SCHOOL OF ?
FdA or FdSc (Insert Programme Title)
Student Programme Handbook
Academic Year 2015-16
NOTE: The text provided in red is for guidance and should be removed. The guidance for each chapter represents the minimum required information and you should feel free to add to this wherever you feel necessary.The text in black is mandatory.
It may also be useful to refer to the Higher Education Academy Web Site at for a selection of helpful resources.
Contents
1 Welcome and introduction to the school
2Key staff; contact details and staff roles
3Introduction to the Programme
4Programme Operation and Student Registration
5Teaching, Learning and Assessment
6Module Specifications
7WORK BASED LEARNING
8Programme Management
9Support for students
10Resources and general information
11ACADEMIC APPEALS
12COMPLAINTS
13Extenuation
APPENDIX A Campus Map
APPENDIX BAcademic Calendar
APPENDIX CList of useful web pages
APPENDIX DUEL’s Foundation Degree Policy
APPENDIX EStudent Attendance Policy & Procedures
APPENDIX FTerms of Reference for Programme Committee
APPENDIX GAcademic Misconduct and Plagiarism
APPENDIX HHealth and Safety
APPENDIX IStudent Support Contacts
1 Welcome and introduction to the school
To include:
a)Very general welcome/introduction to UEL, the School and the programme including a brief reference to UEL’s Equality and Diversity Policy (web reference for which is available in Appendix C)
2.Key staff; contact details and staff roles
To include:
a)Relevant Dean of School
b)Programme Leader
c)A list of key staff within the School, both academic and administrative
d)Brief descriptions of the responsibilities of the Module Leader, Programme Leader, Head of Subject and Personal Tutor. The member of staff currently undertaking these roles should be named where possible.
Your Programme Leader represents the academic interests of the programme and coordinate the day-to-day business of programme, they have overall responsibility for students on the programme.
Your Module Leaders are responsible for delivery and academic management of the module, including all module assessment tasks.
Your Head of Subject is responsible for leading subject developments and ensuring the management of delivery of modules and their associated assessment in the subject area.
The following text in this section must be included in the handbook
Personal Tutor
You will be assigned an academic member of staff as your Personal Tutor to support your engagement with academic study. Information on the role of Personal Tutor and how to contact your Personal Tutor are provided in the Student Support Section of this Handbook.
3Introduction to the Programme
To include:
a) Programme duration and modes of study, i.e. full time/part time, block delivery
b)Programme aims and objectives
c)Details of relevant employers’ involvement in the development of the programme
d)Programme learning outcomes
e)Professional body accreditation or the Sector Skills Council (where applicable)
f)Programme structure diagram
g)Web link to the programme specification
h)Induction to the programme
i)Progression information to level 6 of a named UEL honours degree programme or possible career paths
4Programme Operation and Student Registration
To include:
a) Arrangements for student module registration, including UEL Direct
b) Arrangements for programme administratione.g. contacting programme administrators; helpdesk details; conduct in lectures
c) Reference to the Academic Framework modular regulations for the programme (provide web link)
The following text in this section must be included in the handbook
Academic framework
A new academic framework was implemented in 2014-15 for undergraduate programmes. The way in which your course material is organised and delivered has been revised following extensive consultation and discussion and we believe that the changes we have made will ensure you continue to have the best possible chance to succeed in your studies while you are here and after you graduate.
The new framework changes are aimed at improving the structures and support we have in place for our students,giving you more time for learning, studying and preparing for your future.There are appropriate transitional arrangements for existing students – see section below. The key changes to the structure of your programme are summarised below:
- Modules will now be offered at 15, 30 and 45 credit points. Most programmes will require you to take 4 modules each of 30 credits in a full-time year of study. Details of the structure of your programme are set out later in this handbook.
- Modules will be taught across 3 terms, with assessment and the opportunity for feedback throughout. See the newacademic calendar(Appendix B)
- You have up to 4 years to complete your degree as a full-time student and 8 years as a part-time student. Students on Extended Degree programmes have 5 years.
- You should aim to achieve the full 120 credits per year in order to complete your studies successfully and stay on track with your fellow students. You will need to get a minimum of 90 credits at each level to progress to the next.
- If you achieve fewer than 90 credits at a level you may be required to retake the year. You should avoid this if at all possible as this will disrupt your progress and require extra study. Also, you should note that this possibility is available only once during the course of your degree.
Supporting you now and in the future
There are a range of ways in which you can access support for your studies, which are outlined through this handbook. For example, each School has introducedLearning Achievement Assistants (LAAs) andLearning Achievement Mentors (LAMs) to help you achieve your full potential by developing your academic skills. OurStay on Trackcampaign is a new initiative to help you stay on top of your studies as well as access the right support when you need it. Details of other sources of advice and support can be found elsewhere in this handbook.
