Preston’s CollegeHigher Education

STUDENT HANDBOOK

HNC/HND Aeronautical Engineering

Full/Part Time

In Partnership with

Pearson Education

Academic year 2015 -2016

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Contents

Introduction 3

Section 1: Introduction to the Course 4

1.1 Introduction to the Course 4

1.2 Introduction to the Course Team 4

1.3 External Examiner 4

1.4 Aims of the Course 4

1.5 Course and module Structure 4

1.5 Course Learning Outcomes 5

1.6 Module Descriptions 5

1.7 Workbased Learning and Work Experience 5

Section 2: Study Support 5

2.1 – The InZone 5

2.2 Learning Zone Assistants 6

2.3 - VALNOW 6

2.4 E- Learning Facilities 7

Section 3 : Support For Students 7

3.1 – SEND 7

3.2 - Student Services 8

3.3 - The Learner Voice – Have Your Say 8

3.4 - Student feedback 8

3.5 - The Student Council 9

3.6 - The Students Union. (SU) 10

3.7 – Complaints and Compliments 10

3.8 - The Student Charter 10

3.9 – Conduct 10

3.10 - Attendance 10

Section 4: Progression 11

Section 5: Assessment 11

5.1 – Assessment 11

5.4 – Extenuating Circumstances 12

5.5 - Assessment Boards 13

5.6 - Cheating, plagiarism, collusion or re-presentation 13

Section 6: Health and Safety 15

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Section 7: Data Protection 15

Introduction

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We are delighted to welcome you to Higher Education at Preston’s College. The purpose of this handbook is to provide you with a comprehensive and user-friendly guide to Higher Education at the College in conjunction with our partners.It offers a range of practical information that explains what you need to do in order to succeed, together with information about the range of support at your disposal. It also outlines what the college's expectations are of you.

The College has an inclusive, diverse and friendly environment, and we encourage independence and responsibility in all our students, while giving you the support you need, when you need it. College can be your stepping stone to a great new life and we will do everything we can to ensure that you get the training and qualifications you need. Whatever course you study, you will get first class teaching and support from staff who really care and want to help you do well. Your commitment is equally important and we expect you to attend regularly and punctually and to make the most of the many opportunities that Preston’s College will provide.

This Handbook should be read in conjunction with the Academic Regulations and, where appropriate, with programme documentation, student handbooks.

If there is any information you can’t find in the handbook – just ask. We’re here to help.

Lis SmithPrincipal and Chief Executive

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Section 1: Introduction to the Course

1.1 Introduction to the Course

HNC/D Aeronautical engineering is a broad programme which covers fundamental aspects of mechanical engineering, electrical and electronic engineering and propulsion technology, as well as specialist aerospace topics such as aerodynamics, aircraft control systems, avionics and aircraft structure.

Well-structured HNC/D Aeronautical Engineering course will teach you how to integrate mathematics, physics, electronics, aerodynamics, engine propulsion, and material science together under a strong design philosophy to allow you to design, analyse, test, and maintain aircraft airframe, avionic and power plant systems.

A key progression path for HNC/D learners is to the second or third year of a degree or honours degree programme, depending on the match of the Higher National units to the degree programme in question.

This course is for those students wanting to progress into aerospace technology management or gain professional recognition, by progressing to Incorporated Engineer Status. Students must have the ability to self-motivate and a willingness to learn new skills and techniques.

1.2 Introduction to the Course Team

1. SCOTT CUBITT: HEAD OF SCHOOL2. MOHAMMED MOKAMMEL HOQ : PROGRAMME TEAM LEADER3. SHAB KABIR: LECTURER 4. EAMONN REYNOLDS: LECTURER5. MIKE MAGUIRE: LECTURER6. KEVIN MURPHY: LECTURER7. WAYNE HARLING: LECTURER8. RICHARD BLACKIE: LECTURER9. RICHARD BONE: LECTURER10. CHRIS APPLEBY: LECTURER

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1.3 External ExaminerThe External Examiner is appointed by Pearson who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. You will be notified in due course the name of the External Examiner.

1.4 Aims of the Course

- To provide individuals with knowledge, understanding and skills for success in employment in the Aerospace engineering and related sectors.

- To permit progression to an undergraduate degree or further professional qualification in Aerospace engineering or related areas.

