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Programme Handbook
BTEC HIGHER NATIONAL CERTIFICATE
(QCF) CONSTRUCTION AND THE BUILT
ENVIRONMENT
2015-16
CONTENTS
WELCOME ......................................................................................................................................................................................... 4
GENERAL INFORMATION ABOUT YOUR PROGRAMME ........................................................................................................ 4
QUALIFICATIONS CREDIT FRAMEWORK ................................................................................................................................... 5
PROGRAMME OVERVIEW ............................................................................................................................................................. 6
PROGRAMME AIMS ....................................................................................................................................................................... 6
PROGRAMME LEARNING OUTCOMES ....................................................................................................................................... 7
FULL TIME PROGRAMME STRUCTURE ...................................................................................................................................... 8
ASSESSMENT OVERVIEW .............................................................................................................................................................. 8
WHERE WILL I STUDY? .................................................................................................................................................................. 9
GETTING STARTED ....................................................................................................................................................................... 10
TEACHING, LEARNING AND ASSESSMENT ............................................................................................................................. 10
The Rules of Combination for Overall Qualification ......................................................................................................................... 16
Calculation of the Overall Qualification Grade ................................................................................................................................. 16
PARTNERS FOR SUCCESS ............................................................................................................................................................ 19
IKNOW TEAM ............................................................................................................................................................................. 20
STUDENT SUPPORT AND WELLBEING TEAM ...................................................................................................................... 22
LEARNING RESOURCE CENTRE TEAMS ................................................................................................................................ 25
STUDENT UNION ....................................................................................................................................................................... 27
BEING A PARTNER IN YOUR OWN SUCCESS ....................................................................................................................... 27
THE STUDENT CHARTER .............................................................................................................................................................. 27
ABSENCE REPORTING .................................................................................................................................................................. 28
SAFEGUARDING ............................................................................................................................................................................ 29
STUDENT IDENTITY CARD .......................................................................................................................................................... 29
FOOD ON CAMPUS ....................................................................................................................................................................... 29
SPORTS FACILITIES AND COLLEGE TEAMS ............................................................................................................................. 29
ENRICHMENT ................................................................................................................................................................................. 29
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME ........................................................................................ 30
ACADEMIC APPEALS .................................................................................................................................................................... 30
GRADUATION ................................................................................................................................................................................ 31
MODULE OUTLINES ...................................................................................................................................................................... 32
YEAR 1 (LEVEL 4) ...................................................................................................................................................................... 32
UNIT 1 DESIGN PRINCIPLES AND APPLICATION FOR CONSTRUCTION AND THE BUILT ENVIRONMENT ......... 32
Unit 6 Health, Safety and Welfare for Construction and the Built Environment ..................................................................... 33
Unit 7 Construction and Maintenance of Buildings ................................................................................................................. 33
Unit 29 Computer-aided Design for Construction ................................................................................................................... 33
YEAR 2 (LEVEL 4) ...................................................................................................................................................................... 34
Unit 2 Science and Materials for Construction and the Built Environment ............................................................................. 34
Unit 4 Management Principles and Application for Construction and the Built Environment ................................................ 34
Unit 5 Group Project in the Construction Industry .................................................................................................................. 35
Unit 8 Technology of Complex Buildings .................................................................................................................................. 35
WELCOME
Welcome to Blackpool and The Fylde College and to the EDEXCEL BTEC Higher National Certificate Construction and the Built
Environment.
This Programme Handbook aims to provide you with the key information you will need to settle into and get the most out of
your programme of study here at the College leading to successful completion of your Higher National Certificate Construction
and the Built Environment.
It will provide you with an overview of the programme content, how individual modules are organised and delivered, how and
when you will be assessed and how overall grades final results are determined. In addition there is information on the help and
general support available to you as well as making it clear what you need to do if you should encounter any specific difficulties in
progressing as planned on the programme. There is also further information available in the College Student Handbook which
includes guidance on term times, Travel to College, Attendance Expectations, College Facilities, Student Services, and Student
Representation amongst other useful information.
It is strongly recommended that you keep both this Programme Handbook and the College Student Handbook readily to hand if
you are to get the most out of the time you will have invested in participating in your valuable and hopefully enjoyable learning
experience.
We appreciate that as students in order for materials to be fully accessible you may have a preference for a specific font size or
colour of text/paper. To ensure that your needs are considered this handbook is available electronically.
GENERAL INFORMATION ABOUT YOUR PROGRAMME
Name of awarding body/institution BTEC Edexcel
Teaching institution Blackpool and The Fylde College
Details of Professional/Statutory body accreditation
Name of the final award Edexcel BTEC Level 4 HNC Diploma in Construction and the
Built Environment (QCF)
Programme title HNC Diploma in Construction and the Built Environment (QCF)
UCAS code No code for Part Time courses
Relevant QAA Subject Benchmark Statement Group(s) Construction, Property and Surveying (QAA 240
03/08) (The Quality Assurance Agency for
Higher Education 2008)
Mode of Study (FT/PT/Both) Part Time
Language of Study English
Academic Regulations Edexcel
QUALIFICATIONS CREDIT FRAMEWORK
All awards and programmes offered by the College are aligned with the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland published by the QAA. The table below shows the structure of this framework where there
are eight designated levels ranging from entry level which normally takes place at primary school; levels 1 and 2 which normally
occur at secondary school; level 3 which is equivalent to a 6th form education. Levels 4 and above are regarded as higher
education and usually take place at colleges and universities.
