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BA (Hons) Social Work

Level 4PROGRAMME GUIDE

2019/20

1BA (Hons) Social Work – Course handbook 2019/20

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Table of ContentsPage Number

General Information Welcome from the Head of Department 6

Programme Team Pen Portraits 7-9

Programme Support Team Staff Contacts 9

External Examiner Details 10

Programme Details Academic Calendar 11-14

History of Programme 15

Professional Body Accreditation 15

Attendance Requirements 15-16

Opportunities Available on Completion 16

Programme Awarding Body 16

Programme Learning Outcomes 16-18

Programme Specification 19-21

Module Specifications 22-26

Student Support and Guidance 27

Safeguarding and Prevent 28

Personal Learning Coaches (PLC’s) 28-29

Academic Study Support Tutor 29

Careers Advice and Guidance 29-30

Counselling and Student Welfare 30

Support for Disabled Students 30-31

Financial Advice and Support 31

License to Practice (If required) 31

Opportunities for Personal Development Planning 31

Opportunities and Support for Studying Abroad (if applicable)

32

Work Placement Information 33-34


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Page Number

Facilities and Services 35

Library Resources 36

Technical Support 37

Catering Services 37

Equipment Required from Students 37

Assessment and Progression Regulations 38-52

Dissertations and Projects Support and Guidance 53-55

Determination of Results

Communication of Results 55

Classification Criteria 56

Role of the Assessment Boards and External Examiner 56-57

Policies and Regulations 58

Equality, Diversity and Inclusion Statement 59

Data Protection 59-60

Student Participation and Evaluation 61

Student Feedback and its Utilisation 62

Student Representation 62

Registered Student Organisations 62

Academic and Professional Organisations 62

Student Voice and Programme Evaluation 63

Teaching, Learning and Assessment 64

Feedback and Assessment 65

Referencing 65-66

How and Where to submit completed Assignments 663

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Page Number

Extensions 66

Presentation of Written Work 67-68

Mitigating/Extenuating Circumstances 68-69

Academic Misconduct 69

Academic Appeals 69-70

Complaints Procedure 70

The Office of the Independent Adjudicator 70

Cancelled Classes 70-71


General Information

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Welcome from the Head of School

You are now a student on the BA (Hons) Social Work Programme and we are delighted to welcome you to your course and to the School of Business, Management and Professional. Your course has been designed to be:


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A valuable award for those seeking employment and advancement with many local and national employers.

A set of integrated modules that will enable you to gain a thorough understanding of your specialist chosen area of study.

Clearly aligned theory to vocational practice to enable you experience a fully rounded study of your chosen occupational area.

Embarking upon a course in higher education can be an anxious and exciting time. Initially you will find yourself being presented with a lot of information about your course and the College. It is normal that there may be some confusion, but you do not need to panic. Whatever your concerns may be, there are many members of staff here at the College who can help and will be happy to answer any queries that you may have.

Within this course guide there are contact details of key staff that can help you, whether it is to do with the course or any area of support. The rest of this guide contains some really useful information that will help you throughout your course, and don’t forget if you have any questions then do not hesitate to contact myself, your course leader or any member of the course team. You will also have access to our student intranet and will be provided with The Higher Education student Handbook that contains a set of really useful general information on the College, so please do keep this to hand throughout your studies.

Every Higher Education course at the College is appointed an external examiner to support the course and help assure our quality standards. Sue Cook is the External Examiner for your course. Their annual report on your course will be shared and discussed with you as part of your induction programme and will give you a real feel for your programme.

Our priority is to give you the best possible learning experience to help you to realise your goals and aspirations. We want you to enjoy your course and complete it successfully.

I wish you every success in your studies and I am sure you will enjoy being a Social Work student in the School of Business, Management and Professional.

Kind regards

Steven Bell

Head of SchoolE-Mail [email protected] Tel: 0191 375 4924


mailto:[email protected]

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Programme Team Pen Portraits

Barbara ChambersCurriculum Manager Social Work

Barbara [email protected] N2.05

0191375423707425634234

Gary ParleProfessional Lead in Social WorkAdmissions Officer & Recruitment ChampionLecturer

I have worked in social care for 36 years being a qualified social worker for 26 years and I am registered with the HCPC. My experience has been predominantly within the Adults with Learning disabilities field and having a strong emphasis on the education of social work students being a qualified Practice Teacher. My career has taken me from working within statutory organisations as a Social Care worker, Social Worker then to Workforce Development before proceeding into Social Work education. I currently teach on the following modules: Social Work Theory and Practice L4, L5 & L6 Working with Adults L5 Law (Adults) L4

I am also Personal tutor for level 4, 5 and 6 students Placement tutor for level 5 and level 6 students Year Co-Ordinator L4

Gary Parlegary.parle @newdur.ac.uk

Room N.2.050191 375 4425

Dr Carl BartonLecturer

Introduction to sociology – level 4 Introduction to social policy – level 4 Comparative issues in Social Work –

level 6 Research & Dissertation – level 6 Personal tutor for level 4, 5 and level 6

students

Carl [email protected] N2.050191 375 4253

Dave Cook7




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Placement Co-Ordinator and Tutor / LecturerI am currently employed as the student social work placement coordinator as module lead. The post requires sourcing placements for all students on the programme and matching students to placements. I am also employed as Tutor / Lecturer on the Working Children Young People and Families.In 1987 I was made redundant from the mining industry and completed my first degree BA (hons) in Sociology and Social Policy at Durham University. Following this I worked in social care as a Residential Social Worker, Aycliffe Young Peoples Centre (Children) for two years and two years as a Social Work Assistant in Adult Mental Health Team.I qualified as a social worker in 1996 from Durham University and since qualifying worked in Local Authorities as a Social Worker in Child Care where I progressed to a Senior Practitioner and Team Manager. I was also employed as Area Child Protection Coordinator (ACPC) Training Coordinator for Durham and Darlington. I changed my career path and was employed within Organisational Development, designing and facilitating staff training as well as Chairing the Training Sub Group for the Local Safeguarding Children’s Board (LSCB) and Safeguarding Adults Board (SAB). I also developed student placements and coordinated social work placements, as well as facilitating the development of Newly Qualified Social Workers (NQSW). My specialism was in training staff and management in providing Reflective Supervision. More recently I have undertaken Off-Site Practice Education for 10 students over the past two years and personal tutor for 5 students. My passion is for the development of social work as a respected and highly recognised profession and working with social work students enables me to ensure quality student placements are sourced as to enhance the training and development of the future workforce.

Dave [email protected]

Room N2.050191 375 4171

Laura Bell8


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Programme LeadLecturer

I have worked within Health and Social Care for over 15 years. I have worked with both adults and children in a variety of teams and settings including youth offending and an integrated mental health team. I have also previously worked in a Local Authority children’s team and continue to maintain my registration with the HCPC. I currently teach on the following modules:• Mental Health in Social Work (L5) • Human Growth and Development (L4)• Dissertation (L6)• Working with children, young people and families (L5)• Year Lead (L6)• Personal Tutor

Year Co-Ordinator – Level 6

Laura [email protected]

Room N2.050191 3754972

Jayne PriceLecturer

I have worked in social care for 16 years and maintain my registration with the HCPC. I have worked in a variety of settings including two statutory teams including Adults with Learning Disability and Children’s Services. I have worked closely with schools and worked predominately in Early Help Services for children. I am a qualified Youth Worker and have experience of working as a volunteer for a club for children with Learning Disabilities for over 20 years. I currently teach on the following modules:Introduction to Communication and Research Skills for Professional Practice L4Relating Social Work Theory to Practice L6Year Lead (Level 5)Personal TutorPlacement Tutor Dissertation Tutor

Jayne [email protected]

Room N2.050191 3754420

Programme Team and Support Staff Contact Details9




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Barbara Chambers 0191 3754237 [email protected] Parle 0191 3754425 [email protected] Barton 0191 3754253 [email protected] Cook 0191 3754104 [email protected] Bell 0191 3754972 [email protected] Price 0191 3754420 [email protected]

External Examiner Details

Dr Sue Cook (PhD; MA SW; BA (Hons) SW; FHEA)Module Lead SCW 652, 554, 454Erasmus Exchange Coordinator (Social Work)School of Health ProfessionsFaculty of Health and Human SciencesRoom 202, 10 Portland VillasUniversity of PlymouthDrake CircusPlymouthPL4 8AATel 586663 or ext. 86663Email: [email protected]: http://www.plymouth.ac.uk/schools/sssw


https://webmail.plymouth.ac.uk/OWA/redir.aspx?C=b219fe8889a34027ac85fa70109f9b72&URL=http%3A%2F%2Fwww.plymouth.ac.uk%2Fschools%2Fsssw


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Programme Details

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Term dates2019/20

Full-time further education welcome days

Tuesday 27 August 2019

All full-time further education courses start

Monday 2 September 2019

All part-time further education courses start


All higher education programmes start


Student half-term Monday 28 October – Friday 1 November 2019

End of term Friday 20 December 2019

Spring term starts Monday 6 January 2020

Student half-term (further education only)

Monday 17 February – Friday 21 February 2020

End of term Friday 3 April 2020

Summer term starts Monday 20 April 2020

Half-term Monday 25 May – Friday 29 May 2020

End of term Friday 26 June 2020


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Academic Calendar

W/C Week No

Module Studied Assignment Deadlines


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Semester 109/09/2019 1 Induction16/09/2019 2 RSWTP 06/03/20

Law for Social Workers 01/04/20Introduction to Sociology 15/11/19

ICRSSP 22/11/1923/09/2019 3 As above30/09/2019 4 As above07/10/2019 5 As above14/10/2019 6 As above21/10/2019 7 As above28/10/2019 Independent Study Independent Study04/11/2019 8 As above11/11/2019 9 As above18/11/2019 10 As above25/11/2019 11 As above02/12/2019 12 As above09/12/2019 13 As above16/12/2019 14 As above23/12/2019 Christmas Break Christmas Break06/01/2020 1 Placement13/01/2020 2 Placement20/01/2020 3 Placement

Semester 227/01/2020 4 Introduction to Social Policy 27/03/20

RSWTP 06/03/20HG & D 22/04/20 & 08/05/20ICRSSP 04/02/20 & 05/02/20

Law – Adults & Children - Consolidation

01/04/20

03/02/2020 5 As above10/02/2020 6 As above17/02/2020 Reading Week Reading Week24/02/2020 7 As above02/03/2020 8 As above09/03/2020 9 As above16/03/2020 10 As above23/03/2020 11 As above30/03/2020 12 As above06/04/2020 Easter Break Easter Break20/04/2020 13 As above27/04/2020 14 As above04/05/2020 15 As above


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Week No

Module Studied Assignment Deadlines

11/05/2020 16 As above18/05/2020 17 As above25/05/2020 Reading Week Reading Week

Please note: The Programme Team will endeavour to work to this schedule throughout your programme. However , there maybe times when the programme timetable and assessment plan need to be adjusted to meet unforseen circumstances. The Programme Team will notify you of any changes at the earliest opportunity.


