a close family member/dependant • Family crisis or major financial problems leading to acute stress • Absence for jury service or maternity, paternity or adoption leave • A criminal act where you have been a victim such as assault, sexual assault or rape • In exceptional cases absences caused by work commitments will be considered

Extenuating Circumstances do not include:

• holidays, moving house and events that were planned or could reasonably have been expected

• assessments that are scheduled close together • misreading the timetable or misunderstanding the requirements for assessments • inadequate planning and time management • failure, loss or theft of a computer or printer that prevents submission of work on time.

Students should back up work regularly and not leave completion so late that they cannot find another computer or printer

• consequences of paid employment (except in some special cases for part-time students) • examination stress or panic attacks not diagnosed as illness • being unable to access the University’s computer network - in the case of debt

What is the deadline for submitting Extenuating Circumstances?

Although this may be a difficult time for you, it is in your best interest to apply as early as possible. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim.

What may happen if my Extenuating Circumstances are approved?

If your application for ECs is approved, you should not sit any examinations or hand in assessed work until you feel able to do so (or when any period of time away from study granted by the EC process expires).

You will be advised what you need to do regarding your assessments. For example:

• you may be given an extended deadline • an assessment may be rescheduled to a later date • you may be advised to interrupt your studies for a period • you may be granted a reassessment • you may be given a different form of assessment

The University operates standard procedures for the submission of extenuating

circumstances. (See section 4 of the Assessment Handbook). In determining assessment

recommendations, Course Assessment Boards will take into account approved claims from

students for extenuating circumstances. A disability or learning difficulty does not

constitute an extenuating circumstance. Course Assessment Boards are not permitted to

alter individual assessment marks to take account of extenuating circumstances. Where

performance or incomplete assessment in a module is due to extenuating circumstances the

Course Assessment Board will make a decision as to whether the student should be

assessed at the next opportunity as if for the first time (or first reassessment if the poor

performance relates to a second sit), or may agree a module mark if sufficient evidence is

available for the determination of such a mark. Extenuating circumstances will be taken

into consideration by a Course Assessment Board as appropriate in the determination of the

application of compensation provisions, opportunity for re-assessment and in overall

progression/award classification decisions as further set out in section 4 of the Assessment

Handbook. A Course Assessment Board, using its academic judgement, may take

account of extenuating circumstances where the student’s overall performance is borderline,

provided that there is good reason to believe that the student’s performance has been

compromised by extenuating circumstances to an extent which has not been fully reflected

in adjustments made to assessment at the module level (such as deadline extensions and

variations in assessment method). Where poor performance or non-completion arising

from extenuating circumstances is associated with a placement module the Course

Assessment Board may, at its discretion and taking account of the extent to which the

learning outcomes of the module have been met, either (i) deem the placement completed

satisfactorily, (ii) specify arrangements for completion or (iii) require a repeat of the

placement. In exceptional circumstances, where the performance of a group of students

has been adversely affected by external factors outside the University’s control, reference

should be made to the policy on Extraordinary Circumstances Governing the Assessment

Process.

Where the original assessment cannot be replicated, the Course Assessment Board may

permit a variation in the deferred assessment pattern provided that this is appropriate to

demonstrate the achievement of the required learning outcomes.

Re-assessment

The decision to offer reassessment lies with the Course Assessment Board taking account

of the recommendations from Module Boards and the student’s overall profile. Where a

student has failed a component and is required to be reassessed in that component, the

maximum mark which may be awarded for any reassessed component will be the minimum

pass mark (i.e. 40 for Level 3, 4, 5 and 6 modules and 50 for Level 7 modules and all

modules with registerable qualifications). This mark will contribute to the overall aggregate

mark for the module. Where the module does not require the student to pass each

component of assessment but the module is failed on aggregate, if following re-assessment

the capping of the component mark prevents the student from passing the module, the

module mark will be capped rather than the component mark. A module, or a component

within it, may be reassessed only once. In-module reassessment is permitted and if

marked numerically is subject to the requirements of G11.2 and G11.4 (i.e. that the

assessment is capped and a further attempt is treated as the reassessment opportunity). In-

module skills tests which are graded pass/fail are not subject to G11.2 and G11.4. G11.6 If

upon reassessment the original mark and the reassessed mark are both under the minimum

pass mark, the higher of the two marks will be used in any subsequent averaging

calculation.

Module Attempts

The definition of ‘attempt’ is a student’s first ‘sit’ and any ‘resit’ (of any component of

assessment) within a module. A retake of the same or an alternative module in a

subsequent year or semester is considered to be a separate second attempt. The following

are not considered to be ‘separate attempts’ 1. where a student is reassessed for a

module; 2. re-enrolment for the module in a subsequent semester where a module grade is

‘deferred’. 3. Where, because of extenuating circumstances, a student is permitted to

repeat a year, all module results from the original year will be invalidated and such modules

will not count towards the total number of attempts.

