Course Summary

The Postgraduate Certificates in Education are one-year courses of 60 credits for educational professionals looking to develop skills and knowledge in a specific area of education at Postgraduate level. There are a range of courses to choose from - each consists of two units in your chosen specialist route.

The course attracts professionals from a range of educational organisations including schools, the lifelong learning sector and universities. The course can be used as credit towards an Master's degree in Education.

You will be advised on assignment themes in order to ensure your studies suit your career development and inform improvement within your organisation.

This route focuses on aspects of the special learning, behaviour and literacy needs of children and young people with special educational needs and disabilities. You will investigate how potential barriers to learning can be removed to enhance their inclusion within educational contexts, focusing your studies at a general level, or a specific level, or a mixture of both. Removing Barriers to Learning (DfES, 2004) emphasised that all children have the right to a good education and the opportunity to fulfil their potential, and that all teachers should expect to teach children with special educational needs. At the present time when the established Special Educational Needs and Disability (SEND) framework is the subject of debate and change (Green Paper, 2011), it is anticipated that this course will be highly relevant to mainstream and special school practitioners alike.

We welcome the opportunity to work with groups in the workplace. We also offer the possibility of accrediting professional qualifications against your Postgraduate Certificte award to a maximum of 50 per cent of the course (30 credits).

Why choose this course?

Teachers often undertake a Postgraduate Certificate for academic and professional progression. These courses develop knowledge and skills in the chosen specialist area(s), supporting academic and professional development.

During the course you will:

• Open up the opportunity for professional progression in education, either in classroom practice or educational leadership
• Study part-time to fit in with existing work commitments
• Experience a course tailored to individual needs
• Work with a motivated and experienced postgraduate team

Areas of study you may cover on this course include:

• Education Studies
• e-Learning
• Strategic Leadership and Management in Education
• Special Educational Needs, Inclusion and Disability
• Primary Education
• Education (National Award for Special Educational Needs Co-ordinators)
• Specialist Mathematics Teaching
• Academic Practice

PCSENABF

Assessment

You are required to submit assessments totalling 5-8000 words for each unit of study. There will be a balanced mix of reflective essays to demonstrate critical awareness and analysis of significant aspects of special educational needs, inclusion and disability, informed identification of pupil needs, and the design, implementation and evaluation of a small-scale action research projects undertaken in your own educational context. Clear details of the core learning outcomes, assessment criteria and M-Level criteria are identified in the Course Handbook. As far as possible, assessment across units has been designed to give you experience of a wide range of assessment tools.

The specific focus of aspects of each assessment will be negotiated with your unit tutor to ensure that the assessment meets your personal and professional needs and is appropriate to your chosen focus and unit.

The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitates your development through diagnostic, formative and summative assessments.

M-Level Assessments

At this level the expectations, in terms of the quality of work you produce is high and you will need to take active control of your learning. At Masters Level the expectation is that you are an independent and confident learner. You will undertake assessments that are challenging and require mature argument, sustained research, and fluent, cogent presentation. You will be required in your assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding. You may have joined the course having progressed from a PGCE with M-Level credits and therefore will be familiar with M-Level study.

Assessments at Masters Level require a depth of intellectual understanding to meet the unit learning outcomes. There is an emphasis on the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context.

Assessments are designed to test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. You are required to demonstrate an appropriate level of research, develop independent argument, and to reference accurately. Assessments will also provide evidence of knowledge and understanding; allow you the opportunity to express your individual responses to a topic or issue, and to demonstrate research into a given topic.

Through the unit assessments you will practise and reinforce skills in information technology and information retrieval, data handling, together with Key Skills and skills associated with conventional academic tasks.

Assessment Requirements and Regulations

Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for you to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to you on the assessment piece.