- To provide opportunities for specialist study relevant to individual vocations and contexts.- To develop the individual’s ability to make an immediate contribution to employment in the

Aerospace engineering sector, through effective use and combination of the knowledge and skills gained in different parts of the programme.

- To develop a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling learners to make an immediate contribution to employment.

- To provide education and training for a range of careers in the Aerospace Engineering sector.

- To provide opportunities for learners to gain a nationally-recognised vocationally-specific qualification to enter employment in the sector or progress to higher education qualifications such as a fulltime degree in a related area.

- To present opportunities for learners to focus on the development of the higher level skills in Aerospace engineering and related areas.

- To provide opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

- To assist in the development of learners’ knowledge, understanding and skills in the field of Aerospace Engineering.

1.5 Course and module StructureUnit No Module Title

Year 1 Semester

1 Analytical Methods for Engineers 1&2

2 Engineering Science 1&2

3 Project Design and Implementation 1&2

5 Electrical Principles 1&2

67 Theory of Flight 1

82 Aircraft System Principles 1

83 Aerodynamic Principles and Aircraft Design 2

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90 Aircraft Propulsion Systems 2

Unit No. Module Title

Year 2 Semester

7 Business management Technique 1&2

8 Engineering Design 1&2

30 Quality Assurance Management 1&2

35 Further Analytical Methods 1&2

84 Aerodynamic Principles and Aircraft Stability and Performance

1&2

85 Automatic Flight Control Systems 1&2

89 Aircraft Structural Integrity 1&2

92 Aircraft Gas Turbine Science 1&2

1.5 Course Learning Outcomes:

For Specialist Units Visit:

http://qualifications.pearson.com/content/dam/pdf/BTEC-Higher-Nationals/Aeronautical-Engineering/2010/Specification/BH023339-HNCD-L45-in-Aeronautical-Engineering-units-130710.pdf

For General Units Visit:

http://qualifications.pearson.com/content/dam/pdf/BTEC-Higher-Nationals/Aeronautical-Engineering/2010/Specification/BH023332-HNCD-Engineering-units.pdf

1.6 Module Descriptions

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Year 1 UnitsThis first year provides you with the core discipline knowledge you will require to utilise throughout your future studies. Further, it develops your competency in both laboratory and live environments, equipping you with a range of practical techniques. The first year also equips you with a wide range of academic and professional skills which will allow you to navigate successfully the transition, from school to college

Analytical Methods for Engineers:

This module will provide the analytical knowledge and techniques needed to carry out a range of engineering tasks and will provide a base for further study of engineering mathematics.

Engineering Science:

Engineers, no matter from what discipline, need to acquire a fundamental understanding of the mechanical and electrical principles that underpin the design and operation of a large range of engineering equipment and systems.

This module will develop learners’ understanding of the key mechanical and electrical concepts that relate to all aspects of engineering. In particular, learners will study elements of engineering statics including the analysis of beams, columns and shafts. They will then be introduced to elements of engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion.

The electrical system principles in learning outcome 3 begin by refreshing learners’ understanding of resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoff’s law to solve problems involving at least two power sources. Circuit theorems are also considered for resistive networks only together with a study of the characteristics of growth and decay of current/voltage in series C-R and L-R circuits.

The final learning outcome develops learners’ understanding of the characteristics of various AC circuits and finishes by considering an important application – the transformer.

Aircraft System Principles and Applications:

This module will enable learners to apply the necessary mechanical, electrical and electronic principles to the examination of aircraft systems. Learners will investigate the principles and components used for the control and performance monitoring of aircraft systems, including transducers and signal conditioning and amplifiers. They will examine the construction and operation of aircraft power systems and the methods used to ensure the integrity and safety of aircraft power distribution. Finally, learners will analyse aircraft control systems and will apply aircraft system control methods to the response of typical aircraft systems.

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Construction and Operation of Aircraft Fluid Systems: This module will investigate the constructional detail, operating principles and system function of a variety of aircraft hydraulic and pneumatic system components. Learners will interpret and analyse hydraulic and pneumatic circuit drawings and use a variety of illustrative methods and conventions so that fluid system operational status may be determined. The module will also enable learners to inspect a range of aircraft hydraulic and pneumatic systems.Automatic Flight Control Systems:

This module will examine the automatic flight control systems that are key to the safe operation of aircraft. Learners will investigate and carry out a systems analysis on aircraft servo-mechanisms, such as control and indication systems and integrated flight control systems. They will then analyse the function and operation of yaw damper systems and will examine yaw channel instability. The behaviour and parameters of auto pilot and auto throttle systems are also investigated, before learners look at the characteristics of auto land systems.