In addition to the academic content each qualification is measured in terms of credits which reflect the amount of time spent in
learning at that level. Each credit notionally represents around 10 hours of learning time.
The table below illustrates where this qualification sits within the FHEQ.
LEVEL
8 Doctorate PhD
7 Master’s Degree (MA; MSc; MPhil)
6
Honours Degree (BA; BSc; BEng)
Hons, Top-Up Degree (BA; BSc; BEng)
5
Foundation Degree (FdA; FdSc)
HND
4 HNC
3 A-Level A2 L3 Extended Diploma
(National Diploma)
L3 Diploma
(National Certificate) AS
2 GCSE
(Grades A-C)
L2 Diploma
(First Diploma)
1 GCSE
(Grades D-G)
L1 Diploma
(Foundation)
Entry Key Stage 3 E3 Diploma
(Foundation)
PROGRAMME OVERVIEW
Edexcel BTEC Level 4 HNC
The Edexcel BTEC Level 4 HNC in Construction and the Built Environment provides a specialist work-related programme of study
that covers the key knowledge, understanding and practical skills required in the construction sector and also offers particular
specialist emphasis through the choice of specialist units.
Edexcel BTEC Level 4 HNCs provide a nationally recognised qualification offering career progression and professional
development for those already in employment and opportunities to progress into higher education. The qualifications are mode
free but they are primarily undertaken by part-time Students studying over two years. In some sectors there are opportunities
for those wishing to complete an intensive programme of study in a shorter period of time.
This programme provides a framework for higher education Students who are clear about the area of employment that they
wish to enter.
The Edexcel BTEC Level 4 HNC in Construction and the Built Environment offers a progression route for those of you who are employed in the construction sector.
PROGRAMME AIMS
Edexcel BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate.
They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding.
The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment.
A key progression path for Edexcel BTEC HNC and HND Students is to the second or third year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question and the requirements of the awarding body.
Edexcel BTEC Higher Nationals in Construction and the Built Environment have been developed to focus on:
national qualifications, with detailed common standards, learning outcomes and unit grading recognisable to centres,
learners, employers and professional bodies
recognition by the appropriate professional bodies
a common core of study applicable to the construction and built environment secto
a choice of optional specialist curriculum studies appropriate to the main career disciplines within construction,
building services engineering and civil engineering
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to construction, building services engineering and civil engineering
disciplines
progression to degree programmes and professional body membership
contributing to the knowledge, understanding and skills required to underpin relevant National Occupational Standards
and NVQs at levels 4 and 5
providing opportunities for learners to focus on the development of higher-level skills in a technological and
management context the development of learners’ practical knowledge, understanding and skills that underpin
performance in the workplace
Preparation for employment and further training and professional development.
These qualifications meet the needs of the above rationale by:
For the full aims and objectives, please look at the Programme Specification for the course which is available online. These are
quite technical documents that are prepared when a course is validated and include full details of all aspects.
PROGRAMME LEARNING OUTCOMES
Programme Learning Outcomes are a set of statements which indicate what you will be expected to be able to do on successful
completion of your programme. The programme learning outcomes have been developed using QAA subject benchmark
statements for Construction, Property and Surveying (QAA 240 03/08) (THE QUALITY ASSURANCE AGENCY FOR HIGHER
EDUCATION 2008)
These learning outcomes represent the skills and abilities you will possess upon successful completion of the qualification.
Programme learning outcomes are linked closely to the learning outcomes of individual modules which are included here
towards the back of the handbook.
Students studying for Edexcel BTEC Higher Nationals in Construction and the Built Environment will be expected to develop the following skills during the programme of study:
locate, extract, read and use appropriate literature drawn from multiple sources with a full and critical understanding
design, plan, conduct and report investigations and research to solve problems and communicate the results of their study accurately and reliably
seek solutions to routine and unfamiliar problems through the analysis and synthesis of a range of concepts, knowledge and skills to formulate evidence based arguments and evaluate and summarise information critically
analyse and interpret data and present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience, using appropriate quantitative techniques, relevant IT software and media
relate academic knowledge, skills and understanding to skills in the workplace and, where appropriate, demonstrate their integration through workplace experience and activities
think independently and apply complex theories to practical, realistic work situations, some requiring innovation and creativity
apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative are required
recognise the moral and ethical issues of construction, sustainability, the environment, and scientific enquiry and experimentation
appreciate the need for ethical standards and professional codes of conduct and apply insight and judgement in relation to the margins and consequences of error
develop an understanding of the interdisciplinary nature of construction, and of the skills required to work in non-adversarial integrated teams
take responsibility to manage and direct their own and, where appropriate, the activities of others
identify and address their learning needs within defined contexts, recognise their learning style and undertake further guided learning in new areas.
Full details are included in the Programme Specification. The Learning Outcomes for each module are included here towards the
back of the handbook.
FULL TIME PROGRAMME STRUCTURE
Full Time Year 1 (Level 4)
Module Title Level Credits
29 Computer-aided Design for Construction 4 15
7 Construction and Maintenance of Buildings 4 15
6 Health, Safety and Welfare for Construction and the Built Environment
4 15
1 Design Principles and Application for Construction and the Built Environment
4 15
Full Time Year 2 (Level 5)
Module Title Level Credits
2 Science and Materials for Construction and the Built Environment 4 15
8 Technology of Complex Buildings 5 15
4 Management Principles and Application for Construction and the Built Environment 5 15
5 Group Project in the Construction Industry 5 20
More information relating to the modules delivered on your programme can be found in the Module Outline Section of this handbook.