• All units must be passed (credited) at the appropriate level to achieve the qualification


• Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which you are enrolled, and meeting the appropriate level criteria as specified in the Course Handbook


• All unit learning outcomes and assessment criteria must be met for a unit to be credited


• You must submit for a unit within one year of starting it. Any deferral request must be submitted within that year to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to University of Bedfordshire regulations


• Each assessment is graded. The University of Bedfordshire 16 point grading system is used for this

Course Learning Outcomes

Upon successful completion of this course, you will be able, from a better informed position, to:

1. Critically review, analyse and make judgments about changing concepts of inclusion and SEND.

2. Critically apply your own professional understanding of potential barriers to learning experienced by particular individuals and groups of children and young people within a specific educational context.

3. Develop a critical awareness of statutory and regulatory frameworks and relevant developments in SEND and inclusive education at national and local level (and international where appropriate).

4. Understand the application of techniques for identification, assessment and educational intervention in order to meet the learning needs of children / young people and critically analyse their effectiveness in relation to key models of teaching and learning.

5. Develop a critical awareness of the links between your findings in relation to key legislation and literature; draw conclusions, make recommendations and consider implications for future action.

6. Critically analyse evidence from a variety of sources, including from your own practice, to show new personal insight into the field of inclusive education and SEND.

7. Critically analyse, synthesise and draw appropriate conclusions from evidence.

8. Draw implications of new evidence or concepts for current or intended practice in relation to personal, local, regional, national or international contexts.

9. Develop a critical appreciation of theoretical models of teaching, learning and assessment and their relevance to inclusive education and SEND.

10. Exercise critical judgement in drawing upon and applying professional ideas and practices and those derived from research.

External Benchmarking

The course meets the QAA subject benchmarking for M-level courses. The assessment criteria for the degree address the QAA descriptors of the attributes of a graduate at Masters level. Thus the Postgraduate Certificate will be awarded to students who have demonstrated, in the area of special educational needs, inclusion and/or disability:

• Asystematic understanding of knowledge, and a critical awareness of current problems and / or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice


• Comprehensive understanding of techniques applicable to their own research or advanced scholarship


• Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline



• Conceptual understanding that enables the student:

- To evaluate critically current research and advanced scholarship in the discipline; and

- To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

• The ability to:

- Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

- Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

- Continue to advance their knowledge and understanding, and to develop new skills to a high level

- Learn independently

QAA subject benchmarks can be found at http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

Educational Aims

The aims of this course are to enable you to develop your knowledge and understanding of key principles and theories relating to inclusive education, special educational needs and disability, with a particular focus on meeting the diverse needs of all children and young people in schools. You will develop skills of critical reflection and analysis in relation to key theoretical perspectives relevant in the units you choose to study, enabling you to evaluate the extent to which barriers to learning can be reduced or removed for particular groups of children or young people, for example those with Special Education Needs and/or disabilities (SEND). Taught elements will focus on a critical examination of changing concepts of SEND, investigating the identification and assessment of high incidence SEND and implications for classroom practice. Assignments will allow you to tailor your study to ensure it is relevant to your professional needs and educational context.

Student support

During the course you will be supported by unit tutors. Your unit tutor for each unit will be your personal tutor for the duration of that unit. The Course Manager for the Postgraduate Certificate will also provide you with course updates and support.

You will receive different support at different stages of the course. Regular tutorial sessions held throughout the period of study will support your academic, personal and professional development. You will communicate with the community of learners and tutors through email and the course Virtual Learning Environment (VLE), BREO. It is expected that you will check both of these regularly.

On the course considerable emphasis is placed on our academic advisory and tutorial support systems, which we encourage you to use. You will have a named personal tutor for each unit (your unit tutor) who will offer unit specific support. If you have any doubts about your ability to cope academically or personally with your studies we encourage you to discuss this with your personal tutor.

University of Bedfordshire Facilities and Resources:

You have access to a range of support services during your course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will take place in October and January and provide a full induction to the course. The day will cover:

• Registration events


• Study skills at Masters Level


• Library induction


• BREO induction, including advice on how BREO will be used to support blended learning academic referencing

You are also supported through:

• Specific and detailed formative feedback on an assessment by assessment basis to enable you to develop the quality of your work


• The course VLE, BREO, which supports academic discussion with peers and tutors outside of the classroom. Academic support is also available via BREO in the form of online tutorials


• Specialist support :

- Professional counselling staff in the Student Centre

- The Universitys Centre for Personal and Career Development

- The Changing Course guide

- Student Support Services http://www.beds.ac.uk/studentlife/support concerning issues associated with counselling, careers, health, finance, childcare and disability.