Except in the case of Certificate and Advanced Certificate Awards, or where Pearson

regulations apply, there shall be a limit to the number of module attempts permitted within

each award.

Composition and Responsibilities of Assessment Boards

Examiners/assessors are required to declare any close personal or business relationship

with a student which could reasonably question the impartiality of the examining/assessment

process. The Chair of the Assessment Board will determine the most appropriate action in

such cases.

Module Assessment Boards

Each School will operate Module Assessment Boards for all modules assigned to that

School. Membership will comprise the Head of School or nominee (Chair) and academic

staff, including those from partner institutions, associated with the delivery of the modules.

External examiners will act as specialist advisers to the Board. The quorum for Module

Assessment Boards shall be the attendance of the Head of School or nominee (Chair) and

an internal examiner able to report fully on all results for each module considered by the

Board. Where a module runs solely at a Partner Institution, the University may delegate to

the Partner Institution the operation of the Module Assessment Board. It is the

responsibility of the Module Assessment Board to determine the mark/grade achieved by

each student in individual modules and to make recommendations to the appropriate Course

Assessment Board in relation to reassessment and compensation. Marks/grades

determined by Module Assessment Boards shall not be subject to revision by other Boards.

Course Assessment Boards

Each School will operate a Course Assessment board which covers each Course for which

the School is responsible. Membership will comprise the Head of School (Chair), Course

Leader (s), external examiner(s) and any academic staff who teach on the course (s)

including placement tutors. The Chair of the Course Assessment Board must have

undertaken the required training and be on the University’s ‘List of Approved Chairs’. The

quorum for the Course Assessment Board shall be the attendance of the Head of School or

nominee (Chair), Course Leaders as appropriate for each course under consideration within

the school and the External Examiner(s) where appropriate. In exceptional circumstances,

the Head of School may nominate an appropriate deputy for a Course Leader who is

unavoidably absent.

Where a course runs solely at a Partner Institution, the University may delegate to the

Partner Institution the operation of the Course Assessment Board. If in exceptional

circumstances no External Examiner(s) is able to be present at the end of year Course

Assessment Board, the External Examiner(s) will be required to confirm the

recommendations of the Course Assessment Board and communicate his/her views by

written correspondence to the Chair of the Course Assessment Board. G8.3.6 It is the

responsibility of the Course Assessment Boards to determine, based on the overall student

profile any applicable compensation and reassessments and to determine results for each

student in relation to their progression or award. G8.3.7 Results determined by Course

Assessment Boards shall not be subject to revision by other Boards.

Appeals against assessment board decisions

Principles An appeal cannot be made against the academic judgement of the examiner(s),

properly exercised. Appeals on this basis will be ruled invalid. Details of the rules and

procedures for Appeals can be found in the Assessment Handbook. Grounds for Appeal

against Assessment Board decisions A request for an appeal against an Assessment

Board decision (other than a decision relating to unfair means – see below) shall be valid

only if it is based on one or more of the following grounds: 1. that an Assessment Board

has given insufficient weight to extenuating circumstances; 2. that the student’s academic

performance has been adversely affected by extenuating circumstances which the student

has, for good reason, been unable to make known to the Assessment Board; 3. that there

has been a material administrative error at a stage of the process, or that some material

irregularities have occurred; 4. that the assessment procedure and/or examinations have

not been conducted in accordance with the approved regulations (this fourth ground will not

be relevant to an appeal against a decision relating to an interruption or discontinuance of

study. Such an appeal should be based on one or more of the three grounds above).

Where a student is seeking to appeal a decision of the Assessment Board relating to unfair

means, the appeal will only be valid if it is based on the following grounds: 1. that the

original hearing was not conducted fairly and/or in accordance with the published procedure;

2. that the original decision was unreasonable in all the circumstances.

Composition and Responsibilities of Assessment Boards

Examiners/assessors are required to declare any close personal or business relationship

with a student which could reasonably question the impartiality of the examining/assessment

process. The Chair of the Assessment Board will determine the most appropriate action in

such cases.

Module Assessment Boards

Each School will operate Module Assessment Boards for all modules assigned to that

School. Membership will comprise the Head of School or nominee (Chair) and academic

staff, including those from partner institutions, associated with the delivery of the modules.

External examiners will act as specialist advisers to the Board. The quorum for Module

Assessment Boards shall be the attendance of the Head of School or nominee (Chair) and

an internal examiner able to report fully on all results for each module considered by the

Board. Where a module runs solely at a Partner Institution, the University may delegate to

the Partner Institution the operation of the Module Assessment Board. It is the

responsibility of the Module Assessment Board to determine the mark/grade achieved by

each student in individual modules and to make recommendations to the appropriate Course

Assessment Board in relation to reassessment and compensation. Marks/grades

determined by Module Assessment Boards shall not be subject to revision by other Boards.