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History of the Programme

New College Durham has been a provider of social work education since 1975 at which time it was a member of the employer led North East Certificate in Social Services Scheme. This scheme operated with strong partnership arrangements to ensure an integrated approach to theoretical and practice learning with staff from the employing agencies involved in all aspects of the course such as selecting students, designing and agreeing academic assignments, teaching support and assessing student work. Close working relationships were established between New College Durham and the statutory employing agencies in the region.

These close working relationships have continued and there has been a Social Work Education North East (SWENE) partnership with the Local Authorities and other Higher Educational Institutions who deliver social work programmes. More recently this has been evolved by the Government with the North East Social Work Teaching Partnership being developed (NESWA).

Professional Body Accreditation

The BA (Hons) Degree Social Work programme has accreditation with the HCPC. This is to be changed in the future to Social Work England. All components of the programme must be passed at each level to complete the BA Hons and register as a social worker with the relevant regulatory body.

Attendance Requirements

The standard of attendance required is equivalent to that expected of an employee in the workplace and this applies to both your attendance at College and on placement. In other words, you are expected to attend 100%, except in exceptional circumstances. Remember this is a full time course and although you may only have a morning or afternoon of a taught module in a class it is expected you will utilise the rest of your time in academic study.

Obviously illness or family crisis, for example, can happen to anyone at any time, but in order to get the most out of your years of study, it is important for you to maximise your attendance. Your tutor will offer you support if you are absent with good cause. And remember other students can help - keeping notes for you, for example.

Students cannot take time off to complete assignments and are required to attend all time-tabled sessions, your attendance at College is recorded by the relevant lecturers. Please note the following points:

1. Students will inform, in advance, their personal and professional tutor or Module Leader/s if they know that they will miss a session or sessions on a specific day.

2. If you are absent for more than one day you should notify your personal and professional tutor of the likely duration of your absence and the reason for it.

3. If you are absent because of illness for more than seven consecutive days (including weekends) you must provide the College with a


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medical certificate. If you miss an examination because of illness a medical certificate will also be required.

4. Tutors review their students' attendance on a regular basis and where this gives cause for concern it will be discussed between the tutor and student.

5. Job references etc., given by tutors for students, will always give information about attendance. Thus, students whose attendance is poor for no acceptable reason will find that this is reflected in any reference given by the College.

6. The College reserves the right to pass information about attendance to relevant funding bodies, or employers.

Opportunities Available on Completion

Successful students will be eligible to apply for registration with HCPC as a qualified Social Worker. This will be changing in the future to Social Work England. All components of the programme must be passed at each level to complete the BA Hons Degree and register as a social worker with the relevant regulatory body. Opportunities will be available in a wide range of different social work settings/areas to apply for on successful completion of the BA (Hons) Social Work Degree and registration with the relevant body.

Programme Awarding Body

The Open University.

Learning Outcomes to be met by the completion of the three year programme

Key: A = Knowledge and Understanding B = Cognitive and Intellectual C = Practical Professional D = Key Transferable

NO Course Outcome

A1Critically evaluate the application to social work practice to research, theory and knowledge from sociology, social policy, social welfare, psychology and health.

A2Critically analyse the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement.

A3Critically evaluate a detailed knowledge of the short and long term impact of psychological, socio-economic, environmental and physiological factors on people’s lives, taking into account age and development.

A4 Critically evaluate range of theories for social work intervention with individuals, families, groups and communities.

A5 Critically evaluate the range of models for social work intervention with individuals, families, groups and communities.

A6 Synthesise and critically appraise such knowledge in order to apply appropriate methods of intervention and practise derived from them.


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A7Confidently analyse and evaluate the limits of their own knowledge and understand how to access the expertise of service users, carers and professionals.

A8 Critically analyse the principles of human and civil rights and equalities legislation as they relate to social work practice.

A9Critically appraise detailed knowledge of key theoretical ideas, policy and legislation relating to organisational and leadership analysis, particularly in relation to health, social care and partner agencies.

A10 Apply imagination, flexibility and curiosity to complex social work practice.

B1Synthesise, appraise and evaluate the reliability and validity of information from different sources as an aid to decision making within a social work setting.

B2 Synthesise systematic, critical and reflective reasoning.

B3Apply critical analysis, evaluative and problem solving skills to practice complex practice situations underpinned and supported by theoretical knowledge.

C1Apply the requirements of the professional regulator and understand the authority of the social work role and begin to use this appropriately as an accountable professional.

C2 Create and maintain personal and professional social work boundaries in complex practice situations.

C3 Construct the ability to practise confidently in accordance with professional social work values and ethics.

C4Create the ability to synthesise, evaluate, manage and work with conflicting or competing values and ethical dilemmas using professional supervision.

C5 Ability to create build and maintain professional relationships with service users, carers, colleagues and other professionals.

C6Confidently analyse and evaluate the limits of their own knowledge and understand how to access the expertise of service users, carers and other professionals.

C7Communicate clearly and effectively with service users, carers, family members and professionals in a professional manner in social work practice.

C8Recognise and promote individuals rights to autonomy and self-determination within the process of assessment whilst recognising the requirements of professional accountability and information sharing.

C9Recognise, appraise and evaluate the impact of personal and organisational discrimination and oppression as they impact on social work practice.

D1Plan and manage awareness of current and changing legislative requirements relating to social work and social care as part of a lifelong learning strategy.

D2Recognise, appraise and evaluate the impact of personal and organisational discrimination and oppression as they impact on social work practice.

D3 Recognise and evaluate factors which contribute to effective team


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and group working including working in partnership with other agencies and professionals, in order to maximise their own effectiveness.

D4Communicate clearly and effectively in a variety of styles and methods appropriate to the context, including demonstrating skills in advocacy.

D5 Communicate clearly and effectively with service users, carers, family members and professionals in a professional manner.

D6 Evidence the ability to prioritise and manage and delegate work to meet deadlines and to bring work to effective conclusions.

D7 Synthesise and critically appraise appropriate numerical and statistical methods from research to inform social work practice.


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The Student’s Journey: Level 4

We seek to enable students to become socially, politically and self-aware practitioners, able to make independent critical judgements in complex situations.

Students are taught by experienced and enthusiastic academic staff most of whom are also qualified and registered social workers, by current social work practitioners, by people who have experience of social workers working with them, and by those who care for them. Lecturers have a wide range of specialist knowledge including social work with children and young people, disabled and older people, mental health and the voluntary sector working, inter-professional working, psychosocial perspectives, and the sociology of social work. The social work team have a great understanding of the various roles within social work, the pressure that is faced in practice and some of the demands of the role, they are committed to ensuring students are fully prepared for the demands of their future career. Tutors have a strong record of providing support to students to enable them to become thoughtful and confident practitioners.

Figure 1. Programme Structure for Level 4 Level 4Semester 1 Semester 2Introduction to Communication & Research Skills for Professional Practice

Introduction to Communication & Research Skills for Professional Practice

Relating Social Work Theory and Practice Relating Social Work Theory and Practice

Introduction to Sociology for Social Workers Introduction to Social Policy for Social Workers

Law for Social Workers (Adults & Children) Human Growth and Development

Law for Social Workers (Adults & Children – Consolidation)Placement

Readiness for Direct Practice

When students go out on placement, they will be coming into contact with service users and carers. For the service users’ wellbeing and for the student’s, the College needs to ensure that the student is ready for direct practice. By the point of assessment of readiness for direct practice (prior to the 70 day – 2nd year placement), students should demonstrate:

basic communication skills ability to engage with service users capacity to work as a member of an organisation willingness to learn from feedback and supervision demonstrate basic social work values, knowledge and skills

When your Tutor is satisfied that all the evidence which is specified in your Personal


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Development Plan is available and successfully completed, they will sign off the documentation and you will be ready for your placement at Level 5 (year 2) of the programme.

Study/Placement Hours and Patterns

At level 4, students will usually be taught in college for 3 days per week in the first and second semesters. The remainder of the full time hours are for self-directed study, any homework / tasks set by the module tutor, group work and VLE learning.