Assessment Feedback from Unit Tutors:

You will receive a detailed Course Handbook which clearly identifies your assessment tasks and marking criteria. Feedback from each assignment will include advice on areas of strength and development. You will be encouraged to reflect upon personal progress and feedback and, through discussion with your personal tutor identify personal targets to take your learning forward.

Course Tutorials:

The unit tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. You will have tutorial time for each unit of study. For a 30 credit unit you have two hours. You will be encouraged to discuss feedback regarding assessed pieces of work. Guidance on research methods and academic writing are integral to all units, to develop your research skills and competencies.

PAD

The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether you are struggling with certain aspects of your studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer you a helping hand.

Student Voice:

There will be a student representative for each Postgraduate Education course and they will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.

Learning Resources:

Learning Resources offers a range of services aimed at supporting you whilst at University. These include the traditional library services borrowing, reserving and renewing books, DVDs and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Academic Liaison Librarians who can support you with information literacy training. These services are restricted to members of the university therefore to access any of them you need to present your current University ID card.

You may be required, at the discretion of the Course Leader, to undergo diagnostic testing for academic English language abilities, and may further be required, at the Course Leaders discretion, to participate in academic English support workshops or classes offered by the University.

Team working

The specific content of units require you to work collaboratively to achieve desired outcomes within your own professional context(s). Within taught sessions there is a shared responsibility for the success of the learning, where all students are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The unit sessions will involve group discussions and learners working together.

BREO will be used extensively to discuss issues raised within the class. All units will have BREO discussion boards set up where you are given unit tasks to complete, including on-line seminars. This will support communication with your tutor and other students - to discuss issues and to further extend the field of your research.

Small group discussions with plenary sessions, small group oral presentations and formatively assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information.

Career Management Skills

All assignments require you to clarify your strengths and aspirations for career development and demonstrate your potential. The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, unit tutors will stress the application and evaluation as it relates to your organisational context.

You are able to access the Centre for Personal and Career Development [CPCD] where My Future (CMS online) and other self-assessment tools will be signposted. Tutors will introduce the service at appropriate points in the course.

Career/Further study opportunities

Career:

On completing this course you should be equipped to meet a diverse range of learning needs more effectively within your classroom and school, and / or support colleagues to take a more inclusive approach in their own pedagogy. Successful course completion could also lead you into more specialist roles within the field of Inclusive Education (such as SENCO) and / or further study (e.g. National Award for SEN Co-ordinators). You may also want to use your credits on a partial fulfillment of Level 7 of the MA course.

Further study:

This course may also be used as the basis for an Accreditation of Prior Learning (APL) claim into an MA Education course.

Entry

Standard:

Those studying `Understanding pupil behaviour in schools and `Understanding difficulties in literacy development and dyslexia must be practitioners in schools.

Credit Transfer:

It will be possible for credits to be brought into the course through an Accreditation of Prior Learning (APL) process. The maximum APL allowed for a Postgraduate Certificate is 30 credits.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The teaching and learning strategy recognises the increasingly diverse nature of the staff who are working in educational contexts. As this is a part-time Postgraduate Certificate course, designed primarily for those working full time in schools, each unit comprises a mix of taught session/workshops, independent and blended learning. The taught sessions will be delivered during twilight and evening sessions. This approach follows that of the MA Education course, which has proved successful in supporting part-time study.

Each unit will be taught through a series of lectures and workshops around key topics, each session supported by guided reading and Breo activities.

A Postgraduate Certificate award of 60 credits represents 600 hours of study. A large part of your study will therefore be work based, online and self directed. This will require you to become familiar with the use of the university VLE, BREO, to develop your e-learning knowledge and skills. Independent learning is a key component of this course. You are encouraged to take the initiative and responsibility in managing your learning, identifying problems and resolving them.