ASSESSMENT OVERVIEW
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 4
1 Design Principles and Application for Construction
and the Built Environment 15 100%
2 Science and Materials for Construction and the Built
Environment 15
100%
6 Health, Safety and Welfare for Construction and the Built Environment
15 100%
7 Construction and Maintenance of Buildings 15 100%
29 Computer-aided Design for Construction 15 100%
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 5
4 Management Principles and Application for
Construction and the Built Environment 15 100%
5 Group Project in the Construction Industry 20 100%
8 Technology of Complex Buildings 15 100%
More information relating to aspects of teaching, learning and assessment can be found in the Teaching Learning and
Assessment section of this handbook.
WHERE WILL I STUDY?
The Higher National Certificate in Construction and the Built Environment will be delivered at the Bispham campus For more
information about our campuses please click here
UNIVERSITY CENTRE
The majority of higher education courses are delivered at our University Centre in
central Blackpool, within easy reach of student accommodation, shops, restaurants,
bars and the promenade. This multi-million pound complex provides higher
education students with a dedicated campus, with the major teaching and support
facilities conveniently converging in an attractive central courtyard. The open-plan
Central Hub houses a refectory, chill-out zones and the central learning resource
centre. A unique and important addition to the Centre is our Gallery, housing works
by both our own students and independent artists.
BISPHAM CAMPUS
Courses in Construction, Computing, Engineering and Automotive are delivered at
our Bispham Campus. Here you can access a central reception, vital student support
functions and a convenient number of retail outlets all within one attractive Hub
development. Bispham Campus has recently been the focus of a stunning £3.5m
upgrade, with the result that it is now dramatically more energy efficient, along with
the multi-million pound development of the Advanced Technology Centre. The
Bispham campus hosts a range of specialist equipment and facilities tailored
towards engineering, science and construction.
GETTING STARTED
At the start of your course, your tutors will guide you through an initial induction which is designed to ease you into university
life and higher level studies. Activities generally focus on helping you to find your feet, make friends and plan your studies. It
can also traditionally be the time when students get to let their hair down and familiarise themselves with both the College and
the local area before getting down to the more serious business of studying.
Our annual Freshers’ Fair is a fun, vibrant event and a great chance to find out more about what’s on offer locally, with
representatives from the B&FC Student Union as well as local attractions, restaurants, health and fitness centres, clubs, bars and
more. Support organisations and charities are also represented, along with B&FC’s own clubs and societies and sports teams.
TEACHING, LEARNING AND ASSESSMENT
The course will be delivered using a range of methods, which may include informal lectures, tutor-led whole group discussions, student presentations, technical workshops, computer laboratory activities, group work, group and individual research and seminars. This list is not exhaustive and teaching practices and methods will continue to evolve within the programme. Within each module, teaching, learning & assessment have been designed to provide you with the most appropriate experience based on your knowledge and skills at that point of the course. The assessments are designed such that you can integrate your knowledge by applying your own learning experience to the assignment, answering the tasks with a construction point of view, but still covering the required learning outcomes. This empowers you, giving freedom to express yourselves using your field of expertise, to attain the best possible grade for each unit based on your own prior learning experience. Later modules place a greater emphasis on independent learning with reduced contact hours but more workshop/tutorial sessions.
An appropriate mix of the teaching and learning methodologies will be utilised within individual modules and programmes and with Student Support, as appropriate in order to allow opportunities for students to demonstrate achievement of learning outcomes:
Project learning and assessment - which provides opportunities for you to take control and manage your own learning and to demonstrate skills and competencies in areas such as problem-solving and primary research
Group critiques involving peers and tutors – which provide opportunities for the development of intellectual skills in constructing and supporting arguments, as well as practical communication skills
Formal presentations – which reflect professional practice and provide opportunities for the development of transferable communication skills together with intellectual skills, such as critical analysis and evaluation
Written Assignments – which provide opportunities for you to demonstrate competencies in research techniques, critical evaluation and transferable skills
Practical Workshops – which provide opportunities for skills acquisition
Individual and group tutorials – which provide opportunities to confirm and consolidate learning.
INDEPENDENT LEARNING
All higher education programmes are designed so that you are able to progressively develop independent learning skills and
aptitudes. Learning independently is a key skill of all graduates when they enter the work place and one which we aim to
develop further during your time with us.
As you begin your programme you will be more intensively supported to develop the skills of learning and learning how to learn.
As you progress you will be given the opportunity to apply these skills and to manage your own study time and activities with
the goal of becoming a truly independent learner ready to get the most out of graduate employment opportunities.
Your Personal Development planning activities are a key component in developing these independent learning skills and with
support from your tutors, support mentors and peers can help you to organise and structure this aspect of your learning and
development
WORKPLACE LEARNING
Students will be expected to undertake workplace learning within their specific field of interest. If not already employed (either
paid or voluntary) in a relevant job role, students are required to undertake a work placement with a suitable company or
organisation in their 2nd year of study.