Course Assessment Boards

Each School will operate a Course Assessment board which covers each Course for which

the School is responsible. Membership will comprise the Head of School (Chair), Course

Leader (s), external examiner(s) and any academic staff who teach on the course (s)

including placement tutors. The Chair of the Course Assessment Board must have

undertaken the required training and be on the University’s ‘List of Approved Chairs’. The

quorum for the Course Assessment Board shall be the attendance of the Head of School or

nominee (Chair), Course Leaders as appropriate for each course under consideration within

the school and the External Examiner(s) where appropriate. In exceptional circumstances,

the Head of School may nominate an appropriate deputy for a Course Leader who is

unavoidably absent.

Where a course runs solely at a Partner Institution, the University may delegate to the Partner Institution the operation of the Course Assessment Board. If in exceptional circumstances no External Examiner(s) is able to be present at the end of year Course Assessment Board, the External Examiner(s) will be required to confirm the recommendations of the Course Assessment Board and communicate his/her views by written correspondence to the Chair of the Course Assessment Board. It is the responsibility of the Course Assessment Boards to determine, based on the overall student profile any applicable compensation and reassessments and to determine results for each student in relation to their progression or award. Results determined by Course Assessment Boards shall not be subject to revision by other Boards. Compensation Compensation describes the process by which a student who fails to satisfy some element of assessment is nevertheless recommended for progression/award on the grounds that the failure is marginal or is offset by good performance in other components of his/her study programme. A Course Assessment Board may, at its discretion, compensate failure in a module where, in its considered academic judgement, the compensation is fair and reasonable in relation to the learning outcomes of the course and the standard of the student’s performance as a whole. Compensation must not be applied where the module mark falls below the threshold mark of 30% for undergraduate modules (Levels 3, 4, 5 and 6) or 45% for modules at Level 7 or above and modules utilised solely on the undergraduate professional programmes in Medicine and Dentistry (BDS, MBBS). A higher threshold may be set where there are sound academic reasons such as professional body requirements. The number of credits which can be compensated within an award is limited according to the

maxima shown in the following table. Course regulations may specify less than the maximum where this is appropriate or where professional body requirements so dictate. Where a Course Assessment Board applies compensation to a module the original mark or grade shall not be altered and that original mark will be used in any award classification. Performance in core modules cannot be compensated.

Referencing

The referencing style for Public Services modules is the Harvard system, and a brochure on its use is available from LIS/ University Library at: http://www.uclan.ac.uk/students/wiser/files/UCLAN-LIS-references08.pdf. Another useful guide to the Harvard referencing system is provided at: http://skillsforlearning.leedsmet.ac.uk/Quote_Unquote.pdf. The purpose of referencing is to enable other readers to locate the information you have used, to compare your interpretation with their own or others and to develop the ideas further. It also acknowledges the use of other people’s ideas. There are two places in an assignment where referencing must occur, in the body of the assignment andat the end of the assignment in a bibliography. Referencing is necessary to allow the reader to verify and follow up on material quoted in the assignment. Referencing also adds academic weight to your argument and guards against plagiarism. Plagiarism “is the use, without acknowledgement, of the intellectual work of other people, and representing the ideas or discoveries of another as your own in written work submitted for assessment. To copy sentences, phrases or even striking expressions without acknowledgement of the source for that information (either by inadequate citation/reference or failure to indicate verbatim quotations), is plagiarism; to paraphrase without acknowledgement is also plagiarism. Where such copying or paraphrase has occurred, the mere mention of the source in the bibliography is not deemed sufficient acknowledgement because; each instance/point/assertion/argument must be referred specifically to its source. Verbatim quotations must be either in inverted commas, or indented, and directly acknowledged’ (Academic Regulations: Appendix 10). If you consistently and effectively reference the sources of information you use to prepare and produce your assignments, claims of plagiarism in your work can be avoided.

Confidential material

Particularly as you progress through your studies and in the 3rd Year Dissertation Module,

you may encounter confidential information which might inform assignments. There are

ethical and legal issues and responsibilities to respect confidentiality and maintain the

anonymity of individuals and organisations connected to this information. The School has an

established ethics procedure and guidelines and you should check with your Module Leader

or Dissertation Supervisor about this if you expect to access such material in the course of

your work.

Cheating, plagiarism, collusion or re-presentation

The University regards any use of unfair means in an attempt to enhance performance or to

influence the standard of award obtained as a serious academic and/or disciplinary offence.