Project:

This module provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other modules within the programme to complete a realistic project.

It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief.

If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.

Electrical and Electronic Principles:

Circuits and their characteristics are fundamental to any study of electrical and electronic engineering and therefore a good understanding is important to any engineer.

The engineer must be able to take complex electrical circuit problems, break them down into acceptable elements and apply techniques to solve or analyse the characteristics. Additionally, fine tuning of the circuits can be performed to obtain required output dynamics.

This unit draws together a logical appreciation of the topic and offers a structured approach to the development of the broad learning required at this level. Learners will begin by investigating circuit theory and the related theorems to develop solutions to electrical networks.

In learning outcome 2 the concept of an attenuator is introduced by considering a symmetrical two-port network and its characteristics. The design and testing of both T and π networks is also covered.

Learning outcome 3 considers the properties of complex waveforms and Fourier analysis is used to evaluate the Fourier coefficients of a complex periodic waveform.

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Finally, learning outcome 4 introduces the use of Laplace transforms as a means of solving first order differential equations used to model RL and RC networks, together with the evaluation of circuit responses to a step input in practical situations.

Aircraft Propulsion Technology:

In this module learners will examine the scientific principles that relate to aircraft gas turbines and how they affect the performance of aircraft propulsion engines. Learners will also consider the aerodynamic and mechanical design of gas turbine engine modules and propellers. The module will develop learners’ understanding of the performance parameters of gas turbine engines, the material limitations of engine modules and the information used to monitor engine performance.

Finally learners will investigate the construction, operation and layout of aircraft engines and engine components.

Year 2In the second year you will be given the opportunity to expand upon your basic knowledge and skills.

The final year of the programme concludes the HND.

Business Management Techniques:

In industry, engineers need to understand other factors which drive the business forward. The current financial state of the business will dictate what resources can be afforded to potential projects. Therefore, it is not always possible to select and use the latest technology. Most often, engineering solutions must also be business solutions which are constrained by budgets and time for example. To this end, engineering management requires understanding of business management techniques in order to advance business interests. This unit will provide the learner with the key knowledge and understanding of management skills required by engineering managers.

This unit is intended to give learners an appreciation of business organisations and the application of standard costing techniques, as well as an insight into the key functions underpinning financial planning and control. It also aims to expand learners’ knowledge of managerial and supervisory techniques by introducing and applying the fundamental concepts of project planning and scheduling.

Learners will understand how to justify projects using financial tools such as profitability forecasts and contribution analysis. They will also be able to develop resource and project plans in the form of Gantt charts and with the use of software. They will be able to manage work activities using methods such as Just in Time (JIT) and Statistical Process Control (SPC).

Materials Engineering:

The selection of the most appropriate materials for an engineered product and their processing is of prime importance if the product is to be fit for purpose. Engineers must thus be aware of the range of materials at their disposal. Knowledge of the structure of materials and the way in which this affects their properties is also desirable. Material properties may be determined or verified by testing and engineers should be aware of the range of standard tests and test equipment that is

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used and be able to interpret the test data. Materials generally need to be formed to shape, fabricated or processed in some other way, to make engineering components. The properties of the raw material can affect the choice of process and in some cases the choice of process can affect the final properties of a component. Materials also, for a variety of reasons, sometimes fail in service and engineers need to be aware of the modes and causes of such failure, as well as the preventative methods that may be used, to prolong their service life.

This module will thus provide learners with the necessary background knowledge and understanding of the properties, testing, treatments, processing, selection, failure modes and prevention of a variety of engineering materials. In addition, this module offers learners the opportunity to consider environmental issues related to increased productivity and sustainability that lead to less waste and to the more efficient use of energy and resources when selecting materials for particular applications.

Aircraft Gas Turbine Science:

In this unit learners will investigate aircraft gas turbine fluids, including the measurement of fluid flow and aerodynamic losses in gas turbine modules. Learners will apply the thermodynamic principles that relate to aircraft gas turbine engines and investigate the importance of thermodynamics in the design of aircraft engines and control systems. The unit will also provide a basis for further study in aircraft thermofluids.