Unit sessions lectures, workshops and group work:

Course delivery and student learning are carefully integrated to provide a balance of tutor input and student centred learning appropriate to this level of study. The taught unit sessions use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, role play and student presentations and the occasional formal lecture. Key tutor led activities include: lectures, seminars, tutorials, and research supervision. Student independent learning strategies include preparation and research for on-line seminars, oral presentations (group and individual), written assessment and collaborative learning.

The taught sessions will provide a strong grounding in outlining key concepts and substantive issues in order to provide a frame of reference for the unit and to provide sufficient grounding to support independent learning. Workshops are discursive, highlighting debates, controversies or issues which you can pursue further with your unit tutor and through on-line learning, tutorials and independent study. Workshops support collaborative learning, a key feature of the course. The sessions will promote learning within the group and through peer discussion you will be supported in reflecting on and analysing your practice. Attendance at unit sessions is a fundamental part of the student learning process.

The course requires you to draw upon complex material and engage with texts appropriate to the challenge of Masters Level work (for example Journal articles and government documents) and meet the QAA descriptors of the attributes of a graduate at Masters Level. All units will utilise the course VLE, as appropriate, as part of the teaching strategies to enhance your learning.

You will be expected to undertake specific work between unit sessions to extend your learning. You will be encouraged to draw on your own teaching experience and educational context and where relevant to present for discussion material you have prepared.

On-line learning and BREO:

For each unit of study you will have a university VLE (BREO) site. This will be used extensively on your course. If you have completed a UoB course you will be familiar with the site. If you are a student new to the university you will require an additional VLE induction.

Evaluation of teaching strategy:

The face-to-face teaching tries to embody the best practice in this kind of adult education, and in addition to formal evaluation and review procedures, at the conclusion of each unit tutors encourage you to reflect on the teaching methods being employed and their effectiveness.

Attendance and punctuality requirements:

You will need to agree any absences from the taught elements of the course with your unit tutor. As the course is taught through blended learning the attendance requirements at the Induction Days and unit sessions are essential elements of supporting your M-Level study. Any missed days are likely to result in reduced understanding.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course Leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.

The Disability Advice Team will discuss any issues you may have and can provide such services as: sign language interpreters, note takers, dyslexia screening / tuition, support materials for students with dyslexia and/or dyscalculia, and support with mobility on campus. The team offers confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

Advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability Advice Team.

Skills Development

Communication

To help with the development of this you will:

Develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. In written work, you will be helped to develop an appropriate academic style which is analytical. You will have the opportunity to work in groups both in class and through BREO.

You will be guided on how to present work in a manner appropriate to the intended audience(s) and evaluate own overall performance.

In particular:

• Synthesise information from relevant sources and select effective ways of structuring this information, including use of examples to clearly illustrate complex points


• Show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to their contributions; and evaluate own overall approach to the task and the effectiveness of own application of skills, establishing ways of enhancing those skills in the future

You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience, with reference to research, theory and national frameworks, and the views and ideas presented by others.

Written:

You will receive detailed feedback on specific aspects of your assessments (up to 1000 words for each unit). In addition to this you will also have the opportunity to engage in some peer review. Areas of good practice and areas for development will be identified; advice will be given on the improvement of the assessment. All units develop written communication skills and you will require the ability to produce concise assessments in order to develop and maintain argument and focus using demanding material.

Spoken:

Level related assessment criteria which will enable and require you to practice and develop more demanding oral communication and presentation skills at Masters Level. Small group discussions, plenary sessions and class-based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.

Information Literacy

To help with the development of this you will:

Be expected to use a range of skills in this area. You will need to access a wide variety of literature sources and be able to apply theory to practice within assessment submissions. You will use appropriate relevant ICT software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.

In developing information literacy you will be helped to:

• Find relevant sources of reliable empirical findings and theoretical models and conceptual frameworks


• Employ appropriate analytical and evaluative frameworks


• Use effective communication and presentation formats

The course VLE will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff. You will attend a session during the Induction Day, which covers information literacy strategies.