Unfair means applies to summative assessment only and includes all forms of cheating,

plagiarism, collusion and re-presentation as defined in the Assessment Handbook. All

instances or allegations of the use of unfair means within summative assessment will be

investigated in line with the procedure set out in the Assessment Handbook. If the allegation

is found to be proven the Head of School acting on behalf of the Assessment Board will

implement the appropriate academic penalty in the module and report it to the Assessment

Board. In the event of a single offence of unfair means in a summative undergraduate or

postgraduate assessment, the appropriate penalty will be 0% for that element of

assessment, and an overall fail for the module (whether or not the resulting numeric average

mark is above or below the minimum pass mark). The affected elements of the assessment

must be resubmitted to the required standard. The mark for the module following

resubmission will be restricted to the minimum pass mark. Where unfair means is detected

for the first time on a reassessment for an already failed module, no further reassessment for

the module will be permitted, and the appropriate fail grade will be awarded. In the event of

a repeat offence of unfair means (irrespective of whether the repeat offence involves the

same form of unfair means) on the same or any other module within the course, the

appropriate penalty will be 0% for the module with no opportunity for reassessment. This

penalty does not preclude the student being permitted to retake the module in a subsequent

year. An Assessment Board will not come to a decision on a student’s result where an

instance or allegation of the use of unfair means has not been resolved.

Where evidence of unfair means becomes available subsequent to the recommendation of

the Assessment Board, the matter will be re-opened at a subsequent meeting of the Board

and the original recommendation may be set aside if appropriate. Any appeal against the

decision of the Head of School will be heard under Stage 1 of the Procedure for Appeals

against Assessment Board decisions, as set out in section 7 of the Assessment Handbook.

An appeal will only be valid if it is based on the following grounds: i that the original

decision was not conducted fairly and/or in accordance with the published procedure; ii that

the original decision was unreasonable in all the circumstances.

5.6 How do I know that my assessed work had been marked fairly?

Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required.

Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed. 6. Classification of Awards

The classification of awards is based on the Average Percentage Mark (APM) - a calculation derived from the marks achieved in specified modules. Classifications are subject to other conditions as detailed below. The APM for the Honours Degree is a weighted average which recognises higher level study through the ratio 3:7 for Level 5: Level 6 or through the ratio 2:8 for Level 5: Level 6. See H4.5 below for the application of each ratio. The APM for the Degree without Honours/Advanced Diploma is a weighted average which recognizes higher level study through the ratio 3:7 for Level 5: Level 6. See H4.6 below. The APM for all other awards is a weighted average which recognises higher level study through the ratio 1:2:3:4 for Level 4: Level 5: Level 6: Level 7. A minimum APM of X9.5 will be rounded up to the next classification for all awards. The classification of awards for Honours Degrees will be based on the highest classification outcome from one of the following: 1 The APM based on a weighted average of all Level 5 and Level 6 modules using the ratio of 3:7 for Level 5: Level 6. 2 The APM based on 120 credits at Level 6 or where there are only 100 credits at Level 6 specified for the programme a weighted average of 100 credits at Level 6 and 20 credits at Level 5 (the Level 5 module with the highest mark) using the ratio of 3:7 for Level 5: Level 6. 3 The APM based on a weighted average of the best 100 credits at Level 6 and the best 100 credits at Level 5 using the ratio 2:8 for Level 5: Level 6. 4 The APM based on the best 100 credits at Level 6. 5 The classification is determined by reference to the overall profile and performance with the minimum requirement that: i a minimum of 60 credits at Level 6 are in the classification band. and ii the highest APM is no lower than 2 percentage points below that required for the classification For Honours Degrees the following scale will be used to determine the award classification: APM: 70 - 100% First Class Honours 60 - 69% Upper Second Class Honours 50 - 59% Lower Second Class Honours 40 - 49% Third Class Honours