Placement/Practice learning is an integral and mandatory part of the experience of training to become a social worker. Work-based learning is a valuable experience and a proven enhancement in terms of employability. Students will spend 15 days on placement in year 1, 70 days on placement in year 2 and 100 days on placement in year 3. When you are on placement you will be supported by a qualified practice educator who will provide supervision to allow you to link the theory being taught in college to the practice you will experience on placement. The focus is on active, experience-based learning and you will be supervised at all times by qualified staff who co-ordinate and oversee the practice learning. The College values practice learning and the experiences that students gain whilst studying in practice settings. You are also supported by your placement tutor and together you will have structured guidance and support within a training team. The Placement Co-ordinator will provide all students with placement allocation and handbooks. There are a variety of placements which are utilised including voluntary and statutory organisations.

Whilst on placement, students are expected to work full time agency hours i.e. 5 days per week, 9.00am – 5.00pm (or as agreed by the agency); any deviation from this needs to be agreed at the initially training team meeting with a clear rational and extenuating circumstances detailed.


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Module Specifications

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Level 4 Programme Modules

Module Summary (all core modules)

Code Title UK Credits

Level

SWK420 Communication and Research Skills for Professional Practice 20 4

SWK421 Relating Social Work Theory to Practice I 20 4

SWK422 Human Growth and Development 20 4

SWK423 Introduction to Sociology for Social Work 20 4

SWK424 Introduction to Social Policy for Social Work 20 4

SWK425 Law for Social Workers 20 4

Communication and Research Skills for Professional Practice

This module introduces students to academic study skills, initial research skills, communication skills and social work practice skills. It links with modules examining social work theory, values, ethics and principles and practice in social work. It utilises approaches and models from psychology, sociology, anti-oppressive practice and human growth and development. It offers students opportunities to reflect upon and develop their knowledge and understanding of social work practice and human communication, allowing students to rehearse and demonstrate these in class, with service users and carers, shadowing days and in community project work settings.

Relating Social Work Theory to Practice

This module provides a critical introduction to social work. Students will study the values of social work as well as professional standards. They will study the nature of discrimination, disadvantage, power and oppression, and the role of social workers in relation to these.Students will learn about the roles and tasks of social work, the processes of assessment, planning, intervention, review and evaluation. They will be introduced to the place of theory in relation to social work practice.Within the module, students will be expected to attend sessions led by service users, carers and young people, in order to gain understanding of their experiences and perspectives, both as individuals and within user/carer led groups in the community. In addition students will be required to attend sessions led by practitioners from social work and other relevant professional groups in order to gain insight into the diverse contexts where social work takes place.


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Human Growth and Development

This module provides a broad overview of the major areas of psychological perspectives relevant to social work practice. Students will be introduced to the different schools of psychology and their implications for practice. Human growth and development will be considered within a life course approach. Knowledge will be extended by the exploration and application of social psychology, including attitude formation and development of prejudice.

Introduction to Sociology for Social Work

The module provides an introduction to sociology as a discipline, reviews some major specialisms in relation to contemporary Britain, and explores the relevance of sociology to social work concerns. Sociology inculcates a way of looking at the world that fits with social work perspectives, in that it is a “reflexive discipline that develops a critical awareness of the social world” (QAA Sociology Benchmark Statement, 2007). It provides the means of analysing the social contexts and processes in which service-users and social workers are located.

Introduction to Social Policy for Social Work

Social Policy explores the relationship between individuals and groups with particular needs for support and control through the state, market, voluntary organisations and family. Social policy provides one of the contexts in which service-user groups and social work practices are located. The nature of particular policies and the values and interests that determine these, directly affect access to social goods such as health care, housing and cash benefits and thus different degrees of well-being for different social groups. Decisions in social policy affect social divisions, material well-being of different social groups as well as the controls and conditions placed on them that determine the extent of exclusion and citizenship.

Law for Social Workers

This module introduces students to the legal context of social work practice across the range of service user groups. It seeks to develop skills and knowledge in students that will equip them to understand the relationship between law and practice.

Learning & Teaching Methods

A variety of learning and teaching methods will be employed throughout the programme, including lectures, seminars, academic tutorials, group work, individual guided learning, projects, case studies, role plays, workshops, and the use of information technology.

A fundamental requirement for social work education is that service users, carers and young people influence teaching and learning throughout your three years of study.


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This aspect will underpin some of your richest learning as we have an established range of diverse input and methods for working with people with the experience of receiving social work support and a commitment to develop this key area of students learning.

Some examples of service user, carer and young people’s influence within the programme are:

Direct facilitation within the classroom where students learn from listening to people’s experiences, the ‘young people‘s views of social workers’ DVD resource, some assignment tasks and group presentation task are based on people’s experiences and involve the person within the assessment process and subsequently the ‘whole story’ is told by the person with the experience giving students the opportunity to ask questions and clarify thinking. Service users, carers and young people’s feedback is a key aspect of assessment and learning development whilst on placement.

You will also benefit from the input of a wide range of practitioners within the programme.

In level 4 practitioners have designated sessions within the timetable to come and tell you about their particular area of practice. This is an excellent way to learn about the diverse contexts where social work takes place.Practitioners’ specialist skills contribute to teaching within level 5 and 6 which is a key aspect to student’s learning to put theory into practice. Examples of practitioner led sessions can include;

Working with asylum seekers and refugees, working with people with dementia, working with carers, working with domestic violence, using solution focused approach, therapeutic interventions with children.

A key aspect of your learning from practitioners will be established in level 4 when you undertake your 15 day placement and expanded upon in your level 5 and level 6 placements.

Once enrolled onto the programme you will be able to access the Student Intranet which aims to provide you with information about the college and its services. Programme support is provided via Schoology, the virtual learning environment. Information will be provided on induction, regarding the programme structure and content, as well as assessment, learning and teaching strategies. In particular, module information will be available to all students to help you prepare for your studies. Communication facilities such as announcements, blogs, discussion boards and email will be utilised to encourage opportunities for student interaction and feedback.

A variety of teaching and learning strategies has been chosen so that not only are the objectives of the qualification met, but your learning experience is varied and stimulating. The specific teaching and learning strategies employed in each module are outlined in the module specifications, as well as in the module guides.


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Individual student support can be provided through module academic tutorials, project supervision and through other learning support mechanisms. More general additional academic support is supplied by the HE Academic Support Tutor as well as the HE Advanced Personal Learning Coach; this may include, where necessary, advice on writing at degree level, time management, carrying out literature searches, examination/ assignment/ essay writing skills etc.


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Student Support and Guidance

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Safeguarding and Prevent

Providing a safe working atmosphere at New College Durham is an essential element of the student study experience. The College has a legal duty to provide a safe environment in which you can learn and develop and in which staff can perform their work role.

Safeguarding young people under the age of 18 and vulnerable adults within the College community, is a responsibility that is undertaken by trained staff. However, we would expect any incidents of concern to be reported by students, where the safety of students under the age of 18 and vulnerable adults is at risk. If you do have any concerns during the course of your studies, please report these to a member of your course teaching team, college reception or at ASC.

PREVENT is an element of CONTEST, the UK Governments counter-terrorism strategy. It is defined as ‘Stopping people becoming or supporting terrorists or violent extremism’. This is an integral part of the College’s safeguarding ethos in encouraging students to respect Fundamental British Values. During the induction period of your course, the Course Leader will give you further detail on these values and PREVENT, and discuss with you your responsibilities, as a member of the College community, to report any incidents or concerns.

Personal Learning Coaches (PLCs)

As a higher education student at New College Durham we wish to support you on the achievement of your programme of study, and raise your aspirations for further study and employment opportunities. Tutorial support is provided to you as part of your programme and is guided by three key principles:

1. To recognise and respond to the individual needs of students.2. To promote inclusive learning.3. To set students challenging personal and academic targets to reach and

achieve.

On your course you will receive:

A designated personal tutor A tutor introduction for your chosen course and the College Personal tutor support and support from any specialist support service where

appropriate Access through your tutor to help in making choices on progression and

further study.

Tutorials will be integrated into the course of study and specific tutorials supplied by your tutor throughout the academic year.

The Personal Learning Coach (PLC) team provide one to one sessions on a wide range of study related issues. These include time management, organisation and motivation and a listening service for any personal issues you may experience during your course. The PLC Team work across all curriculum areas in the College and work with students at all ages and levels.


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College PLC’s can access a wide range of resources for you from both external and internal agencies and are there to further support you both inside and outside the classroom during your course. To contact the College PLC Team, just drop an e-mail to: [email protected]

Academic Study Support Tutor

At the start of your course you will be introduced to a range of higher education skills which you will develop throughout your course. These include the skill of referencing your work, academic research skills, and critical thinking skills. Learning some of these higher skills can be a little daunting at first but you will quickly become proficient at them with practice. To help and support you in developing your higher skills whilst studying at the College, you can access help and support from our Higher Education Academic Support Tutors.

Our Academic Support Tutor is based in the Neville Building and can be contacted directly via an online booking system or through your Course Leader or Personal Tutor. They will be happy to support you throughout your course, but will be particularly useful in the early days of your studies as you become accustomed to the particular skill set required for higher study. Please do not be afraid to ask for any higher skill support and extra academic skill sessions throughout your study time here at the College. We are here to help you achieve your course qualification.

Careers Advice and Guidance

ASC (Advice Support Careers)

New College Durham is committed to providing a high quality, confidential and impartial information, advice and guidance service. ASC offers information, advice and guidance on careers and financial support and personal counselling. Our Learner Development Co-ordinator, based in the Students' Union, can also help with social and health related issues.

You can contact the ASC team before you start College and throughout your course you are entitled to a careers education programme and opportunities to discuss future options, career plans, funding opportunities, welfare issues or any personal concerns.

Advice on Funding and Welfare

• Funding for further and higher education courses, including fees for home, EU and overseas students;

• Loans, grants and bursaries; • Applications to Educational Trusts and Charities; • Budgeting, debt management and managing money; • Welfare issues; • Travel Information; • Childcare information; • Conditions of employment.