Aerodynamic Principles and Aircraft Design:

This unit will provide learners with an understanding of aircraft flight principles, including the means by which aircraft are controlled, manoeuvred and stabilised. The unit begins by looking at the properties of air and how these relate to the behaviour of aircraft. Learners will then investigate the forces that act on an aircraft in subsonic flight such as lift, drag and thrust. They will also examine the main design features of aircraft that are required to assist aircraft to fly safely. Finally, learners will analyse the factors that influence aircraft stability and control and the systems used to achieve this.

Advanced Mathematics for Engineering:

This unit will enable learners to develop further techniques for the modelling and solution of engineering problems.

Learners will review methods for standard power series and use them to solve ordinary differential equations. Numerical methods are then considered before both methods are used to model engineering situations and determine solutions to those equations.

Laplace transforms are introduced in learning outcome 2 and their use in solving first and second order differential equations together with the solution of simultaneous equations.

In learning outcome 3, Fourier coefficients are determined to represent periodic functions as infinite series and then the Fourier series approach is applied to the exponential form to model phasor behaviour. The final part of this learning outcome involves using the Fourier series to model engineering situations and solve problems.

Learning outcome 4 reviews partial differentiation techniques to solve rates of change problems and problems involving stationary values. Also in this learning outcome, direct partial integration and the

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separation of variables methods are used to solve partial differential equations. Finally, partial differential equations are used to model engineering situations and solve problems.

Principles and Applications of Aircraft Fluid Systems:

In this unit learners will build on their understanding of aircraft fluid systems to analyse the performance of pneumatic and hydraulic system components. Learners will use mathematical, graphical and analytical methods to determine the parameters of fluid systems. They will apply the principles of fluid mechanics, thermodynamics and heat transfer to analyse the performance of hydraulic and pneumatic system components. Learners will then select components for a required system based on component performance characteristics.

Aircraft Structural Integrity

In this module learners will analyse possible causes of aircraft structural failure, including fracture, fatigue and creep. The unit will develop learners’ understanding of bonded repair concepts, enabling them to design and analyse bonded repairs for metal and composite aircraft structures.

Finally learners will gain the skills needed to assess damage to structural components and produce procedures for the inspection of aircraft structures. This will enable them to devise and produce manufacturing schedules and manage preventative maintenance programmes.

Mechanical Principles

This module covers a range of mechanical principles which underpin the design and operation of mechanical engineering systems. It includes aspects related to strengths of materials and mechanics of machines. This module develops a firm foundation for work in engineering design and a basis for more advanced study.

Learning and teaching will take place through a variety of mechanisms, including lectures, tutorials and group work. Topics will be introduced in lectures and discussed through guided learning activities.

Module assessment comprises a formative element and a summative element. The formative assessment will take the form of a varying range of laboratory and tutorial tasks, to develop practical and analytical skills. The summative assessment involves a single in course assessment comprising three elements in the form of short answer questions.

1.7 Workbased Learning and Work ExperienceNo student should commence a work placement as part of this course that does not have a current, valid health and safety appraisal – this appraisal may be undertaken by the College or evidenced by the employer. The nominated member of the Course Team will agree a placement in respect of health and safety and will consult with the College Health and Safety Manager where necessary. Additionally each student will be required to undertake a H&S check on their placement within the first week of any such work based learning. This check must be returned to the nominated Tutor with responsibility for WBL on the course.

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Section 2: Study Support

2.1 – The InZone

Our state of the art Learning Zone is on two floors within the In Zone, with space to work, quality resources and support for learning outside the classroom. Books and other resources are in subject areas throughout the upper floor. Our self-issue kiosks enable you to borrow and return your books and you can access our online resources 24/7!

We have space for class, group and individual work, relaxed low seating and silent spaces to suit your way of learning. Most areas are drop-in but to ensure a space, book ahead (online or in the Learning Zone).  There is also an area for the exclusive use of higher education students.

The main computer area is on the lower floor, but PCs are available through the entire Learning Zone (over 100 altogether), with a suite of MACs on the upper floor. They are available for drop-in but if you prefer to plan ahead, you can book a computer for a time to suit you. Feel free to bring in your own laptop, tablet or smart phone. You can also borrow our laptops or tablets to use in the Learning Zone. There are a range of printing services and you can top up your printing account.