Marking and Grading The University uses a grade band marking scale as detailed in the Assessment Handbook Section 2.1.7. This marking scale contains a fixed number of percentage points in each class band which is assigned by a marker for a piece of assessed work. For modules at Levels 3, 4, 5 and 6, the term pass refers to a mark >=40. Ungraded credit is a pass. Compensated modules are treated as passes for the purposes of determining that the module requirement has been met. For modules at Level 7 and above, the term pass refers to a mark >=50. Modules utilised solely on the undergraduate professional programmes in Medicine and Dentistry (BDS, MBBS) have a pass mark of 50. In addition to grading bands, the University uses a system of grades and codes to denote study performance. Description Grade Distinction in placement D Merit in placement M Pass P Satisfactory S Unsatisfactory U Fail (where aggregate module mark is at or above the minimum pass mark but a core element is failed) F Decision deferred I Decision deferred at reassessment IR Description Grade Not graded NG Associate/Exchange student: not assessed Z Description Grade Qualifier Compensated failed module C Fail: reassessment recommended R Fail: reassessment not taken up X Fail: retake module K Recommendation for Award Students are assessed for the registered award on completion of the appropriate module minima. To be recommended for an award a student must have: 1. achieved passes in the module requirement specified for the award; 2. passed any additional requirements specified by a Course associated with the award including core modules, defined combinations of modules and placements; H3.3 Compensated modules are treated as passes for the purposes of determining that the module requirement has been met. Alternative Awards Alternative Awards: Course Assessment Boards may recommend an approved alternatively named award to a student who has failed the registered award, provided the minimum requirements for the alternative award have been achieved. Such awards are commonly approved for courses containing elements of professional practice. Exit Awards Course Assessment Boards may recommend an exit award to a student who has failed the registered award or who leaves at an interim progression point provided the minimum requirements for the exit award have been achieved. Exit awards will only be recommended where a student’s study for their registered award has been completed or terminated. H6.3 A student who leaves his/her course and who has not been recommended for an exit award, may apply to the Chair of the Course Assessment Board to be considered for an award at the next meeting of the Board. In calculating the APM for Exit Awards: 1. the number of counting modules used in the calculation of the APM is as specified for the exit award concerned; 2. fail grades do not contribute to the APM calculation; 3. a student must have achieved an APM >=the pass mark for the level of the award, derived from the counting modules in the calculation; 4. modules are included in the chronological order in which they were completed. Surplus modules are disregarded from the calculation. 5. any grades awarded as part of a final target award which has then been used as an entry qualification to either a one year Top-up Degree or Direct Entry will not be included in the APM calculation for Honours Award. Alternative Awards

Alternative Awards: Course Assessment Boards may recommend an approved alternatively named award to a student who has failed the registered award, provided the minimum requirements for the alternative award have been achieved. Such awards are commonly approved for courses containing elements of professional practice. Exit Awards Course Assessment Boards may recommend an exit award to a student who has failed the registered award or who leaves at an interim progression point provided the minimum requirements for the exit award have been achieved. Exit awards will only be recommended where a student’s study for their registered award has been completed or terminated. A student who leaves his/her course and who has not been recommended for an exit award, may apply to the Chair of the Course Assessment Board to be considered for an award at the next meeting of the Board. In calculating the APM for Exit Awards: 1. the number of counting modules used in the calculation of the APM is as specified for the exit award concerned; 2. fail grades do not contribute to the APM calculation; 3. a student must have achieved an APM >=the pass mark for the level of the award, derived from the counting modules in the calculation; 4. modules are included in the chronological order in which they were completed. Surplus modules are disregarded from the calculation. 5. any grades awarded as part of a final target award which has then been used as an entry qualification to either a one year Top-up Degree or Direct Entry will not be included in the APM calculation for Honours Award.

7. Student Feedback

You can play an important part in the process of improving the quality of this course through the feedback you give. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2

of the University Student Handbook. 8. Appendices 8.1 Programme Specification(s) Appendix One: Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire

3. University School/Centre

Humanities and Social Science

4. External Accreditation

N/A

5. Title of Final Award

BA (Hons) Public Services

6. Modes of Attendance offered

Full-time and Part-time

7a) UCAS Code L491

7b) JACS Code 7c) HECOS Code

L231 10091

8. Relevant Subject Benchmarking Group(s)

Politics, Sociology, Criminology

9. Other external influences

UCLan policies- in particular relating to employability and internationalisation

10. Date of production/revision of this form

March 2019

11. Aims of the Programme

• To provide an in–depth critical examination of modern public services at a local, national and international level with a specific focus on the following selected areas: education, children and youth services, criminal justice, police service and policy issues related to these arenas.

• To offer particular areas of focus on gender, sexuality, ethnicity, ‘race’ and racism, religion and religious identity, community engagement, diversity, political issues, economic issues, social justice, social inclusion and exclusion at a local, national and international level.

• To offer an academically stimulating curriculum, underpinned by research-informed teaching which will provide students with the knowledge, skills and professionalism required to benefit their future careers within the modern public services environment.

• To deliver a programme which will give students the ability to critically analyse complex and diverse opinions, theories and perspectives on public services so they can apply these both academically and practically in their future world of work.

• To create and sustain a supportive environment in which students can develop their intellectual identity, critical thinking, critical awareness, independent personal identity and enhance the skills required for graduate level employment in the services or related areas of professional environments and practice.

• To provide a platform for CPD and/or entry to postgraduate professional training.

7. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

Students will be able to: A1. Articulate a critical awareness of the underpinning values and principles relevant to public services and governmental policy. A2. Appreciate the challenges facing different sectors of public services such as education, children and youth services, criminal justice and police service. A3. Critically appreciate the complex issues of diversity and inclusion in public services and be able to critically appraise and assess complex arguments, issues and situations to identify, formulate and advocate solutions to problems. A4. Articulate, critically evaluate and construct a reasoned argument in relation to policy, practice and the interpretation and translation of policy and be able to apply with a social and community context within the workplace environment. A5. Appreciate key issues, paradigms and ethics surrounding social research, social research practice and practitioner based enquiry.