Careers Information, Advice and Guidance



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Practical help in career planning:

• Choice of course and career options • Options on what to do next • Preparation for work placement interviews • Preparation for higher education • Preparation for employment • Finding voluntary work.

Further information about ASC can be found in the student handbook or on NCD Online.

ASC Contact details and opening times:

Advice Support CareersNew College DurhamFramwellgate Moor CampusDurhamDH1 5ES

0191 375 [email protected]@newdur.ac.uk

Counselling and Student Welfare

Professionally trained Counsellors will offer you an opportunity to talk to someone in a confidential setting, who will not judge you. Counselling may enable you to make changes in your life or help you to come to terms with things that you can't change.

Careful listening is the main part of what a Counsellor does - sharing your worries may help you feel less isolated. The Counsellor may also discuss with you other agencies or services that may be appropriate for your needs.

If you would like to contact a Counsellor directly about coming to counselling or a personal issue, you can send a message to: [email protected]

Support for Disabled Students

The Learner Support team are committed to ensuring that you have the opportunity to achieve and progress in your education and are able to fully participate in college life.

Our experienced team supports higher education learners with a wide range of special educational needs and disabilities including:

Dyslexia, Dyspraxia and other Specific Learning Difficulties30


Term TimeMonday - Wednesday 8.30am-6.30pmThursday 8.30am-5.00pmFriday 8.30am-4.15pm

Holiday TimeMonday - Thursday 8.30am-5.00pmFriday 8.30am-4.15pm




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Autistic Spectrum Conditions (ASC)

Mobility and Physical difficulties

Sensory difficulties

Medical conditions

Mental Health conditions

If you would like to talk to a member of the Learner Support Team about available support or to discuss your needs in more detail, please contact us:

E-mail: [email protected]

Call: 0191 375 4380/4381/4387/4992

Financial Advice and Support

Advice on funding can be sought from the Access Fund Office, located next to the Training Restaurant in the Main Building.

License to Practice

On successful completion of the programme students will be able to register with the HCPC as a qualified social worker. This is to change in the future to Social Work England. The college provides evidence to the HCPC that you have successfully completed the programme.

Opportunities for Personal Development Planning

A key part of your personal professional development is having good interpersonal skills so that you can communicate effectively in diverse contexts. Focus on this will begin within the Communication and Research Skills for Professional Practice module at level 4, although as such a fundamental feature of social work training and education it will be integral to other modules. Interpersonal skills are developed at each level of the programme particularly through undertaking placements at level 4, 5 and 6 to ultimately prepare you as a newly qualified social work practitioner.

Similar preparation and support will be provided in respect of having research skills, as qualified social workers need to be aware of research and have the skills to assess, interpret and apply research findings effectively and appropriately. You will be introduced to this subject area from the outset of your studies which will prepare you steadily towards undertaking a specific research module at level 6 and your final dissertation.

Opportunities and Support for Studying Abroad



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New College Durham holds the Erasmus Charter for Higher Education. This allows the college to apply for funding to enable staff and students to undertake an Erasmus period in Europe. We have relationships with many colleges throughout and work placement providers throughout Europe. Each academic year the college applies for funding and if successful full time students have the opportunity to apply for an Erasmus grant that will help support the financial costs towards a minimum 2 month work placement in another EU country. A grant for a study period in another EU country can also be applied for, depending on if this is transferable to your New College Durham degree programme.


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Work Placement Information

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Placement/ Practice learning is an integral and mandatory part of the experience of training to become a social worker. Work based learning is a valuable experience and a proven enhancement in terms of employability. This takes place in the first, second and third year of study at New College Durham. In your first year you will be expected to undertake 15 days in practice; in the second year you will be expected to undertake 70 days practice placement and in your third year you will be expected to undertake 100 days practice placement. When you are on placement in your second and third years, you will be supported by a qualified practice educator who will provide supervision to allow you to link the theory being taught in college to the practice you will experience on placement. The focus is on active, experience-based learning and you will be supervised at all times by qualified staff who co-ordinate and oversee the practice learning. The College values practice learning and the experiences that students gain whilst studying in practice settings. There are a variety of placements which are utilised including voluntary and statutory organisations.

Your academic work and your work on placement will ensure that on qualifying you meet the Health and Care Professions Council’s (HCPC) Standards of Proficiency (SOP’s) for Social Work. Student practice is assessed holistically against the Practice Capability Framework (PCF) through a variety of methods with the support of the placement setting and Practice Educator being instrumental in this.As a student on placement it is likely you will be in an unfamiliar environment and should be inquisitive, exploring the context of the organisation and the work that they do through dialogue within the organisation and your own personal research.

Whilst on placement, students are expected to work full time agency hours i.e. 5 days per week any deviation from this needs to be agreed at the initially training team meeting with a clear rational and extenuating circumstances detailed.

At Level four of the programme all students will have the opportunity to undertake a 15 day placement experience. This is arranged through the team’s placement co-ordinator and you have the opportunity to go out and work with different social care professionals within an organisation. The organisations can be in the voluntary, independent or public sectors.


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Facilities and Services

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Library Resources

You will find that students on all courses are actively encouraged to use our well-stocked Learning Centre. Our Learning Centre is very accessible and is open during term time as follows:

Term Time Monday - Wednesday - 8.00 am - 8.00 pmThursday - 8.00am - 5.00pmFriday - 8.00 am - 4.30 pmSaturday - 10.00 am - 1.00 pm

Half TermMonday - Wednesday - 8.30 am - 7.30 pmThursday - 8.30am - 6.30pmFriday - 8.30 am - 4.30 pmSaturday - Closed

Vacation TimeMonday - Thursday - 8.30 am - 5.00 pmFriday - 8.30 am - 4.30 pm Saturday – Closed

When the library is closed students can access the library catalogue and networked resources remotely.

You will also be given a computer account which will enable you to do on line research and send and receive email.

A specific “reading list” (where appropriate) for your course will be provided in each module guide and our LRC has a large database of magazines and journals on-line. You will need to use this resource throughout your studies to enable you to complete set assessments. The LRC produces a number of very useful guides and your course induction will include an introduction to the LRC.

The College has a Virtual Learning Environment where you can access information about the College and your course. You will have access to all programme documentation, all course notes and supplementary reading and activity that the module leaders recommend outside of tutor contact time You will be able to access this site once you have enrolled on your course and been allocated a username and password.

Due to the work based nature of this course the Virtual Learning Environment is seen as an essential support tool so you will be able have access. In order to access the VLE form outside of the College you must download VM software. Information on this will be provided during the induction period.


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Technical Support

ICT [email protected] 0191 375 4416 ICT Reception in Gr116

We’re open: Monday - Wednesday - 8.30am - 7.00pm, Thursday - 8.30am - 5.00pm Friday - 8.30am - 4.30pm

Catering Services

Equipment Required from Students

It will be expected that students attend class with appropriate resources such as pen and paper and that they have undertaken directed pieces of work.

There is a reading list that has been devised which takes in to account what is felt to be essential books to support your studies.

In the Law module it is requested that you attend the classroom with the specified text book to support you in the teaching.



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Assessment and Progression Regulations

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The Nature and Methods of Assessment

Throughout the course you will be assessed to identify the level of knowledge, understanding and skill you have acquired up to that point in your studies. These assessments are measured against specific criteria known as ‘learning outcomes’, which identify what you are expected to achieve. Each module has a descriptor, usually within the module guide, that identifies the assessment method, the specific learning outcome(s) that the assessment is designed to measure and the weighting allocated to that assessment.

The methods of assessment are varied and diverse across the course. You may encounter for example written assignments, presentations, timed constrained examinations, role plays, an action research report, to name but a few. You will be asked to undertake both formative and summative assessments. Formative assessments (e.g. a mock exam or seminar exercise) are normally used to improve your future performance by indicating, to you and your Tutor, what you do know about the subject and what you may need to work on further. Only summative assessment grades formally contribute towards your award. The module examination and assessment schedule will be provided during induction.

Summative assessment provides a reference point for students and academic staff, recording achievement and progress within a course. It also informs the determination of the overall module grade and therefore award classification which a student achieves.

Module Assessment Methods

Code Title UK Credits Assessment Method

Level 4

SWK420

Communication and Research for Professional Practice Skills

20 Recorded Interview & Reflective account

40% Research Project 60%

SWK421

Relating Social Work Theory to Practice 20 Written Assignment 100%

SWK422

Human Growth and Development 20 Written Assignment 60%

Group Presentation 40%

SWK423

Introduction to Sociology for Social Work

20 Written Assignment 100%

SWK424

Introduction to Social Policy for Social Policy

20 Written Assignment 100%

SWK425

Law for Social Workers 20 Open book Exam 100%


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Module Pass To pass a module you must achieve a minimum mark of 40% in each assessment component.

Assessment Results

It is College policy for a Tutor to provide feedback on student assessments within 4 weeks of the deadline submission date subject to holidays. Summative results of all assessments in modules are formally ratified by a Module Assessment Board and marks are provisional until that time. At the end of the academic year a Progression and Award Board is also held which decides whether a student has successfully achieved enough credits to progress to the next level or be awarded their qualification. Results from this Progression and Awards Board are published within 5 working days on an anonymised pass list.

A transcript of results is emailed to a student, normally within 5 workings days following the assessment and progression board. Therefore, it is very important that we have your correct email address. Please note that assignment results will not be given over the telephone.

Return of Assignments

Your work will be graded via the electronic submission system in Schoology. When your assignment has been marked feedback will be available through Schoology on the day identified in the assessment schedule at 4pm.