Transitional students
If you began your studies before 2014/15 under the previous modular structure of 20 credit modules, you are deemed to be a ‘transitional’ student. Depending on your academic record to date, you may or may not need to take transitional modules to enable you to move to the new framework structure. Your School can advise you on what you need to do; please contact your Programme Leader for more information if you are still unclear.
The University’s academic regulations are available at:
Academic Framework Regulations (see Manual of General Regulations Part 3)
There are also supplementary regulations which apply only to transitional students. These are available at the weblink above (see Manual of General Regulations Part 3a).
e)Reference to Attendance Policy (provide web link and refer students to AppendixD)
Attendance
It is evidenced that a good attendance record has a positive impact on performance and as a university we are keen to support our students to maximise their potential. The Attendance Policy has been revised for the 2015-16 academic year and is now more student-centred in approach (e.g. creating a system to allow student self-certification for illness). Refer to the weblink below and Appendix D for further information.
The policies listed below have been revised/developed to ensure that the University is acting in a consistently student-centred way. The cornerstone of this new approach is the new Fitness to Study Policy, which has been designed to help address how we deal with concerns relating to the Health and Wellbeing of our students. The aim is to ensure that our students are dealt with in a fair and appropriate manner and that they are not disadvantaged as a result of a health or wellbeing issue.
- Fitness to Study Policy (New) and Terms of Reference for the Welfare Panel
- Maternity, Paternity and Adoption Policy (Updated)
- Response to Student Death Policy and Procedure (New)
- Student Disability Policy (Updated)
- Attendance Policy (Updated)
- Student Initiated Withdrawal Policy and Procedure (New)
All Student facing policies are available at:
Further information is available at
Guidance on student attendance is also provided in the Manual of General Regulations: Part 11 Responsibilities of Students
f)Details of how students should communicate change of contact details
Your personal information is stored on your own UEL Direct account and it includes your name, date of birth, term-time contact address, home address and email/phone contact details. It is essential that you keep this information up to date. You can change your personal information at any time by logging on toUEL Directand going to "My Record". If you need to change your name or date of birth you will need to show original documents showing the correct name: Please visit either of the Student Support Hubswith the correct documents for amendments.
5Teaching, Learning and Assessment
To include:
a)Details of teaching and learning approaches
b)Details of assessment arrangements, i.e. administration, submission, deadlines, Assessment Boards, notification of results, timing of reassessment, marking, feedback etc.Reference to Appendix F containing information on Academic Misconduct and Plagiarism
We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our new regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. The deadline will be published in your module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). Please note that we will accept your first submission only, if you then improve your work and submit it again within 24 hours of the deadline, your second submission won’t be marked.
Further information is available at
c)Reference to: (also detailed in Appendix C) which provides full information on referencing and the avoidance of plagiarism, reference and web link to Academic Integrity Policy
As a student you will be taught how to write correctly referenced essays usingUEL's standard Harvard referencing system from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools apart from the School of Psychology which uses the APA system. This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded.
Further information is available at Appendix F and the weblinks below
Harvard referencing
Academic Integrity
g)Reference and web link to Assessment and Feedback Policy
Assessment and feedback are fundamental parts of your learning experience. The UEL Assessment and Feedback Policy seeks to:
- actively promote student success and academic achievement;
- provide clear, accurate, accessible information and guidelines to all staff and students on assessment and feedback;
- maximise the potential for consistency and fairness in assessment;
- locate assessment and feedback as an integral part of learning and teaching processes.
Every component of assessment that contributes to an award, at all levels, is subject to internal (i.e. UEL academic staff) and External Examiner moderation. This ensures the maintenance of standards both internally and in comparison with similar programmes delivered at other higher education institutions.The UEL Assessment and Feedback Policy outlines the process for the various stages of the marking process, as listed below.
- Stage 1 – internal moderation. Anonymous marking is a process undertaken to avoid the possibility of unconscious bias entering the marking process. Wherever possible, the identity of students will be masked from markers and work only identified by student number. Where the method of assessment does not allow anonymous marking (e.g. dissertations, oral presentations, oral examinations, practical examinations, laboratory tests, performance etc.)all work will be second marked.
- Stage 2 - Second marking as sampling or moderation (conducted by UEL academic staff). A minimum of 10% or 10 individual pieces of each assessment task, (whichever is the greater) will be second marked.Where assessment does not allow anonymous marking, all work will be second marked.