Teaching and Learning Methods

A range of teaching and learning methods are used to enable students to cumulatively acquire and apply the knowledge, awareness and skills expressed in the course and module learning outcomes. They include:

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/

knowledge 7. Communication – by liaison and learning from others including seminar

presentations 8. Participating in debates, dialogue, question and answer sessions with their peers,

lecturers and other outside professionals as and when required and in relevant situations such as conferences and guest lecture sessions

Assessment methods

1. Essays, other written work, reports and research presentations 2. Case studies and reflective logs 3. Presentations, poster presentations and case –based scenarios 4. Class debate 5. Seen and unseen exams 6. Dissertation or portfolio 7. Literature reviews

B. Subject-specific skills

Students will be able to B1. Identify and reflect ( in a professional manner ) upon theory, policy and practice in order to accommodate new principles and understanding of the contemporary public services B2. Select and critically evaluate relevant primary and secondary sources

B3. Critically understand the application and limitations of different research methodologies in relation to the study of public service issues B4. Recognise the importance of explicit referencing and the ethical requirement of study which requires critical and reflective use of information of data gathered and reviewed B5. Identify, investigate , analyse, formulate and advocate solutions to problems B6. Reflect on own learning and seek to make use of constructive feedback

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/ knowledge 7. Communication – by liaison and learning from others including seminar presentations 8. Participating in debates, dialogue, question and answer sessions with their peers, lecturers and other outside professionals as and when required and in relevant situations such as conferences and guest lecture sessions

Assessment methods

1. Essays, other written work, reports and research presentations 2. Case studies and reflective logs 3. Presentations , poster presentations and case –based scenarios 4. Class debate 5. Seen and unseen exams 6. Dissertation or portfolio 7. Literature reviews

C. Thinking Skills

Students will be able to: C1. Reflect on and evaluate value systems, diverse opinions, theories and perspectives and concerning the public services and be able to construct a reasoned argument, synthesise relevant information and exercise critical judgement C2. Integrate theory and practice in relation to the public services within contemporary society at a local, national and global level C3. Identify and justify a personal position in relation to the public services debate and issues surrounding education, children and youth services, criminal justice, police service and policy issues relating to these issues C4 Critically evaluate and apply different approaches involved in collecting, analysing and presenting information, including how to identify and solve complex problems and issues for public service enquiry, assess their ethical implications, and gather, organise and deploy evidence, data information from a variety of sources C5. Identify, investigate, analyse and advocate solutions to complex issues and problems C6. Manage their own learning self-critically

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance

6. Presentations by occasional guest lecturers / professionals with specific expertise/ knowledge

Assessment methods

1. Essays, other written work, reports and research presentations 2. Case studies and reflective logs 3. Presentations, poster presentations and case –based scenarios 4. Class debate 5. Seen and unseen exams 6. Portfolios, project 7. Literature reviews

D. Other skills relevant to employability and personal development

Students will have acquired the ability to: D1. To process and synthesise complex information and theories on public services D2. Communicate ideas effectively and fluently, both orally and in writing in relation to the wider context of the public services environment D3. Use communication and information technologies for the retrieval, analysis and presentation of information. Presentational skills may include a focus upon delivery ( in addition to content), time management, usage of audio visual resources and ability to stimulate debate D4. To plan, collaborate with others and contribute effectively to the achievement of common goals, recognising and respecting different views and perspectives D5. Work independently, demonstrating confidence, self-organisation, time –management and self-reflection which will help develop a high degree of professionalism characterised by initiative, creativity, reflection and self-motivation D6. Develop interpersonal skills relevant to successful progression into public services related careers such as assertiveness, negotiation skills, influencing skills and debating skills

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/

knowledge

Assessment methods

1. Essays, other written work, reports and research presentations 2. Case studies and reflective logs 3. Presentations, poster presentations and case –based scenarios 4. Class debate 5. Seen and unseen exams 6. Dissertation or portfolio 7. Literature reviews

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6

PL3992 PL3001 PL3003 PO3004 ED3215 VO3004 VO3007 SO3020 SO3022 SO3023 CJ3027 CJ3024 CJ3026 CJ3018 CJ3011 CJ3002 CJ3006 CJ3001 CJ3009