Assessment & Award Regulations

The programme is subject to specific academic regulations with respect to assessment. The principles behind these academic regulations are based upon nationally recognised standards.

Please note that the Social Work Programme does have variations to the standard Regulations in that each student must pass each assignment to complete the module and progress. Each assignment must be passed at 40%. No piece of work can be compensated.

There are many rules, regulations, processes, and procedures that you, as a student, need to be aware of and follow when studying. It may at times feel like these 'rules' are constricting but they are designed in order for students to be better informed, treated equally, consistently and fairly. Students are consulted when they are being designed and the student voice is considered and helps to enhance them on an on-going basis.

The following information will provide you with a brief overview of the academic regulations and supporting process, procedures and guidelines applying to your course of study.


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Confidentiality and Informed Consent

Confidentiality and Informed Consent are essential in the health and social care setting, as maintaining confidentiality and gaining consent promotes trust and individual choice for each client/patient.

It is essential that as a student you abide by your respective professional code of conduct/codes of practice when gaining informed consent and maintaining confidentiality.

It is important that you are aware that any breach of confidentiality or failure to gain informed consent, in any setting, will be deemed to be unprofessional conduct and may result in the School of Sports, Business and Professional Studies Fitness to Practise procedure being invoked. By ‘setting’ the School is referring not only to the practice environment but also within the University / College and a student’s digital presence i.e. social networking.

1. Confidentiality

When a patient/client/fellow student discloses information to a health or social care professional (including you as a student) it is reasonable to expect that this information is held in confidence. The professional has a duty of confidence not to disclose the information in a form that might identify the individual without their permission. This also applies to information disclosed to you by carers of service users and colleagues (fellow students, academic or practice staff):

Patients entrust us with, or allow us to gather, sensitive information relating to their health and other matters as part of their seeking treatment. They do so in confidence and they have the legitimate expectation that staff will respect their privacy and act appropriately. In some circumstances patients may lack the competence to extend this trust, or may be unconscious, but this does not diminish the duty of confidence. It is essential, if the legal requirements are to be met and the trust of service users is to be retained, that the NHS provides, and is seen to provide, a confidential service.

Department of Health (2003) p3 Confidentiality. NHS Code of Practice

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4069253

“You must treat information about service users as confidential and use it only for the purposes they have provided it for. You must not knowingly release any personal or confidential information to anyone who is not entitled to it, and you should check that people who ask for information are entitled to it.

You must also keep to the conditions of any relevant data-protection laws and always follow best practice for handling confidential information. Best practice is likely to change over time, and you must stay up to date”.




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Health & Care Professions Council - Standards of Conduct, Performance and Ethics Standard 2 - You must respect the confidentiality of service users.

https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/

1.1 Maintaining Confidentiality in the Practice Setting

Students must not normally hold any personal information about clients on any electronic or digital resource e.g. memory sticks, PCs (Exceptions to this must have been agreed at programme approval and be stated in the relevant programme documentation with clear guidelines given as to the management of this data).

Documentation must not normally include client/user/ information, i.e. care plans, assessment forms, prescription sheet, psychometric testing (Exceptions to this must have been agreed at programme approval and be stated in the relevant programme documentation with clear guidelines given as to the management of this data).

To maintain anonymity of clients/carers use generalised terms, young, middle aged, office worker etc.

Information that by its very nature could identify the client/ user/family/carer/staff members/students or colleagues, i.e. demographic details, unusual circumstances must not be used.

Documentation that identifies the workplace/practice setting must not be submitted if it is not in the public domain. Many documents are now available to the public and therefore they are not considered to be confidential. However, care needs to be taken as these documents linked with other detail could identify the individual. This would then constitute a breach of confidentiality.

All School-issued documentation, Trust and Organisation documentation which is included to authenticate attendance at workshops, fire lectures, study days etc. and supervisors’ testimony are permitted.

Maintain anonymity of members of the workforce. (Signatures of staff in the workplace who sign students’ official documentation is the exception)

1.2 Maintaining Confidentiality in Other Settings

Confidentiality must be maintained at all times and not just for practice. Remember you are expected to abide/work within the spirit of your code of conduct/practice when away from the University / College or practice area.

The University / College is supportive of methods to promote learning and therefore permits students to record all taught sessions unless instructed


https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/

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otherwise by their tutors. The recordings must be for your sole use. You are not permitted to share your recordings with others (other than with a transcriber to accommodate an identified disability need) or to put recordings in the public domain in any manner. However, many sessions within the School involve student discussions where students may disclose personal information. If this is the case the student must either not record or stop recording to maintain their peers’ confidentiality. You must inform your tutor at the beginning of a session that you will be recording the session to ensure they can give appropriate guidance during the session.

Be careful when using social networking sites e.g. Facebook, Twitter, as sharing information about fellow students and college lecturers may result in confidentiality being breached and a fitness to practise procedure instigated.

Please note that if confidentiality is breached in any piece of summative assessment then that piece of work will be referred and will receive a mark of ‘0’ (zero). If at first attempt you will not be eligible for resubmission.

2. Informed consent

The guiding principle when working with a client/fellow student is that they have a right to determine what happens to them, it is a fundamental part of good practice. Legally and ethically an individual should give valid consent before any intervention commences. In a health or social care context where a professional does not respect this principle they may be liable to legal action by the individual or action by their professional body.

For consent to be valid, it must be given voluntarily by an appropriately informed person who has the capacity to consent to the intervention in question (this will be the service user or someone with parental responsibility for a service user under the age of 18, someone authorised to do so under a Lasting Power of Attorney (LPA) or someone who has the authority to make treatment decisions as a court appointed deputy). Acquiescence where the person does not know what the intervention entails is not ‘consent’.

Department of Health (2009) Second edition p5Reference guide to consent for examination or treatment.


You must explain to service users the care or services you are planning to provide, any risks involved and any other possible options. You must make sure that you get their informed consent to any treatment you do carry out. You must make a record of the person's decisions and pass this on to others involved in their care. In some situations, such as emergencies or where a




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person lacks decision-making capacity, it may not be possible for you to explain what you propose, get consent or pass on information. However, you should still try to do all of these things as far as you can.

A person who is capable of giving their consent has the right to refuse to receive care or services. You must respect this right. You must also make sure that they are fully aware of the risks of refusing care or services, particularly if you think that there is a significant or immediate risk to their life.

You must keep to your employers’ procedures on consent and be aware of any guidance issued by the appropriate authority in the country you practise in.

Health & Care Professions Council - Standards of Conduct, Performance and Ethics Standard 9 - You must get informed consent to provide care or services.

As a student it is important that you inform the individual of your status and that permission is given for you to carry out any intervention/record the session. The individual must also be informed and consent given where the activity is not part of the individual’s care but is for the purpose of furthering your education.

2.1 Gaining Informed Consent for Summative Assessments.

You must adhere to your respective professional guidelines for documenting informed consent. Evidence of this must be visible in any of your written work submitted if individual client/carer/family information has been utilised in your assessed work.

Consent is required for:

i Case studies that contain specific client/carer/user/family information, i.e. problems, condition, demographic detail, unusual circumstances, employment.

ii Reflection that includes client history or other significant information (as above).

iii Critical incidences that include client history or other significant information (as above).

iv Information about colleagues.

Consent is not required for:Critical incidences and generalised reflection, focusing on practice when discussing one’s own feelings about a situation rather than the specific circumstances of the client.

Please note that if informed consent has not been obtained for any piece of summative assessment that relates to a client/user/carer/colleague, then that


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piece of work will be referred and will receive a mark of ‘0’ (zero). If at first attempt you will not be eligible for resubmission.

3. Conclusion

At the start of your course, usually in induction week, to ensure you gain an understanding of the principles underpinning confidentiality and informed consent you will be introduced to the concepts and their application to your chosen profession.

You will also be asked to sign a form stating that you understand and will abide by the principles of confidentiality and informed consent. If you are unsure of the principles and how they apply to your practice then it is your responsibility to seek further guidance.

4. Regulations relating to Fitness to Practise

A student’s Fitness to Practise may be challenged when their behaviour, health and/or professional conduct gives cause for concern. In these circumstances, a student will normally be considered under the Fitness to Practise regulations. The student may be removed from social work placement during the Fitness to Practise procedure.

Students will also be directed to the following websites for detailed information:

Health and Care Professions Council (HCPC) Guidance on health and character http://www.hpc-uk.org

Standards of conduct, performance and ethics http://www.hpc-uk.org

The College has a Fitness to Practice policy and procedure to adhere to which can be found on the following links:

https://intra.newdur.ac.uk/docs/quality/qmp/he/HEQMP%206.pdf https://intra.newdur.ac.uk/docs/quality/qmp/he/HEQMP%206-1.pdf

Academic Assessment Regulations Summative assessment provides a reference point for students and academic staff, recording achievement and progress within the course. It also informs the determination of the overall classification which you will achieve. The course is subject to specific academic regulations with respect to assessment.

Extenuating Circumstances for or Mitigation


https://intra.newdur.ac.uk/docs/quality/qmp/he/HEQMP%206-1.pdf

https://intra.newdur.ac.uk/docs/quality/qmp/he/HEQMP%206.pdf

http://www.hpc-uk.org/

http://www.hpc-uk.org/

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You may find yourself in a situation where you need to apply for an extension on an assessment deadline.

Mitigating Circumstances is defined by the College, as circumstances outside of the control of the student that have significantly affected performance in any summative assessment.

The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in a summative assessed task (or other form of assessment) to the full extent of your abilities. If you are unable to submit, or attend an examination, this procedure is also applicable to you. In such circumstances the Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify your School of any Mitigating Circumstances, which you feel will affect, or may have affected, your performance in any summative assessment.