The experiential learning model adopted by this programme includes reflection and an evaluation of the workplace learning
experience itself and feedback into the programme of study. The aim of workplace learning is to develop and raise students’
awareness of their skills and needs, and to encourage them to reflect on their experience and enabling them to identify and
focus on what and how they have learned. The ultimate outcome is moving towards becoming a “reflective practitioner”.
For more detailed information, please refer to the Workplace Learning Handbook.
DELIVERY
For the Higher National Certificate in Construction and the Built Environment the academic year is divided into 2 semesters of
16 weeks, with the final week typically reserved for examinations where they are included within the programme.
HOW MUCH WORK SHOULD I DO?
For each module, you will have a number of hours timetabled each week where you will be supported by an academic tutor in
your studies. You are expected to attend all timetabled classes. If you wish to see a member of staff at another time, either
drop in or make an appointment in person, by phone or by e-mail. In addition to your timetabled sessions, you will be expected
to undertake further study independently, outside of the classroom. This may be in the form of reading, research, revision or
completing assignments as directed by your tutor. The amount of time you will need to allocate to your studies outside of the
classroom will vary greatly from person to person, and the chances are that your there will be times within your programme of
study where your workload will be heavier than others. Your tutors will work with you to ensure that you are aware of factors
that may influence your workload, such as assessment deadlines and examinations well in advance, to assist you in your
planning.
HOW WILL I BE ASSESSED?
You will be assessed on the extent to which you have mastered the content of each course or module you take. You will be given
clear information about each assignment, what to include, and how many marks are available for each question or task. Lots of
support will be available both from your tutors and from HELMs to help you understand how to go about each one.
WHAT KINDS OF ASSESSMENT WILL THERE BE?
Some assessments may already be very familiar, such as essays, exams, and reports. However, in higher education there are a
great many varieties of assessment depending on the subject, the level and the type of course. Our higher education courses
often integrate academic and work-based learning so assessment may include aspects of personal reflection, portfolio building
and case studies.
Here’s a bit more detail about some of the more common types of assessment:
Essay
An essay is an answer to a question in the form of continuous, connected prose, usually with a word limit. Often these are set by
the tutors but you may also be asked to formulate your own question with the tutor’s help. Essays test your ability to organise
your thinking, discuss, evaluate, analyse, summarise and criticise. They also test your skills at making essay plans and reaching a
robust conclusion or decision.
Assignment or brief
An assignment or brief is a learning task that allows you to cover a fixed section of the curriculum predominantly through
independent study. Different methods of presenting the results can be used dependent on the nature of the task - a report (oral
or written), a design solution, a newspaper or magazine article, a video, a poster, a research bid, a book review, a contribution to
a debate, etc.
Group project or assignment
This is where either an assignment or project is undertaken collectively by groups of students working collaboratively, helping to
develop team working skills. In some cases, particularly where the same thing happens in industry, there are particular
assignments that can by definition only be achieved in a group. The major assessment problem is how to identify each
individual's role and contribution and to reward it fairly. Solutions (none of which is problem free) tend to include combinations
of: an individual component which can be individually assessed, tutor observation, and involving the students in some self
Dissertation
A dissertation is a written presentation of results of an investigation or piece of research, normally taking the form of an
extended essay. Dissertations measure your ability to write-up research findings, and demonstrate good research method skills.
They also measure your ability to review the related literature, and link your findings into this. They test your ability to set out
with a well-defined quest, and bring it to a solid conclusion or verdict. Dissertations are usually part of the assessment at the end
of your studies as they bring together lots of the things you’ve learned.
Exams
Exams can take a variety of different forms, with the most common sort being done under timed and observed conditions to
ensure it is the student's own work. Exams test your ability to think critically, to respond in a structured way to a question and
to plan on the spot as well as your knowledge and understanding of the subject. Some of the most common types of exams are:
'Seen' where the questions to be answered are given at a pre-specified date beforehand. The intention is to reduce the
need for 'question-spotting', to reduce the anxiety and to increase the emphasis on learning
'Open-book', where you will have access to specified texts and/or your notes. the intention is to reduce the emphasis
on memorising facts, to reduce anxiety and allow more demanding questions to be set
'Unseen' where you don’t know what the questions are until you sit the exam. Arguably these make you focus on the
whole syllabus because anything may appear on the paper
Multiple choice exams where you simply select from a bank of potential answers. These also assess your decision
making skills
Logs and Portfolios
These are an increasingly popular kind of assessment, and involve a collection of all sorts of evidence of your work (often
including others’ testimony about your work, and feedback you’ve collected). Portfolios are intended to be a measure of the
work of the ‘whole candidate’, rather than just particular aspects of the candidate’s work. They also measure your ability to
organise a collection of evidence, in a readable, navigable way. Not least, they test your ability to stick to deadlines with a big,
multifaceted job.
Reports
There are many kinds of reports – laboratory ones, field-trip ones, business ones, and so on – each has its own conventions and
preferred formats – your tutors will tell you more. Assessed reports measure your skills at finding out about, and adhering to,
the expected report formats and conventions in your subject discipline. They also measure your ability to put forward an
organised piece of writing, coming to conclusions, making suggestions for further work, and so on. They often test your skills at
interpreting data, making sense of your findings, and so on.
Calculations and problems
Usually given in sets – with a deadline for tutor marking, or to bring along completed to a tutorial. These, unsurprisingly, tend to
measure your ability to solve problems and do calculations.