- Stage 3 - External Examiner moderation. A minimum of 10% or 10 individual pieces of each assessment task (whichever is the greater) will also be made available to the External Examiner (from anotherhigher education institution) for moderation.
External examiner reports are available to all students via Moodle and students are provided with advice from the UEL Student Union on the interpretation and use of external examiner reports.
The Assessment & Feedback Policy is available at
h)Reference and web link to Skills Curriculum and Skills Portal
The UELSkills Curriculumhas been designed to ensure that you are taught, have the opportunity to practice, and are assessed in three skillsets: Learning Skills, Professional Skills and Research Skills. These Skills are developed within your programme of study. Further information is available at
The UEL Skills Portal has been designed to act as a single gateway to a whole range of skills support that will help you progress through your studies. From tips on academic writing, using IT, to guidance on time management and exam revision - all of the resources in the UEL Skills Portal have been designed to support your learning and achievement, refer to
i)Assessment criteria or reference to where this information can be found in the module guides.
6Module Specifications
To include all module specifications for the programme
7WORK-BASED LEARNING
To include:
a)Description of how work-based learning helps to achieve appropriate programme learning outcomes.
b)Procedures for selecting, approving and monitoring suitable work-based learning settings, e.g. selecting work-based learning providers (is the student or school responsible); work-based learning coordinator and their role; likely work-based learning destinations; background checks (Disclosure and Barring Service); any professional, statutory or regulatory body requirements governing the suitability of work-based learning settings; process undertaken if a student is unable to continue to attend a work-based learning setting; how the setting is risk assessed..
c)Operation and duration of work-based learning setting, e.g. overall length and hours; role of the work-based learning provider; formal assessment methods and any specific arrangements for assessment.
d)Details of how staff at the work-based learning setting are trained/prepared
e)Rights and responsibilities of students whilst in the work-based learning setting, e.g. appropriate behaviour; appropriate dress code; communication with UEL; Health and Safety issues; code of conduct and discipline; equality and diversity; UEL complaints procedure.
f)Support for students in the work-based learning setting, e.g. supervision, tutoring and mentoring; visits from UEL staff
g)Reference to the Suitability procedure and provide web link
(Manual of General Regulations, Part 13)
8Programme Management
To include:
a)Information on how the programme is managed on a daily basis
b)Information on how any changes to timetabling / room allocation / classes / assessment timetable arrangements are communicated to students
c)Programme Committee- refer to terms of reference in appendix F
Programme Committees provide a formal structure for student participation and feedback on their programme of study. Programme committees provide a forum in which students can express their views about the management of the programme, and the content, delivery and assessment of modules, in order to identify appropriate actions to be taken. Terms of reference are provided in Appendix E.
We seek to promote student involvement in democratic processes and the life of the university, working with the UEL Student Union to promote the programme representative system. You can get involved as a Programme representative and will be supported by formal induction and training and representative fora offered by the UEL Student Union.
Contact the UELSU Programme Representatives Co-ordinator for further information on or020 8223 7025
d)Student involvement- student representation on committees, details of student feedback mechanisms
Student engagement in Quality Assurance & Enhancement
We are committed to engaging with our students in the pursuit of activities to support quality assurance and enhancement. ‘Student engagement’ at UEL means students participating…
(a)in partnership with staff and with each other
(b)intellectually, in their subject and studies
(c)in a range of experiences that broaden their outlook and enrich their lives
(d)in the life of the university, academically, socially, culturally and in decision-making
(e)in making their voices heard, such as through student representative and feedback processes
(f)in co-curricular activities that contribute to their success as students and in preparing for graduate employment
(g)in opportunities that will equip, empower and inspire them to become leaders in community, business and society
…all to levels commensurate with individuals' broader ambitions, interests and capacity.
You can participate in a number ways including:
- provide feedback at module level via the completion of module evaluation questionnaires for each module that you study;
- provide feedback at institutional level via the National Student Survey and a range of surveys;
- provide feedback on the programme and modules, and day-to-day concerns, via representation on programme committees, the primary formal mechanism for programme level feedback;
- Students are represented at all levels in our committee structure, including on Board of Governors, at Academic Board and its sub-committees, as well as on committees at School level;
- Students participate in formal quality assurance processes as members of Academic Review panels and School Quality Standing Committees;
- Students from all Schools are represented on the Student Experience Committee, which provides an integrated evidence-based approach to student issues and ideas. It acts as a mechanism for seeking student feedback on relevant policies and proposals, makes recommendations to enhance the student experience and reports actions taken to students.
Further details of all surveys are available at