Remember, any application you make has to be approved by the Mitigating Circumstances Board and if it does not meet the criteria then Mitigation may not be granted.

An application for Mitigating Circumstances is only one of the support mechanisms available to you. There are other options for you to consider it is therefore important that you discuss your situation with a Tutor who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies.

The following points will help you when submitting an application for Mitigating Circumstances:

Do Review the grounds for applying for mitigating circumstances Seek guidance from your Module or Personal Tutor if you are experiencing

difficulties in completing your work on time; Meet with your tutor prior to the submission/examination date; Discuss with a tutor whether an extension would be appropriate; Request an extension where you are unable to meet the deadline; Submit an application that covers all module assessments you are taking

during the period of difficulty; Submit the application within 2 weeks of the submission/examination date; Complete all sections of the form; Include evidence to support your application; Make sure that you have received a receipt for your application when you

submit it.

Don’t46


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Apply for mitigating circumstances for a resubmission - Mitigating Circumstances applications are not normally granted for resubmission opportunities;

Apply for Mitigating Circumstances if you have been granted a long extension for the same set of circumstances;

Apply for any formative assessment (pieces of assessment that do not count to your overall module mark);

Use evidence that is undated or solely from family members supporting your application. You have to provide independent evidence.

ReferencingIn submitting assignment work, you must confirm you have acknowledged that material from the work of other people is clearly marked and have given references for all quotations. The thought of having to include such citations, references and a bibliography in your written assignments can sometimes seem more threatening than having to do the assignments themselves. However, by applying the Anglian Ruskin Harvard Referencing System, it is relatively easy to achieve comprehensive and accurate references throughout the text of your assignments and in your bibliographies.There is a guide available on line and the programme team would urge all students to have a copy of this and follow it.

You are strongly recommended to read these Regulations. They provide a detailed explanation of academic misconduct, the procedures which must be followed when an academic misconduct offence is suspected and the possible penalties. The ‘Informal Stage’ of the process is dealt with at the College, normally by your Course Leader. If the misconduct should move to first stage and upwards then it will be a joint process led by the University.

In order to avoid academic misconduct, the College (and the University) is committed to continually educating its students on how to develop good academic practice and writing skills. The following support is available and it is recommended that you take advantage of this:

Advice and guidance on writing skills and academic practice is given by the HE Academic Support Tutor who can be contacted via Advice, Support and Career (ASC);

Additional support is provided through Advice, Support and Careers (ASC) by Advanced Personal Learning Coaches.

Facility for students and staff to a plagiarism e:detection software, Turnitin through Schoology;

Briefings on academic misconduct are provided at student induction events and during relevant modules.

Academic misconduct is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers and is treated very seriously.


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To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types:

Academic Negligence: This is regarded as the least serious offence and covers first time minor offences. It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness.Academic Malpractice: This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment, and subsequent cases of Academic Negligence. Academic Cheating: This is regarded at the most serious offence and covers Plagiarism in dissertations/final year projects/taught doctorate modules, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all examination irregularities.

If suspected of academic misconduct, you will be required to attend either an informal or formal meeting and if subsequently found guilty, you will receive a penalty, the most serious of which can be exclusion from the College. If you are found guilty of academic misconduct after the end of your course, any award that you have received may be withdrawn. This can be done after you have graduated.

There is an Exceptional Cases Procedure, which can be used when it is suspected that a piece of work submitted by a student is not their own work. You could be interviewed to determine the authorship of work. You are therefore strongly advised to retain materials used in developing work.

The following tips may help you to avoid academic misconduct:

Do: Familiarise yourself with the regulations and penalties that can be incurred. For

professional programmes, a single case of academic misconduct may result in you being discontinued from your course;

Make sure that you know how to correctly acknowledge other people’s work or opinions, and get feedback from your Tutor on whether or not you are doing this correctly;

Take care when making notes from books or articles. Always keep a record of whether your notes are a paraphrase of the source or a direct quotation, so that you don’t inadvertently include quotes without proper acknowledgement. This is a frequently cited reason students give when accused of academic misconduct;

Seek support from your Module or Personal Tutor if you are experiencing difficulties in completing your work on time.

Don’t: Cut and paste (or reproduce) chunks of material from electronic sources or

books/articles. Even if you acknowledge the source, material not stated as being a direct quotation will make you vulnerable to an accusation of academic misconduct;

Loan your work to other students. If it is then copied, you may be accused of academic misconduct;

Borrow work from current or previous students; 48


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Submit the same work for different assessments Get someone else to do your work. Essay-writing web sites don’t always keep

their promises and have been known to inform universities of students who have purchased work.

Our Commitment to Celebrating Diversity and Difference

At New College Durham we strongly believe that everyone is entitled to:-

Be treated fairly and with respect;Be regarded as of equal value;Work and learn in an environment that is free from harassment, discrimination and victimisation.

The college actively celebrates diversity and promotes equality of opportunity for everyone, whatever their sex, race, religion or belief, age, marital/civil partnership status, intellectual or physical capability, political beliefs, sexual orientation, social or cultural background and gender identity.

All students and staff are responsible for ensuring that they: -

Do not discriminate against or harass others;Actively discourage any discriminatory behaviour; Report any incidents of harassment or discrimination - all such incidents are considered to be serious misconduct and will be dealt with promptly.

As a student you will have a part to play in helping us to create a college environment which welcomes values and builds on Diversity and Difference.

Your responsibilities as a student at New College Durham General responsibilitiesIt is your responsibility as a student to comply with the College, course and module requirements for attendance and for completion of assessments.

The New College Durham student charterIn our Students’ Charter, we set out our commitments to you and also what we ask of you in return, so that together we can make New College Durham a great place to study and learn.The charter states the aims of the College. While we will attempt to achieve these aims, no legal liability is assumed and no part of the Charter forms a part of any contract between the College and any third party.

Our commitments to you:-

1. to make entry onto our course as easy and fair as we can;2. to provide high quality courses that meet the needs of ours

students;3. to provide high quality student support services;


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4. To operate fair and effective procedures for feedback and appeals.

1 We aim to make entry onto our course as easy and fair as we can

We will do our best to:- Provide full and accurate information about our course and other

services; Respond promptly and appropriately to all requests for information; Implement and equal opportunities policy that is widely

communicated; Process course applications quickly and fairly.

In return, we ask you to:- Take note of the information provided about your course and in the

Students’ handbook; Ask our staff at an early stage if there is anything you do not

understand; Attend punctually any selection interview or assessments for your

course; Keep us informed of your intentions when you are offered a place

on a course; Provide full and accurate information on application forms and

enrolment forms.

2 We aim to provide high quality courses that meet the needs of our students

We will do our best to:- Keep our course under review to ensure they match the needs of

our learners; Respond to suggestions from students, employers and others for

new courses or new units; Provide you with a schedule of important dates and deadlines for

your course; Develop our staff, facilities and resources to meet your needs in

college; Ensure that all staff providing advice and guidelines are aware of

the progression routes from courses; Help you take responsibility for managing your own learning; Give regular and constructive feedback on your progress; Raise the levels of students’ achievements across all programmes.

In return we ask you to:- Behave in a way which respect the needs and aspirations of others

to learn, teach and live within the community of the College; Give us feedback to help us to improve our courses services;


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Attend lectures and other events which you are scheduled to attend regularly and punctuality;

Inform the appropriate member of staff as soon as practicable if for any reason you are unable to attend a lecture or other scheduled event;

Undertake course work diligently and submit all assignments on time on your tutors;

Show due courtesy to College staff, other students and visitors; Familiarise yourself with the College’s health and safety regulations,

comply with those regulations and act at all times with due regard for won safety and that of others;

Respect college property; Support staff and other students in the maintenance of a clean and

tidy environment thought the college.

3. We aim to provide high quality student support services

We will do our best to:- Provide effective advice and guidance both before and during

courses Offer you tutorial support throughout your course; Make available a range of services through the Student Guidance

and Information Centre, including careers, funding, welfare advice and personal counselling services;

Give you advice about the specialist equipment and support available to help with your studies;

Make all building accessible to all students whenever practical; Publicise the available financial help (including access funds,

bursaries and childcare) and make the applications and appeals procedures straightforward.

In return we ask you to:- Seek help when you need it; Take advantage of the support offered; Attend all tutorials and reviews.

4 We aim to operate fair and effective procedures for feedback and appeals

We do our best to:- Publicise and operate a clear and effective system for receiving and

acting upon comments, suggestions and complaints; Operate a fair system of academic appeals.In return we ask you to:- Discuss issues in the first instance with your Course Tutor or

Course Manager;51


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Follow our procedures if you wish to make a complaint, comment, suggestion or appeal.

What is expected of you (anything over and above the student academic regulatory statements)

You are expected to conduct yourself in an appropriate and professional manner and exercise consideration to fellow students and staff. In addition you must take responsibility for ensuring that any course and/or University deadline is met.

52BA (Hons) Social Work – Course handbook 2019/20Dissertations and Projects

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Personal Tutor System

A comprehensive personal tutor system is in place to make sure that students have a direct personal contact with an individual member of the course team to discuss academic and personal matters relevant to their learning. All students are allocated a personal tutor when first registering to the course. It is intended wherever possible a student will have the same personal tutor for the length of their course.

Academic Support

In addition to support from their personal tutor each student will receive academic support from their module tutors. Support is given to students via tutorials at set intervals during the academic year and there is likely to be opportunity within some module sessions for additional support. Further support is available within critique-based activities where both tutor and peers are able to give constructive advice as to the progress and development of visual based assignment work.

Students have access to dedicated academic support tutors. These posts has been acknowledged by QAA assessors as being an invaluable resource enabling students who do not come from an academic background to achieve at a higher education level.