Presentations
Lots of students worry about presentations – you normally build up to these as your course progresses and you’ll be given lots of
support and time to prepare. You may be involved in group or solo presentations, perhaps to some or all of your class, usually
with the tutor present. Sometimes peer assessment is used. Presentations measure your ability to talk fluently about a topic,
and to answer questions from the group. They also measure your skills at preparing visual aids (overheads, handouts,
PowerPoint presentations) to support your presentation. On some courses there are very few presentations. However, in the
workplace, more and more people have to be involved in them, so practising on your course is a very good way of developing
your skills.
Self and peer assessment
There is strong evidence that involving students in the assessment process can have very definite educational benefits. Not so
much a type of assessment like those already listed, this is something which can be done in conjunction with any type of
assessment. The important aspect is that it involves the student in trying to apply the assessment criteria for themselves. This
might include: a marking exercise on 'fictitious' or previous years' student work; the completion of a self-assessment sheet to be
handed in with your work; 'marking' a peer's work and giving them feedback (which they can then possibly redraft before
submission to the tutor); or really marking other students' work (i.e. allocating marks which actually count in some way) - a
seminar presentation, for example, or a written product using a model answer. The evidence is that through trying to apply
criteria, or mark using a model answer, you will gain much greater insight in to what is actually being required and subsequently
your own work improves in the light of this.
WHEN WILL I BE ASSESSED?
In the majority of courses you will be assessed throughout your course and you will receive on-going feedback to help you
improve your future grades. This is sometimes called formative assessment and is designed to help you learn as you go through
your course. Some formative assessment is quite informal; it may be your tutor asking specific questions in class, for example.
Other types of formative assessment can include written reports, essays, tasks for seminars etc., some of which are handed in so
that written feedback can be provided. You will also be assessed summatively. This just means that once or twice in each
module or unit, often at the end, you will complete work that is then graded, where the mark counts towards your final
qualification.
At the start of your course you will be given an assessment schedule which details the deadlines for all the modules you will be
studying that semester. This will help you to plan your work effectively. Your tutors understand that you have lots of
commitments so will always try to spread the assignments out as much as they can, although inevitably many will come towards
the end of each semester.
ASSESSMENT SCHEDULE
The Schedule provided is indicative of when you will be assessed on this programme. The variations in the timing of the Easter
Holidays will also have an influence on the submission of work during March and April. Your actual assessment schedule will be
confirmed in induction week for each year of your programme.
GRADING OF ASSESSMENTS
The grading of Edexcel BTEC Higher National qualifications is at both the unit and the qualification level. Grading at the Unit level Each successfully completed unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria which will be indicated to you when attempting each assignment. Merit and distinction grades are awarded for achievement at a higher level than a pass. The generic merit and distinction grade descriptors listed below give you a general idea of what is expected of you to achieve the higher grades. They can be achieved in a flexible way, for example in a sequential or holistic mode, to reflect the nature of the sector concerned. Each of the generic merit and distinction “grade descriptors” will be further amplified by the use of use of “indicative characteristics”. The grade descriptors show what particular skill or attribute you are expected to demonstrate, whilst the indicative characteristics provide you with practical examples of what sort of evidence will be necessary to show you have met the grade descriptors. (Please see the merit and distinction tables below) Each individual assignment will show in detail what you will need to provide to achieve the pass merit and distinction grades. Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit.
Merit descriptors Exemplar indicative characteristics
In order to achieve a merit you must: Your evidence will show for example:
identify and apply strategies to find appropriate solutions effective judgements have been made
complex problems with more than one variable have been explored
an effective approach to study and research has been applied
select/design and apply appropriate methods/techniques relevant theories and techniques have been applied
a range of methods and techniques have been applied
a range of sources of information has been used
the selection of methods and techniques/sources has been justified
the design of methods/techniques has been justified
complex information/data has been synthesised and processed
appropriate learning methods/techniques have been applied
present and communicate appropriate findings the appropriate structure and approach has been used
coherent, logical development of principles/concepts for the intended audience
a range of methods of presentation have been used and technical language has been accurately used
communication has taken place in familiar and unfamiliar contexts
the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used
Distinction descriptors Exemplar indicative characteristics
In order to achieve a distinction you must: Your evidence will show for example:
use critical reflection to evaluate own work and justify valid conclusions
conclusions have been arrived at through synthesis of ideas and have been justified
the validity of results has been evaluated using defined criteria
self-criticism of approach has taken place
realistic improvements have been proposed against defined characteristics for success
take responsibility for managing and organising activities
autonomy/independence has been demonstrated
substantial activities, projects or investigations have been planned, managed and organised
activities have been managed
the unforeseen has been accommodated
the importance of interdependence has been recognised and achieved
demonstrate convergent/lateral/ creative thinking
ideas have been generated and decisions taken
self-evaluation has taken place
convergent and lateral thinking have been applied
problems have been solved
innovation and creative thought have been applied
receptiveness to new ideas is evident
effective thinking has taken place in unfamiliar contexts
Summary of grades at the unit level
In order to achieve a pass in a unit All learning outcomes and assessment criteria have been met
In order to achieve a merit in a unit Pass requirements achieved
All merit grade descriptors are achieved
In order to achieve a distinction in a unit Pass and Merit requirements achieved
All distinction grade descriptors achieved
THE RULES OF COMBINATION FOR OVERALL QUALIFICATION
The Edexcel BTEC Level 4 HNC in Electrical and Electronic Engineering is a qualification with a minimum of 120 credits of which 50 are mandatory core. The Edexcel BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. The rules of combination specify the:-
total credit value of the qualification
minimum credit to be achieved at the level of the qualification
mandatory core unit credit
specialist unit credit
maximum credit that can be centre devised or imported from other QCF Edexcel BTEC Higher National qualifications When combining units for an Edexcel BTEC Higher National qualification it is Blackpool and The Fylde College’s responsibility to ensure that the following rules of combination are adhered to:
For the Edexcel BTEC Level 4 HNC in Construction and the Built Environment.