Research and Evaluation

To help with the development of this you will:

Be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.

You will critically examine educational research methods throughout the course, with a focus on practitioner enquiry that enables you to research the impact of your own practice. You will undertake school-based research and critically evaluate your findings in light of current research and literature, producing assessments that require you to display independence in all aspects of the research process.

To help with the development of research skills you will be guided in the use of effective educational research methodology. In particular:

• Choice of paradigms, approaches and methodologies


• Appropriateness of various analytical and evaluative frameworks


• Effective communication and presentation formats

Creativity and Critical Thinking

To help with the development of this you will:

Be given a range of research texts to analyse, to develop your critical skills. Theoretical concepts will be explored and evaluated and the education based research undertaken will give you the opportunity to further develop these skills. All assessments require critical thinking and creativity as do many of the learning strategies. To develop these skills you will:

• Examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning learning and teaching


• Practise applying those theories to practice


• Examine the progressiveness of policy responses to the education sector


• Be required to move beyond criticism of national frameworks, policy and practice to develop your own position on controversial issues related to education

Improving learning and performance

You will be supported throughout the process by unit/personal tutors. They will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to develop practice based on this feedback.

You will receive detailed written feedback on all of your assessments. Unit tutors will clarify advice, guidance and comment if you require. Your tutors will periodically review your progress in the light of feedback and agree plans for improving your performance. Using the VLE and some class contact time tutors will identify areas for improvement for the year group as a whole following the marking of assessments.

You will be encouraged to take control of your own learning and read widely around the subject, with reference to the unit recommended readings. The structure of the course helps to facilitate this with unit tutors taking the lead during unit sessions and then you taking control of your own learning during the remainder of the block of time allocated to the topic.

The foundations for this responsibility for your own learning are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.

BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.

At Masters Level study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Your unit tutors will encourage you to take responsibility for your own learning.

Progress files

Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your future assessment submissions. You will receive feedback from each unit assessment as you complete the work.

Your unit tutors will guide you through the initial stages of preparing your assessments, which starts at induction and is reviewed at key points throughout the course e.g. after your first assessment you will receive feedback that gives you the opportunity to reflect and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. Unit tutors will meet with you periodically to review progress and support your professional practice. You will keep a Progress File a written record of reviews and an action plan for your study work.

Professional standards

Attendance and punctuality requirements:

We expect that:

• You will need to agree any absences from the taught elements of the course with the Unit Tutor. As the course is taught through blended learning the attendance requirements at the university / school hub are essential information days. Any missed days are likely to result in reduced understanding


• You should inform the Course Leader of any unavoidable absence from taught sessions, preferably by e-mail in advance

Contact arrangements:

You are required to provide a valid, permanent, term-time and correspondence contact address and telephone number to Registry when you register as a student each academic year. You are also required to inform Registry of any change of address or telephone number and ensure your contact details are up to date. You should also provide your unit leader with a current e-mail address. This will be added to a group e-mail in order to facilitate communication with the group as a whole.

Assessment requirements:

You need to be aware of / familiarize yourself with the Universitys assessment regulations and the specific course requirements, which are in the course handbook.

Plagiarism:

You need to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations. Plagiarism is considered to be a serious matter by the Department and University (see course handbook).

Mobile phones:

As a matter of courtesy to the rest of the group you are expected to have these turned off or on silent mode during taught sessions.

Strategy for developing and embedding the professional standards

This will be introduced through the course induction and shared with you during taught sessions. It is anticipated that each unit cohort will elect a Student Representative who will gather feedback from other course members and liaise with Jenny James (the Course Administrator) by e-mail. You will also be invited to attend Field Committee meetings, in line with the University of Bedfordshire Regulations and QAA procedures. We encourage you to play an active role in developing and evolving these professional standards.

Adherence to these professional standards will be monitored through the use of unit registers, formal and informal discussions via student representatives and individual students. The aim is for any issues to be addressed quickly and efficiently in accordance with university procedures.