Compulsory Modules Dissertation in Public Services Policy Interpretations in The UK Work Experience in Public Services and Sociology Optional Modules Terrorism and Security The Education of Vulnerable Young People Empowering and Engaging Marginalised Groups Global Community Exchange The Sociology of Childhood* Culture of Violence: Gendered Violence in Society Violent Times? Violence, Conflict and Culture* Choice of Elective *These modules will run in alternate years. Human Trafficking and Modern Day Slavery** Why Prison* Understanding Cybercrime** Understanding state crime and genocide** **These modules will only run for the academic year 2020/21 Perspectives on Prisons and Society*** Crimes of the Powerful*** Trafficking in Vulnerable Persons** Perspectives on Cybercrime*** Understanding Policing and Security*** ***These modules will be introduced from year 2021/22

40 20 20 20 20 20 20 40 20 20 20 20 20 20 20 20 30 30 30 30 30

Bachelor Honours Degree in Public Services Requires 120 credits including a minimum of 100 at level 6 Bachelor Degree in Public Services Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6

Level 5

PL2001 PL2003 PL2004 RB2000 VO2004 CI2008 DF2015

Compulsory Modules Emerging Issues in the Public Services Preparing for Work in the Public Services, Prisons and Law Enforcement Citizenship and Identity Optional Modules Fundamentalism and Cultural Heritage+ + This module will run in alternate years Volunteering in the EU Diversity and Inclusive Practice Families, Deafness and Disability Choice of Elective

20 20 20 20 20 20 20 20

Diploma of Higher Education in Public Services Requires 240 credits including a minimum of 100 at Level 5 or above

Level 4

PL1001 PL1003 PL1004 PL1307 VO1001 VO1009

Compulsory Modules ‘Terrorism’ and the Public Services The Public Sector: Public Services Environment Debating Public Services Keeping Custody: The UK Prison System Optional Modules Citizenship & Cohesive Communities Gang and Gun Culture

20 20 20 20 20 20

Certificate of Higher Education in Public Services Requires 120 credits at Level 4 or above

Level 3

HUC110 HUC111 HUC114 HUC115 RBC601 SOC002 DFC009 ENC014 ENC015

Compulsory Modules Essential Study Skills for Higher Education Developing Academic Knowledge Target Award Extended Study Learning by experience Introduction to Religion, Culture and Society Introduction to Sociology Optional Modules Introduction to British Sign Language and Deaf Studies Introduction to Literature Introduction to Creative Writing

20 20 20 20 10 10 10 10 10

Foundation Year requires completion of 120 credits at Level 3. Successful completion of the year permits progression on to Year 1. Students who exit after the Foundation year will receive a transcript of their modules and grades.

FIC003 HYC102 LGC002 PIC003 POC101

Film, Media and Popular Culture Introduction to History Introduction to English Language and Linguistics Introduction to Philosophy Introduction to Politics

10 10 10 10 10

15. Personal Development Planning

Personal development Personal development planning (PDP) is present throughout the course both implicitly and explicitly. Each module that contributes to the course has implicit elements of personal development, which has been addressed in the construction of the module through content, structure and assessment to lead students to the required end point. PDP will also be delivered separately to the programme utilising timetabled group and individual Personal Tutorial sessions. To facilitate PDP students meet with their personal tutor for group sessions and 1:1s. 1:1 progress reviews are undertaken in the academic year. 1:1s address academic learning and development, skills development and career management. This is evident in the recording of:

• Self-reflection

• Target setting

• Action planning

• Monitoring of action plans The process enables students to:

• Develop skills of reflection on their academic, vocational, personal and professional development (within clear and safe boundaries)

• Increase their own self-awareness of their skills, qualities, attitudes and capabilities

• Improve their own learning and performance by taking responsibility for their learning and development and developing the necessary skills for independent learning

• Identify their own learning strengths, areas for development and needs and the direction for change

• Set goals and plan action for developing, monitoring and reviewing their own progress

• Plan realistically for their career progression and manage their career development and lifelong learning

• Build confidence and capacity to support change

• Foster employability skills through engagement with conferences, research projects and school and course events.

16. Admissions criteria * (including agreed tariffs for entry with advanced standing) *Correct as at date of approval. For latest information, please consult the University’s website.

The University’s minimum standard entry requirements for degree level study are 5 GCSEs, grade C/4 or above, including Maths and English; plus a 12 unit profile equivalent to two subjects at advanced level (A2), 96 UCAS points at A2 or BTEC minimum Distinction, Merit, Merit International students will require IELTS 6.5 average, with no individual score lower than 6.5. Applications from individuals with non-standard qualifications or relevant work / life experience who can demonstrate the ability to cope with and benefit from degree level studies are welcome. If you have not studied recently you may be invited for interview or need to undertake a foundation entry programme first. Direct entry to level 6/year three is also welcome where:

1. Applicants who hold a HNC/HND in Public Services or related subject 2. Applicants who hold a Foundation degree in Public Services, Policing or a related

subject will be admitted directly onto this degree programme 3. Consideration will also be given to non–traditional qualifications and relevant work

and employment experience. Applicants are encouraged to produce evidence of their potential benefit to the course. Applicants who believe they may be eligible for Accreditation of Prior Certificated and/ or Experimental Learning (APCL/APEL ) for certain modules will be considered on an individual basis- please enquire direct to course leader

4. Applicants with a relevant overseas qualification and IELTS 6 or equivalent

17. Key sources of information about the programme

• School Webpage: https://www.uclan.ac.uk/courses/ba_hons_public_service_final_year_top_up.php

• School Contact : Jessica Marshall jlmarshall@uclan.ac.uk

• UCLAN undergraduate prospectus https://www.uclan.ac.uk/courses/order_prospectus.php

• Admissions contact details uadmissions@uclan.ac.uk 01772 201201

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

LE

VE

L 6

PL3001

Policy Interpretations in the UK Dilemmas and Controversies

COMP

* * * * * * * * * * * * * * * * * * * * * * *

PL3992 Double Dissertation in Public Services

COMP * * * * * * * * * * * * * * * * * * * * * *

PL3003 Work Experience in Public Services and Sociology

COMP * * * * * * * * * * * * * * * * * * * * * * *

CJ3018 Understanding State Crime and Genocide

O * * * * * * * * * * * * * * * * * *

CJ3027 Human Trafficking and ‘Modern Day’ Slavery

O * * * * * * * * * * * * * * * * * *

CJ3026 Crime and New Technologies

O * * * * * * * * * * * * * * * * * *

CJ3024 Why Prison? O * * * * * * * * * * * * * * * * * *

PO3004 Terrorism and Security O * * * * * * * * * * * * * * * * * *

CJ3009 Policing and Security O * * * * * * * * * * * * * * * *

ED3215 The Education of Vulnerable Young People

O * * * * * * * * * * * * * * * *

SO3020 The Sociology of Childhood

O * * * * * * * * * * * * * * * * *

CJ3011 Prisons and Society O * * * * * * * * * * * * * * * * * *

CJ3002 Crimes of the Powerful O * * * * * * * * * * * * * * * * * *

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and

personal development

CJ3006 Trafficking in Vulnerable Persons

O * * * * * * * * * * * * * * * * * *

CJ3001 Perspectives on Cybercrime

O * * * * * * * * * * * * * * * * * *

SO3022 Culture of Violence: Gendered Violence in Society

O

* * * * * * * * * * * * * * * * * *

VO3004 Empowering and Engaging Marginalised Groups

O * * * * * * * * * * * * * * * * * *

SO3023 Violent Times? Violence, Conflict and Culture

O * * * * * * * * * * * * * * * * * *

VO3007 Global community exchange

O * * * * * * * * * * * * * * * *

LE

VE

L 5

CI2008 Diversity and Inclusive Practice with

Children and Adults O

* * * * * * * * * * * * * * * * *

VO2004 Volunteering in the EU O * * * * * * * * * * * * * * * * * *

RB2000 Fundamentalism and Cultural Heritage

O * * * * * * * * * * * * * * * * *

DF2015 Families, Deafness and Disability

O * * * * * * * * * * * * * * * * *

PL2001 Emerging Issues in the Public Services

C * * * * * * * * * * * * * * * * *

PL2003 Preparing for Work in the Public Services, Prisons and Law Enforcement

C

* * * * * * * * * * * * * * * * *

PL2004 Citizenship and Identity C * * * * * * * * * * * * * * * * *

LE

VE

L 4

PL1001 ‘Terrorism’ and the Public Services

C * * * * * * * * * * * * * * * * * *

PL1003 The Public Sector: Public Services Environment

C * * * * * * * * * * * * * * * * *

PL1004 Debating Public Services C * * * * * * * * * * * * * * * * *

PL1307 Keeping Custody: The UK Prison System

C * * * * * * * * * * * * * * * *

VO1001 Citizenship & Cohesive Communities

O * * * * * * * * * * * * * * * * *

VO1009 Gang and Gun Culture O * * * * * * * * * * * * * * * * *

4

19. LEARNING OUTCOMES FOR EXIT AWARDS: Learning outcomes for the award of BA (Hons) Public Services: students on the course who have already qualified for the lower award of a foundation degree or HND/HNC without their BA Hons will not be able to qualify for additional awards. However students entering on to the three (or four year including year 0) Learning outcomes for the award of Certificate in Higher Education in Public Services: A1, A2, A3, B1, B2, B6, C1, C6, D1,D2,D3,D4,D5 Learning outcomes for the award of Diploma in Higher Education in Public Services: All those above and in addition A4, B5, C2, C3, C4, C5, D6 Learning outcomes for the award of BA Public Services: All those above and including A5, B3, B4, C5