1. Qualification credit value: a minimum of 120 credits. (A maximum of 30 credits may be at level 3; a maximum of 55
credits may be at level 5.) 2. Minimum credit to be achieved at the level of the qualification (level 4): 65 credits. 3. Mandatory core unit credit: 65 credits. 4. Specialist unit credit: 55 credits. 5. A maximum of 30 credits can be centre devised or imported from other QCF Edexcel BTEC Higher National
qualifications to meet local needs. Level rules and mandatory core units must not be changed.
CALCULATION OF THE OVERALL QUALIFICATION GRADE
Pass qualification grade Those of you who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade. Qualification grades above pass grade
You will be awarded a merit or distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The graded section of the HNC is based on your best performance in units at the level or above of the qualification to the value of 75 credits. The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown in the ‘Points available per credit at specified unit grades’ table below). Points available per credit at specified unit grades
Points per credit
Pass Merit Distinction
0 1 2
Qualification Grades
Points range Grade
0 – 74 PASS P
75 – 149 MERIT M
150 DISTINCTION D
WHAT IF I EXPERIENCE CIRCUMSTANCES WHICH MEAN I WILL NOT BE ABLE TO COMPLETE AN
ASSESSMENT?
The Personal Mitigating Circumstance (PMC) procedure gives you the opportunity to inform the College of serious medical or
personal circumstances, which you believe, has affected your academic performance in an adverse way before the meeting of
the Board of Examiners.
You may have had genuine and unavoidable circumstances that have affected your performance in coursework. These
circumstances may have prevented you from being assessed or from submitting coursework on time.
A Personal Mitigating Circumstance Application Form must be completed by you and is available via Moodle/Student
Administration/ Reception.
It is your responsibility to complete and submit the form to the HE Student Administration Manager within 10 days of the
assessment deadline.
You cannot request an extension to the assignment deadline date. Assignments must be handed in as soon as possible even if
they are incomplete.
For full details of this procedure please refer to http://moodle.blackpool.ac.uk/course/view.php?id=30688
WHAT IF I MISS A DEADLINE?
Managing your time effectively is a key graduate skill and you are therefore encouraged to plan your programme workload
alongside your other commitments. If you fail to meet an assessment deadline, it will be penalised. Work submitted up to three
days late will receive a penalty of one full grade and zero (non-submission) thereafter.
Deadlines are normally be set on Mondays and Fridays to avoid the third day occurring at a weekend. Where the third day does
fall on a weekend, students will have until 10 am on Monday to hand in without receiving further penalty.
WHAT HAPPENS IF I FAIL AN ASSESSMENT?
Most students pass their work, but if your mark for an individual module is less than the minimum pass grade you will be
referred on that module. This means that you will have to be reassessed in the relevant work, however a second attempt will be
subject to a penalty as specified within the University regulations. Penalties are different between ‘final year’ and ‘non-final
year’ reassessment which relates to your stage of study.
Students undertaking reassessment in the final year of study will do so for the purpose of gaining sufficient credit for award, and
any improved marks received will not impact on the final classification of their degree. Students undertaking reassessment in a
year of study which is not the final year of the programme have their module capped at an aggregation score of 9.
Where Personal Mitigating Circumstances are approved, this will typically prevent any penalties being applied through
reassessment.
MODERATION
All work that you submit for assessment is marked by your module tutor. A suitable sample is then selected to be moderated by
another tutor. This is to ensure that the mark awarded is reliable and not just the judgement of one marker. All of the work you
submit is retained by the College to assist our external examiners in the quality assurance of your programme. This may mean
that the results you receive during the year may change and should therefore be considered provisional.
EXTERNAL EXAMINERS
Every higher education programme has its own External Examiner whose role is to support the academic staff team in ensuring
that the standard of your programme of study is comparable to other programmes in that subject discipline. The External
Examiner will confirm that the work that you have produced is of a standard that is expected and identifies any issues that the
academic staff team needs to take into account to continually improve the programme. The External Examiner also feeds back
on the key strengths that make your programme a really effective and valuable learning experience.
You can view the External Examiner reports and contact details for your programme on the Information for HE Students
Moodle page or details can be requested by email [email protected]
BOARD OF EXAMINERS
Once a module is complete, the marks for all assessments are compiled together to create an overall module mark. The first
module board of examiners for your programme will sit at the start of the second semester to review your academic
performance in semester 1.
The module board of examiners sits again at the end of semester 2 to consider semester 2 modules and then your overall marks
for the year are considered by a programme board of examiners that will make recommendations regarding your progression
between levels, reassessment and eventually the award of your qualification. The majority of programmes within the college
run an academic year between September and June. Reassessment work for will therefore normally be completed during the
summer months and submitted by July 31st.