Our Learning Zone team is always on hand to help with using our resources and services -  researching, using e-books and other information, whilst helping you to develop your own independent study skills.

Term-time opening hours

Monday 08.00-18.00

Tuesday 08.00-20.00

Wednesday 08.00-20.00

Thursday 08.00-20.00

Friday 08.00-17.00

Holiday opening hours

Monday– Friday 09.00-16.30

2.2 Learning Zone Assistants Learning Zone Assistants are based in the Library Learning Centres and provide help with all aspects of assignment work, research skills, MyCourse, referencing and study skills. In addition there are Independence Coaches who provide support for students accessing DSA See Section 2.

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2.3 - VALNOWThe VALNOW system is a resource for HE students, which allows access to the University’s Learning Centre book and on-line learning resources in addition to those available in the College. The VALNOW service is accessible from any computer in the College which has internet access and you will be shown how to use the system during induction. The Learning Centre staff are also available to assist students with the VALNOW system.

2.4 E- Learning FacilitiesMYCOURSE (Virtual Learning Environment) is an online area where all students can access course materials, resources and information. Live @ Edu gives access to students’ owncollege email account, 25GB of storage space, access to online applications such Word and PowerPoint and a variety of communication and collaboration tools. The Extranet allowsaccess to work saved at college from anywhere in the world, without the need for disks or pen drives. The student homepage is a portal for thousands of online resources. The E-Info Centre can be accessed from the student homepage and learners can see messages from tutors and advertised events.

Section 3 : Support For Students

3.1 – SEND Support for HE students is accessed through an application to the Disabled Students’ Allowance (DSA). The application requires current up-to-date evidence of your Specific Learning Difficulty and/ or Disability as defined under the disability section of the Equality Act 2010. The DSA decide upon your eligibility for support which is funded by Student Finance England (SFE). If you are eligible for support, your needs are assessed by a Needs Assessment Centre who will write a report detailing your support and recommendations.

Therefore if you have a Specific Learning Difficulty and/ or Disability that may affect your studies, please inform us prior to enrolment. Please follow the hyperlink for more information on the DSA:

https://www.gov.uk/disabled-students-allowances-dsas

You can also contact us for guidance via:

Telephone: 01772 225335 or 225217

Email: ndixon@preston.ac.uk

rgreenwood@preston.ac.uk

If you do not have the evidence to support your application but would like to be assessed for a Specific Learning Difficulty please contact us via the details above. In order to ensure that students at Preston’s College are treated equally and to ensure the system for charging is transparent and consistent with our HE partners; a

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contribution of £100 per student for a full diagnostic assessment has been introduced.

In cases where you are not eligible to apply for DSA your tutor will make reasonable adjustments to accommodate your needs.

.

3.2 - Student ServicesStudent Services is based on the ground floor of the Earnshaw Building, at the Fulwood Campus. If you wish to make an appointment for an interview with a Welfare Adviser, then these can be made at the Help Desk, in person or by telephoning (01772) 225656. We also offer a Welfare 'Drop-in' facility most lunch times. Alternatively please contact us via email or through the college website:

studentservices@preston.ac.uk or www.Preston’s.ac.uk/studentservices  

The Counselling Service provides a confidential place for students in “crisis” or where specified as part of a student’s Needs Assessment. The College counsellors will be able to signpost students to external services, if ongoing support is needed.

Information about the College’s services, support, policies and procedures are available on our online Student eHandbook which is accessible via the Student Portal. Information is updated regularly.

A weekly Bulletin is made available on ProPortal and via email providing useful, current information about College life.

ProPortal, a performance monitoring system, allows you to access information about your own academic progress, up to date attendance and enables you to communicate with College staff.

 3.3 - The Learner Voice – Have Your SayYou can play an important part in the process of improving the quality of the course through the feedback that you give. A system exists to ensure all students have the opportunity to have their views and concerns heard at all levels of the College.

Early in semester one you will elect a Course Representative (normally one per group) who you can trust to be able to put forward your problems and concerns. Please note that these are concerns which affect the academic development of the group as a whole. Individual and / or personal problems should be brought up with your Nominated Tutor as and when the need arises.