Pastoral Support

The college is committed to providing a high quality, confidential and impartial information, and advice and guidance service. This is provided by the comprehensive Advice, Support Careers (ASC) Service. All students receive induction on the ASC service at the start of their course. The ASC service is designed to provide effective and timely information, advice and guidance on funding and welfare, career planning and provides access to confidential personal counselling support. The ASC service offers appointments and a ‘drop-in’ service. ASC information is also available to download from the college website, intranet or to pick up from the dedicated ASC area, foyer of the Neville Building and the Sports Block. The Learner Development Co-ordinator, based in the Students’ Union, also helps with social and health related issues.

The PLC service does not have any specific criteria for referral, and any student who may benefit from such support can access the service. Students can be referred by their tutor, lecturer, and external advisor, such as ASC or by themselves. This personalised referral system helps in identifying new students as well as continuing communication with progressing students.

There is a dedicated page on the college internet and intranet. The service is also advertised via the college television system, allowing students in communal areas of college to become aware of the provision.

Support with Coursework

Students are supported in their preparation for assessments by their module tutor and where relevant other academic staff within the course team. Students have access to additional academic support particular to assessment tasks from an


Dissertations and Projects

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independent Academic Support Tutor. The tutor offers specific study skills advice and guidance, on for example, Academic Writing, Assignment/Essay Planning and Structuring, The Harvard System (for references and bibliographies), Open Athens & Online Information Retrieval, Literature Searching, Presentation Skills, Reading Efficiently, Report Writing, Revision and Examination Skills. Electronic advice and guidance booklets are available on the student intranet to download.

In order to protect students against unfair competition, the college may need to ensure that the students are not submitting assessments which have been copied or plagiarised or which are not substantially the student’s own work. The college uses the software Turnitin to enable staff and students to check work for originality. Students can upload their assignments prior to submission for marking and get a report confirming their references. This can be extremely effective in ensuring against plagiarism and providing a student and staff member with the confidence that the work is original.

Module specific material is provided on Schoology; this information is reviewed and updated annually to coincide with the nature and specific requirements of assignments being delivered in a given year. Documents include planners, course handbook, module handbooks, PowerPoint presentations, and assignment briefs.

Self-directed study is an important aspect within the course that will enable students the opportunity to develop their assignments when resources are not available outside of the college campus. Students will have access to different learning spaces, Apple Mac computers, etc. This is to enable students to build on their practical skills independently to support individualised learning at level 6.

At level 6 students are allocated dissertation tutors within a structured supervision timetable.

Communication of Results

Unratified feedback will be given by the module leader within four weeks of the assessment hand in date (this excludes holidays). The Programme Team will identify when your results will be presented to an Assessment Board. Following the Assessment Board for your programme, ratified results will be published in 7 days on Schoology. You will receive a Statement of Results within 14 days of the Assessment Board.

Throughout your studies at the College, there will be times when we will need to contact you by phone, e-mail, or at your home address. A key part of this contact, will be issuing you with statements of results which will inform you of your progress on your chosen course. If any of your contact details change whilst you are studying with us, please ensure you inform the College and your tutor of the change, so you records can be updated. This will ensure any information the College needs to send to you will be delivered efficiently and promptly.

Classification Criteria54


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How do marks link with degree classification?

Below 40% Fail40-49% Third50-59% 2.260-69% 2.170% and above First

Which of marks count towards the final degree classification?

The Award Assessment Board will determine the Honours classification using an average weighted mark (the classification average), based on Level 5 and 6 credits calculated as follows:

The overall average Level 5 mark, weighted at 30%and

The overall average Level 6 mark, weighted at 70%

Classification of bachelor degrees will be based on the average mark across all Modules within Stage 3 (usually Credit Level 6) and Stage 2 (usually Credit Level 5)at a ratio of 2:1 respectively unless the requirements of a Professional, Statutory andRegulatory Body (PSRB) state otherwise.

Honours degrees are classified as:

First Class Aggregate mark of 70% or aboveUpper Second Class Aggregate mark between 60% and 69%Lower Second Class Aggregate mark between 50% and 59%Third Class Aggregate Mark between 40% and 49%

Role of the Assessment Boards and External Examiner

The External Examiner will sample information and evidence of student assessment and make comments on the work, our college may act on their comments.

The role of an External Examiner is primarily one of quality assurance, ensuring that procedures and processes allow students to gain an outcome from their studies, which is consistent with outcomes at other universities.

To ensure the quality of its provision and maintain the standards of its awards, The Open University places significant reliance on its External Examiners by:

requiring examiners to provide informed, independent and impartial judgements and advice to the University;

drawing upon the examiners professional advice and expertise and giving serious and active consideration to examiners reports.

The purposes of the External Examiner process are to:


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assist the University in the comparison of academic standards of its awards across the Higher Education sector;

verify that standards are appropriate for the award or modules for which the External Examiners take responsibility;

ensure that the assessment process is equitable and is fairly operated in the marking, grading and classification of student performance, and that decisions are made in accordance with University Regulations;

report on the standards of student achievement;

identify, where appropriate, examples of good practice and areas for enhancement.


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Policies and Regulations

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Equality, Diversity and Inclusion Statement

New College Durham is proud of the social and cultural diversity of its community, seeing it as a strength which inspires innovation and creativity. The College is firmly committed to being a place where learning and working exists in an environment that advances equality of opportunity, celebrates diversity and allows everyone to achieve their fullest potential.

The public sector Equality Duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities. The College maintains this commitment by ensuring that it embeds equality and diversity within all of its practices. Every opportunity is taken to advance equality and diversity and tackle all forms of discrimination. Staff and students are encouraged to celebrate diversity and difference; the College continually seeks to educate staff, students and the wider community in order to foster good relations and recognise the benefits of a diverse community.

Such commitment has been formally recognised by the achievement of the National Centre for Diversity Leaders in Diversity award in May 2016. Being a Leader in Diversity demonstrates to our students, partners, prospective employees and current employees that we are inextricably committed to Equality, Diversity and Inclusion.

The College operates a Single Equality Scheme, which serves to further support the College in meeting its legal requirements under the Equality Act 2010. The Scheme is based on the principle that people with protected characteristics should not be discriminated against in employment or in education. The College’s educational provision, services and partnerships provide opportunities for people with a wide range of backgrounds, abilities and aspirations. Against that background, College commitment is demonstrated through the Scheme which focuses on the key areas of service delivery, employment practices and working practices to meet the needs of students, staff and other stakeholders. The Scheme and associated policy and procedures describe how the College sets out to fulfil its moral, social and legal obligations to put equality, diversity and inclusion at the heart of everything it does.

Data Protection

This information is provided to ensure you know what will happen to the personal information you provide to the College in the course of your study.

New College Durham is the Data Controller for the personal information you provide to us. When you enrol on your course we collect your basic personal data and contact details in order to process your enrolment and maintain contact with you. Whilst you are studying with us we will compile and store assessment, attendance and progress data to enable us to administrate the course and to assess your achievement.


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We will routinely share this data with;

a. any Professional, Validating or Awarding Bodies, to enable them to administrate their award and to assess your achievement;

b. HE funding bodies, to secure College funding;c. plagiarism detection systems, to enable us to assess your progress on the

course.

We may choose to share this data with;

a. organisations that have a legal right to access your data;b. organisations providing services, grants or disbursements to which you have

signed up.

If you are studying with us as part of an agreement with your employer, we may share information with them under this agreement.

We will keep your basic record, including details of your award and module marks permanently, so that we can provide References and replacement Statement of Results. Pease be aware that there may be a charge for the provision of a replacement Statement of Results. Other progress and administrative records will be held for 6 years after you leave the College.

Any information we have collected for marketing purposes will be held until you notify us that you no longer wish to receive marketing information. We may ask for other data from you and if this is collected you can expect to be informed at the time why we are asking for the data, what it will be used for, with whom it may be shared and how long we intend to keep it. If you have any further questions about Data Protection at the College or you want to make a request which relates to your personal data please contact the Information and Records Team at [email protected]

Requirements that Placement Provider provide a copy of the Employer Liability Insurance (ELI).



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Student Participation and Evaluation

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Student Feedback and its Utilisation

Towards the end of each module you will be asked to complete a module evaluation form. This form allows you to rate your experience on the module in relation to areas such as organisation, timetables, assessment, teaching and learning and support. You are also encouraged to provide additional comments which the Module Tutor/team can use to develop the module for the future.

This feedback is discussed at Programme Boards and Action Plans for development are put in place. Previous students’ comments have resulted in changes to the types of learning activities and assessments within modules.

All students on the programme will be asked to complete an online survey for the “Start of Programme” questionnaire and then later an “On-Programme” questionnaire. These evaluations will allow you to provide feedback and comments relating to your whole experience on the programme. Your comments will be utilised to enhance and develop the programme for future students.

Remember you are not alone; the full programme team and your personal tutor are there to support you. Do not be afraid to ask.

Student Representation

All tutor groups will be offered the chance to be a student representative for the course. Student representatives are required to attend the HE Forum and Course Committee Meetings.

The role of the course committee will be to:

Review the course and recommend changes to the curriculum delivery, and assessment pattern;

Consider matters of general student welfare; Monitor the progress of student learning on the course; Monitor the quality of the student learning experience;

The course committee shall meet at least once every semester and may meet at such other times as the Curriculum Leader deems appropriate in order to satisfy the terms of reference of the Committee.

Registered Student Organisations

New College Durham is associated with the National Union of Students (NUS).

Academic and Professional Organisations

The BA (Hons) Social Work Programme has accreditation from the Health and Care Professions Council. This will change in the future to Social Work England.