The board of examiners sits again prior to the start of the next academic year in September where the results of any summer
reassessment work will be considered.
Where programmes fall outside of the standard academic year, the timing of the board identified above may vary, however the
general process remains the same.
PARTNERS FOR SUCCESS
The Partners for Success framework has been developed from our
considerable achievements and successful review outcomes in supporting
students and ensuring that they are provided with the best possible
opportunities to engage fully with their learning experience and the full life
of the college. It outlines how staff, students and the wider college
community work to provide a seamless network of support to enable all
students to achieve their potential.
Studying at University level can mean quite a life change, particularly if you
have to move away from home, juggle study with work or have caring
responsibilities while studying. You may also be returning to study after a
period away and feel unsure exactly what to expect. Most students new to
higher level study also comment on the fact that it can be quite different to
their previous studies.
Our central aim is to enable all students to become confident and
competent independent learners and achieve to the maximum of their
potential through the development of their academic skills, personal well-
being, literacies and professional employability attributes.
We will work in partnership with all stakeholders, students, staff
and others to ensure and assure personal change and development
through mutual expectations, mutual agency and clear
communications.
We will provide students with a network of support to enable their development and achievement of their personal,
academic and professional goals.
Key partners in your success are
Your Personal Tutor and the programme delivery team
The iKnow team
Student Support and Wellbeing including HE Learning Mentors (HELMS)
Learning Resource Centre teams
The Student Union
You!
YOUR PERSONAL TUTOR AND THE PROGRAMME DELIVERY TEAM
Here at Blackpool and the Fylde College every student is entitled to receive tutorial support on their programme of study.
Tutorials are an important learning activity; they give you the opportunity to engage in dialogue with your tutor on matters of
academic progress as well as personal and pastoral issues which may impact on your learning experience.
The benefits of tutorials are that they help you to individualise your learning on programme and to receive constructive
feedback on your work specifically and progress generally. Tutorials are an essential component of the B&FC Partners for
Success framework which aims to enable your personal and academic development, and maximize your opportunities for
success, through coordinating the range of support services available to you through your personal tutor. Tutorials can help
you to critically engage with your subject in a way that you may not be able to do in lectures and other forms of learning. Your
tutors will encourage creativity and originality of thought that will help you to gain a better understanding of the subject
discipline helping you to achieve your potential and experience high levels of success.
You can ensure that you get the most out of tutorials by:-
Proactively seeking out information before the tutorial to prepare yourself for the discussion and dialogue
Not being afraid to actively engage in discussion with your tutor.
Using the tutorial opportunity to ask questions of your tutor and engage in critical discussion.
Receiving feedback and using this to plan your next piece of work or setting personal and academic targets for future
learning activities.
IKNOW TEAM
STUDENT ADVISERS
Student Advisers provide you with confidential and impartial information on a range of areas, and work to matrix quality
standard to ensure excellence of support, advice and guidance to all our Students and prospective Students. Quick-query
interviews usually last approximately ten minutes. For example, you might want to ask about job vacancies, for help with
preparing for an interview, or advice on financial assistance etc. If you have a more complex query the Student Services Adviser
will make a mutually convenient appointment with you for a longer interview. Welfare and Careers Information Advice and
Guidance Group sessions also take place throughout the academic year. Student Advisers are based at:
University Centre Central Blackpool Campus (the Foyer, ground floor of South Building)
Monday - Thursday 8.45am to 5pm, Friday 10am to 4.30pm Tel. 01253 504496 or 504474
Bispham Campus (opposite the main Reception area in the Hub)
Monday - Thursday 8.45am - 5pm, Friday 10am - 4.30pm Tel. 01253 504351 or 504298
Advisers also provide a drop-in service at all Blackpool and The Fylde College Campuses, so you don’t need to book an
appointment to see an Adviser.
WELFARE SUPPORT
Our iKnow Student Advisers can also provide you with expert up to date professional assistance for student finance, including
any additional bursaries and grants that might be available to support you. Advisers can also provide you with information on
funding for equipment, how to access help with transport, childcare while you study and can link you with specialist support
staff and services appropriate to your individual need. Our trained Advisers also provide personalised, independent and
confidential support on a wide range of welfare issues. These include:
Links to support networks and services - internal and external.
Information on fees.
Government student loans and grants.
Previous study and how it will affect your funding entitlement.
Welfare benefits.
Tax credits.
Debt counselling and advice
ACCOMMODATION
If you are aged 18 years or over, our Student Advisers can help you find suitable accommodation and provide advice on costs,
legalities and other expenditure i.e. rent bond, gas, electric, TV, phone, travel etc. They can also support you with any problems
you may have with your accommodation during your course of study.
CAREERS INFORMATION, ADVICE AND GUIDANCE
The iKnow Team are all highly qualified in careers information, advice and guidance and can help you with UCAS applications for
entry to Higher Education, with making decisions about progression to other courses, job application, CV preparation and
interview techniques alongside career and further training pathways and opportunities. Our helpful team of professional
Advisers are available to help you with all aspects of your career planning and decision-making, such as:
Making decisions about your future career.
Planning your job search strategy.
Curriculum Vitae (CV) writing.
Getting relevant work experience - including volunteering.
Making applications and preparing for interviews.