Your elected Course Representative will:

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Gather group opinions Consider the external examiners report for the Course Attend Staff, Student Liaison Committee (SSLC) meetings Communicate items from the meetings Lead discussions between the group and Course Leader/Team Work with the Course Leader / Team to improve the Course for all Take part in the 3 student Conferences held each term

All students have the opportunity to affiliate to the National Union of Students and take advantage of the many discounts that then become available.

3.4 - Student feedback

In addition to the Student Rep’s meetings, Staff and Student Liaison Meetings (SSLC) will be held when the Student Rep’ will have a meeting with the rest of the group to discuss issues about College in general and about the way in which the course is managed and delivered. This will then be fed back to the Course Team to help them when considering any improvements or changes to the programme.

The purpose of a SSLC meeting is to provide the opportunity for Course Representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held.

Notes from these meetings will be shared with Pearson and the External Examiners.

The meetings include discussion of items forwarded by Course Representatives, normally related to the following agenda items (dependent on time of year). Your Student Liaison Officer will be invited to attend and support the resolution of any issues. The Course Team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting.

Update on actions completed since the last meeting Feedback about the previous year – discussion of external examiner’s report; outcomes

of National student surveys. Review of enrolment / induction experience; Course organisation and management (from each individual year group, and the course

overall); Experience of modules - teaching, assessment, feedback; Experience of academic support which may include e.g. Personal Development

Planning, Personal Tutoring arrangements. Other aspects of HE life relevant to student experience e.g. resources, IT, library; Any other issues raised by students or staff.

You will also be asked to complete a Module Evaluation Questionnaire at the end of every module. Responses to these will help the module team to see what they are doing right and what changes should be made.

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In addition final year students will be asked to complete the National Student Survey in semester 2.

However, if you do have any problems, please do not wait for a questionnaire to tell us, as we may be able to do something immediately to remedy the problem.

3.5 - The Student CouncilWe seek nominations each year for a Higher Education Student Representative on the College’s Student Council. We welcome your enthusiasm for this and if you wish to seek nomination please inform your Course Tutor.

3.6 - The Students Union. (SU)All students have the opportunity to affiliate to the National Union of Students - NUS.org.uk - and take advantage of the many discounts that then become available.

The Students’ Union is a student-led, democratic organisation and exists to make life better for you.

The Union is all about you taking the opportunities that are offered and making the most of them.

3.7 – Complaints and ComplimentsIf at any time you are dissatisfied with any aspect of the College’s provision or services, you should discuss this in the first instance with your Nominated Tutor or the Programme Team Leader.

You can also lodge a complaint with Student Services. Student Services staff will provide you with guidance on how to make a complaint. If you wish to complement the college or the course team please also place your compliment with student services.

A copy of the full College Complaints Procedure and Complaints Forms are available from Student Services and on the Student e-handbook. If you have exhausted all college procedures you are able to take your complaint to the Office of Independent Adjudicators.

3.8 - The Student CharterPreston’s College has adopted a Student Charter, which spells out those things which the College promises to do its best to provide you with. In addition, the Charter also sets out the College’s expectations of you during your time here. This can be found in the e-handbook.

3.9 – ConductYou will be expected to abide by the Regulations for the Conduct of Students in the College and expect you to behave in a respectful manner demonstrated by for example, 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 College will support staff by invoking formal procedures where necessary.

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3.10 - AttendanceWe monitor you and your progress to ensure that you are on track to succeed! Your attendance at all lectures, seminars, workshops and tutorials is taken very seriously by staff – we expect you to be there.

We expect you to attend 100% of your timetabled classes. If your attendance is poor and you do not respond to the support described below, you will be withdrawn from your course and this will have implications for your tuition fees and student loan.

If you are unable to attend class for any reason you should contact your Nominated Tutor or the Programme Team Leader. Please see your course handbook for further details.We will try to help and support you in any way we can where you are facing particular difficulties. However, if your attendance is not satisfactory then you will be asked to discuss your situation with the Programme Team Leader. If your attendance continues to be unsatisfactory you will be asked to attend an interview with the Head of School to discuss your place on the course.If you have not gained the required authorisation for leave of absence from your course, do not respond to communications from the College and if you are absent for 3 weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then your date of withdrawal will be recorded according to your last date of attendance. This date will be used to determine any financial and other implications that your withdrawal may have.Studying in Higher Education can be a very exciting and hectic time for students, but some do find the difference between college and Higher Education difficult to adjust to. Juggling your time to attend lectures, seminars and working on assignments and private study, plus the other social and family commitments that you may have demands excellent time management skills.