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Student Voice and Programme Evaluation

As a student at New College Durham, we actively use a range of methods to seek your views and ideas about college higher education provision. There are many ways for you express your thoughts and ideas including college and national surveys. The National Student Survey for example, surveys every final year student at every University and College in England and Wales between January and March each year and publishes the student satisfaction results on the Unistats website.

We also ask you to formally evaluate of your studies through college module evaluation activities and the role of Higher Education Student Representative is a vital one in feeding back student views on college services. Each group, at the start of the course, elects a Representative to represent student views and opinions at course meetings and reviews and they are supported by the Students’ Union at the College. The important part in using your student voice is that we, as course team and college, want to listen to your views and opinions so we are able to continually improve our service to you both now and in the future.


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Teaching, Learning and Assessment

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Feedback and Assessment

Timely and effective feedback on assessments are integral to the learning process. Within your programme a range of key ‘formative’ and ‘summative’ assessment methods are used. In summative assessments marks awarded are included in your record of progress and will contribute to your overall award classification.

Formative work does not directly count towards degree classification; it is important to remember however that formative work is designed to help you achieve the best mark you can in summative work so you should ensure that you fully engage in all work that your tutors set. You will complete a range of different summative assessments throughout your course and these are designed to motivate, stimulate and inform learning and will include assessment types such as: case studies, simulations, essays, presentations, reports, time constrained tests and portfolios.

You will receive timely and constructive feedback on your work. The feedback will clearly identify the strengths of your work and identify those areas for further development. Guidance will be provided on how to strengthen these areas. Feedback will be provided through a variety of mechanisms, as appropriate, and you will be encouraged throughout the programme to seek, reflect upon, and, respond to feedback. In addition to more formal feedback on summative work you should remember that feedback is provided in many different forms.

Note: You should receive summative assessment feedback within 4 weeks of submitting the assignment – please note that the 4 weeks does not include scheduled college holidays.

You are further encouraged to engage in feedback you receive on your work through our personal tutoring system. At appropriate times throughout the programme personal tutors will ask you to bring along any feedback you have received so that this can be discussed further particularly with respect to what you are doing well and those areas that you could develop in the future. It is often useful to reflect on feedback collectively in this way and you will be provided with a form that will help you do this.

Referencing

Referencing is an essential skill used to indicate where ideas, theories, quotes, facts and any other evidence or information used, can be found. In HE all pieces of work should be referenced and marks are awarded. Referencing has clear rules and conventions and if you follow these, you will be fine.

In-text citations are how you refer to another writer's work within your text. Reference lists give full details of all sources, referred to in your essay, alphabetically, at the end of your work, on a separate page. A Bibliography lists, alphabetically, documents/publications you have consulted, whether or not you have cited them, on a separate page.


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We reference;a. to avoid plagiarism, a form of academic theft;b. to give credit to the sources and authors cited;c. to demonstrate you have undertaken wide-ranging research and reading; d. so the reader can consult the same materials for themselves.

How and Where to Submit Completed Assignment

Your course team will give you procedural details for the submission of assignments for each individual module. Academic staff will under no circumstances collect assignments from you.

The best advice is to be well prepared. It’s often the little things that can trip you up, such as leaving an assignment to the last minute or leaving your reference list to last and then realising you didn’t keep a record of the sources you used. Take an organised approach in completing and submitting assignments to achieve the best results for you.

Some important Information about the submission of assessments and re-sit opportunities:

a. You must attempt all assessments at the first opportunity.b. You must work on each assessment (essay, project, report or portfolio) for

every module. You should do this even if you don’t think you can fully complete the piece of work.

c. An Assessment Board, (which meets at defined stages of the academic year to look at all your marks), will decide whether you can re-sit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resit or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity.

d. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment, you should contact a member of academic staff for further advice before the hand-in / examination date as there are a variety of ways in which support can be given.

Extensions

Penalty for Late Submission

Where coursework is submitted late and there are no accepted extenuating/mitigating circumstances, it will be penalised in line with the following tariff:

Submission within 8 days: a 10% reduction for each day late down to the 40% pass mark and no further.

Submission that is late by 9 or more days: submission is refused, mark of 0 is awarded.


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Presentation of Written Work

Open University Degree Programmes work to a set of standardised guidelines for the presentation of written assignments.

These guidelines identify the standard to be achieved when submitting assessed written assignments for modules in your course. Please refer to your module tutor or guide on any specific requirements for individual modules.

Assignment Format

Your assignment should consist of the following:

Title Page

Assignment

Reference list or bibliography

Appendices (if applicable)

Title Page

This should contain the following information:

Name of course

Your student enrolment number

Module title (exactly as identified in your module guide or specification)

Module code (exactly as identified in your module guide or specification)

Module leader

The assignment title

The date of submission

Total word count


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The Assignment

This should be presented as follows:

Text should be in Arial font size 12

Line spacing of 1.5 (one and a half)

Margin sizes should be the default ones used in Microsoft (2.54cm left and right, 3.17 cm top and bottom)

A clear gap should be left between paragraphs to make it clear where they start and end

Direct quotes exceeding three lines long should be further indented by 1cm at left and right hand side margins, with a clear line of spacing above and below. Double quotation marks, “ should start and finish all quotes.

Each page should be numbered as a minimum standard. As you become more skilled in word processing, you are encouraged to include a header or footer that includes your student enrolment number and the module code

You proof read and spell check all of your work to rectify spelling, punctuation and grammatical errors as well as ensuring the question has been answered fully.

You are reminded that you must adhere to the word limit that is identified on the assessment brief within the 10% tolerances stated (the word count excludes references/bibliography and appendices but DOES include direct quotes and references within the work itself).

Paraphrasing is preferred and direct quotes should be kept to a minimum.

Written assignments should be in continuous prose. Bullet points and lists within the main text should be kept to a minimum.

Mitigating/Extenuating Circumstances

Any mitigation applied for is subject to the New College Durham Mitigating Circumstances Procedure. Full procedure relating to mitigating circumstances is available at:

Further guidance on New College Durham Mitigating Circumstances for Students is available on the student intranet including a short visual and audio presentation and application form.


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You are strongly recommended to read the key documents. They provide a detailed explanation of mitigating circumstances and the procedures expected to be followed when you feel that your performance in a summative assessment has been affected. Mitigating circumstances or extenuating circumstances are defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment.

The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an examination (or other form of assessment) to the full extent of your abilities. If you are unable to submit, or attend an examination, this procedure is also applicable to you. In such circumstances the Extenuating/Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify your module lecturer of any extenuating/mitigating circumstances, which you feel will affect, or may have affected, your performance in any summative assessment.

Any application you make has to be approved by the Mitigating Circumstances Board and if it does not meet the criteria then mitigation may not be granted.

An application for mitigating circumstances is only one of the support mechanisms available to you. There are other options for you to consider it is therefore important that you discuss your situation with a module lecturer or personal tutor who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies.

Academic Misconduct

In order to avoid academic malpractice, New College Durham is committed to continually educating students on how to develop good academic practice and writing skills.

Academic misconduct is treated very seriously and is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers.We strongly recommend you read the College Policy and guidance on academic misconduct which can be found at:

Academic Appeals

Academic Appeals relate to a review of a decision of an academic body, (Assessment Board or Mitigation Panel), charged with making decisions on assessment, student progression and awards. Appeals may be made in respect of the following areas relating to the assessment process:


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A formal assessment result A degree classification A decision taken as a result of academic failure e.g. termination of registration A decision taken as a result of unsatisfactory academic progress

Your Programme Leader will give you further guidance if you feel you have the need to appeal on any of the areas stated above and the College application for Academic Appeals can be found at:

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Complaints Procedure

Although we expect you will be satisfied with the service we provide, please be assured that we will deal promptly and fairly with any complaint.

We strongly recommend that you talk over any issues with your Course Leader in the first instance to try and solve the issue informally and amicably. If this informal approach does not resolve the matter to your satisfaction you may wish to make a formal complaint. A college feedback and complaints form can be accessed by the following web link to our website:

The Office of the Independent Adjudicator (OIA)

The Office of the Independent Adjudicator for Higher Education, (OIA), provide an independent scheme to review student complaints following a full investigation using the full college complaints procedure. The OIA is an independent review body, whose principal role is to consider whether a higher education provider, (university or college), has correctly applied it procedures, and whether the outcome of a complaint is reasonable in the circumstances. Following an independent investigation instigated by a Procedures Letter, the OIA will reach a judgement and set of recommendations on a referred case. It is recommended that you seek advice from the College Students Union if you are considering referring an outcome of a college complaint to the OIA. They will be able to provide you with a range of valuable guidance.

Further information on the services and role of the OIA, can be found on the OIA website: http://oiahe.org.uk/

Cancelled Classes

The College recognises the beneficial impact on the overall student experience, of clear and effective communication arrangements between course teams and their students. There will be occasions when a tutor is unable to deliver a timetabled class due to sickness or personal circumstances. The College may be informed of


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these circumstances at short notice. The College will, in the first instance, try to identify an alternative member of staff to cover the class.

However, if a suitable member of staff cannot be identified, the College will inform affected students of the temporary class postponement by a combination of face to face announcements, e-mail, the college VLE – Schoology, telephone, SCIPS and text message. In addition to announcements through these communication channels, an official notice will be placed on the classroom door advising of the postponement. It is important, that in these circumstances, the time is used wisely for self-study and reading. Please note any cancelled classes are a postponement. The Course Leader will ensure that any learning missed due to a cancelled class, will be delivered at a later date.

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The information contained in this Handbook is, as far as possible, accurate and up-to-date at the time of printing.

The express permission of New College Durham must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.