Section 4: Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The Course Team will tell you about the various modules / combinations available and you will both agree on the most appropriate course of study for you.

Throughout your time with us we will provide a range of opportunities by which you can plan for your progression. In addition you will have opportunities to consider other options to you and your Nominated Tutor will be instrumental in this and can direct you to other sources of careers information advice and guidance.

Section 5: Assessment

5.1 – AssessmentSee the Preston’s College Academic Regulations on Assessment on your My Course site.

We believe that assessment is a vital component of your learning – we will give you valuable feedback on all assessments that will allow you to see how you have done and importantly how you can improve. All modules will be assessed and you will be expected to attempt all of the assessments for each module at the times scheduled unless you have authorised

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permission to defer an assessment submission deadline. (further details on this are given in your course handbook)

Your Module Handbook or Module Information Pack (MIP) will give you further details on assessment for any specific module.

There are likely to be two types of assessment on your course;Formative assessment – these assessments do not contribute a mark to the overall grade for the module but are important in allowing you and us to judge your actual and potential performance and for us to give you feedback on how to improve. The first formative assessment you are likely to undertake on your course is an early diagnostic assessment. This will allow us to identify any needs that you (or the group as a whole) may have and to put support in place to meet these needs. Summative Assessment – these assessments do contribute to the overall grade for the module but you will still get valuable feedback to help you improve.

Overall assessment strategy. You will be given detailed guidance on how you will be assessed in each module in the Module Handbook / MIP.

5.2 - Feedback on Assessment

We are committed to giving you clear, legible and informative feedback for all your assessments. You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course.Feedback will be provided within 15 working days of the scheduled submission or examination date. Feedback may be oral, written, or by other appropriate means.

5.3 - Submitting assessments

Assessments must be submitted on time according to the guidance / instructions given on your assignment brief.

Preston’s staff make every effort not to mislay assignments and it is an unusual occurrence, however, it is your responsibility to ensure that you have a copy of your assignment ready for resubmission in case this unusual event does occur. All coursework should be submitted in a with an Assessed Work Record which has been completed and signed by you.

Please note by signing this Assessed Work Record you are giving a commitment that the work is entirely yours and has not been subject to any cheating or other means to gain unfair advantage.

Additionally some module tutors may ask you to submit electronic copies of your assessments.

5.4 – Extenuating CircumstancesWhat are Extenuating Circumstances? Sometimes circumstances or events beyond your control may adversely affect your ability to perform in an assessment/examination to your full potential or to complete an assignment by the set deadline. In such cases extenuating circumstances may be applied, i.e. treating marks or results in a way that recognises the adverse impact that may have resulted from those circumstances or events, or waiving penalties that would arise from late submission.

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A disability or learning difficulty does not constitute an extenuating circumstance. Students requiring special arrangements in relation to assessment (eg Dyslexia, Physical Disability) should use the specific procedures operated through Student Services.

It is important to remember that, in order to qualify for consideration, the adverse circumstances or events must be unforeseeable or unpreventable as far as you are concerned, and sufficiently disruptive to have a significant adverse effect on your academic performance or your ability to complete assignments by the due date.

Circumstances or events that merit consideration may include: suffering a serious illness or injury; the death or critical/significant illness of a close family member/dependant; a significant family crisis leading to acute stress; unplanned absence arising from such things as jury service or maternity, paternity or

adoption leave.

Circumstances or events that would not merit consideration include: holidays, moving house and events that were planned or could reasonably have been

expected; assessments that are scheduled close together; misreading the examination 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.

You should back up work regularly and not leave completion so late that you 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. minor disruption in an examination room during the course of an assessment.

You must provide details of how your extenuating circumstances have directly affected your studies.

The envelope should be handed in to your Programme Team Leader, observing published deadlines for the submission of extenuating circumstances, together with independent third-party supporting or corroborative documentation. The nature of such documentation will vary according to the nature of the circumstances, but it must be sufficiently independent to verify the case you are making (e.g. a letter or medical certificate signed by a medical practitioner, a document from an outside agency etc.). Corroborative evidence should be collected during the period to which your circumstances apply.

Submitting your Application You must submit the application as soon as possible and always before the closing date for that assessment period. Late submission of extenuating circumstances will not be considered without a credible and compelling explanation as to why the application was not made at the appropriate time. For further guidelines please see the Academic regulations and Extenuating Circumstances policy on My Course.

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5.5 - Assessment BoardsThese are formal events, Chaired by qualified and trained individuals at which a student’s performance on modules and for the course as a whole is considered by members of the Assessment Board, which will include the Course Leader, Module Tutors and External Examiner.

It is the role of the Assessment Board to consider a student’s module / course grades and to apply the principles which underpin Pearsons decisions on awards and results.

Classification of Awards

You should note that no grades for any assessment are final until approved by the Assessment Board

5.6 - Cheating, plagiarism, collusion or re-presentation Cheating is any deliberate attempt to deceive and covers a range of offences. Plagiarism describes copying from the works of another person without suitably

attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

Re-presentation is an attempt to gain credit twice for the same piece of work.

All forms of cheating will be dealt with by the College as a disciplinary offence. Penalties could range from failure of the assessment, through automatic failure of the entire module to exclusion from the College. In any event the Chair of the Course/Module Assessment Board will be told of the situation. In the event of a single offence of cheating, plagiarism, collusion and re-presentation in an undergraduate assessment, the appropriate penalty will be 0% for that element of assessment. The plagiarised element of assessment must be resubmitted to the required standard during the reassessment window.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (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 disciplinary action will be taken and the awarding body notified. (Please read in conjunction with the academic misconduct policy.) In the event of 3 instances of unfair means students will be withdrawn from the course.

(Please read in conjunction with the Academic Misconduct Policy and D7 in the academic regulations)

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During your time in Higher Education you will be asked and indeed expected to read and examine other people’s work (published and unpublished) to support your own arguments and analysis, in essays, seminar papers and projects.

“Plagiarism is incorporating unattributed direct quotation or paraphrasing from someone else’s work into your own. In effect, stealing another’s work and passing it off as your own”.

So make sure that you understand what constitutes plagiarism. Be aware that sloppy referencing or failure to note in rough when you quote another’s words is no justification, nor is the argument that you have changed some of the words or the order of the sentences. Take care to cite your resources properly, and get into the habit of using a standard format whenever you make a reference to someone else’s work.

There are some assessments where group work is required (the ability to work as a team member is an essential skill for a graduate) and in these cases the module tutor will clearly indicate the nature of the group work and how it will be assessed.

“Collusion is a situation in which two or more students have collaborated to produce a piece of work to be submitted (in whole or in part) for assessment, and this is presented as the work of one student alone”.

Collusion which is intended to deceive markers that the work submitted has been independently produced by one student, is a form of cheating. When you submit an assignment for assessment you will be required to sign a declaration that this is your own work. If you are in any doubt whether a particular piece of work is group work or individual work ask your module tutor for clarification.

Copying, collaboration, plagiarism etc will not be tolerated. Individual assignments are meant to be done individually. Where a lecturer believes that students have worked together or copied, all the students involved will be interviewed. All students who are knowingly involved in either giving or taking information will be penalised.

Correct referencing will help you avoid any accusations of plagiarism and is probably one of the most important academic skills you will learn. You must always make the effort to reference the sources you use and attribute (give credit to) the authors whose ideas inform your work. You will receive a lot of guidance about how to do this but it will take time and effort to grasp.

Section 6: Health and SafetyAs a member of the College you are responsible for the health and safety of yourself and others around you. You must ensure that you understand and follow all health and safety codes and guidance that will be brought to your attention. If in doubt ask for further guidance.

Please help us to keep the College environment safe and healthy by reporting near misses, incidents and accidents to a member of staff as soon as possible.

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Risk assessments have been carried out to cover all elements of your Course and you will be made aware of these during course and module induction periods or when a specific activity is to be undertaken.

Please let us know if you have any specific needs in this respect – if necessary we can implement a personal plan for you.

Section 7: Data ProtectionThe Data protection Act 1998 requires the College to inform you of the uses to which we put the personal information that you provide. Should you need to make enquiries on this matter you should contact the Head of School of your area.

All of the personal information obtained from you and other sources in connection with your studies at the College will be held securely and will be used by the College both during your course and after you leave the College for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies.

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