Looking at postgraduate study options.
At Blackpool and The Fylde, our careers service extends far beyond helping you to pinpoint your ideal career. The emphasis is on
tailoring a ‘careers package’ to your particular aims and aspirations that gives you the skills and experience needed to make you
highly employable from the moment you graduate.
That’s why all our degrees have a strong employment focus, with opportunities to try out your chosen career area, learn skills
that employers are specifically looking for and practice interview and assessment techniques with representatives from industry.
We also run an online job shop, backed up by a highly trained team of staff dedicated to making your career goals a reality.
You may be starting your course already clear about what you want to do when you graduate or you may not be sure at this
stage. Our experienced and professional team of careers advisers offer careers and progression advice to guide you towards
making the right decisions about your future. Choose from e-guidance, telephone and face-to-face interviews within a small and
supportive environment. We also offer pre-course advice and guidance. Underpinning all of this is a vast range of careers library
resources together with access to internet-based resources, video resources and computer-aided guidance packages.
ENHANCING YOUR EMPLOYABILITY
Employability skills are built into all our courses to ensure you graduate not just with subject knowledge but with the ability to
embark on your chosen career and hit the ground running. Our programmes also provide an opportunity to discover more about
your chosen career area through visits from external speakers and trips to local employers and industry. Some programmes
even contain a workplace learning module, where you’ll get to spend time with an employer, putting your knowledge into
practice and gaining valuable employability skills at the same time.
PERSONAL DEVELOPMENT PLANNING
In today’s employment world both jobs and organisations are often temporary in structure and constantly evolving and so it is
now necessary for graduates to actively plan their own educational, academic and career progression rather than rely upon
organisations to provide established progression routes.
With this in mind higher education programmes at Blackpool and The Fylde College encourage you to undertake Personal
Development Planning, whereby you are expected to reflect upon your own learning and achievement whilst on the
programme, and draw up a plan for short term and long term personal educational and career progression.
Personal Development Planning (PDP) is a process that is undertaken by an individual learner to reflect upon their own learning
and achievement and to plan for their own educational, academic and career development.
PDP is a feature of all HE courses and it consists of a number of actions that are important in achieving success at University
Level education. These are:-
planning (how to achieve objectives or general change);
doing (learning through the experience of doing with greater awareness);
recording (thoughts, ideas, experiences, evidence of learning through writing, audio video, visual or other means);
reviewing (reflections on what has happened, making sense of it all);
evaluating (making judgments about self and own work and determining what needs to be done to
develop/improve/move on);
These actions enable you to move forward with confidence to achieve your own personal educational goals and to realise your
potential.
GETTING READY FOR LIFE AFTER YOU GRADUATE
About a year before you’re due to graduate we’ll invite you to take part in our graduate employability workshops, covering
topics such as making the right career move, effective applications and successful interviews. In addition, local employers run
mock interviews and facilitate role-play scenarios for students, which replicate the assessment centre experience for newly
qualified graduates. These experiences are vital for developing an awareness of your strengths (and playing to them) and gaining
an understanding of what graduate recruiters are looking for. Some of our students have even been offered a permanent
position on the strength of them.
STUDENT SUPPORT AND WELLBEING TEAM
The Student Support and Wellbeing team aim to enable you to gain different approaches and techniques to reach your full
potential independently through a range of study support and wellbeing strategies. Support offered includes face-to-face on a
one-to-one basis, in a group /drop in workshop or remotely via telephone and online. Support is available across all campuses
Monday to Friday from 8.30am to 4.30pm term time. Appointments can be made outside these times by arrangement. Further
support including guides, presentations and video tutorials are available through the virtual learning environment, Moodle.
Higher Education Student Support and Wellbeing Services include:
For more information about choosing the right career please get in touch:
Tel: 01253 504 351/474
Email: [email protected] W: www.blackpool.ac.uk/support/careers
Higher Education Learning Mentors (HELMs).
Disability Services
Counselling Services
Equality, Diversity and Wellbeing
Care-leaver Services
HE LEARNING MENTORS (HELMS)
The HELM team can support with aspects of student academic life, from settling into university life, helping you gain and
enhance study and digital skills as well as to create your own health and wellbeing strategies to work as independent learners.
Examples of some of the study skills development and enhancement that we can offer you include:
Academic literacy skills such as developing expression or the use of language critical and reflective writing.
Information skills development, such as research skills, finding and using resources and referencing.
Other support includes effective study techniques, assignment planning and structuring, time management and
organisation skills, optimising memory, revision and examination techniques and coping strategies.
Information Technology support for study.
Digital literacy skills such as communicating in different media.
In addition to individual support, HELMs deliver a range of study and wellbeing skills through workshops including the ‘Flying
Start’ and ‘Flying Further’ programmes. These are designed to help you make the most of their course and complement the
knowledge and information gained from your course. If you wish for the HE Learning Mentors to deliver a workshop for you and
maybe some friends or your tutorial group, liaise with your tutor or direct with the HE Learning Mentors team.
Phone: 01253 504494
Email: [email protected]
DISABILITY SERVICES
Disability services are for students with disabilities, such as an on-going, long term or progressive medical condition; a mental-
health condition such as depression, anxiety, bi-polar; Autistic Spectrum disorder (ASD) such as Asperger’s Syndrome; or Specific
Learning Difficulty such as dyslexia; a sensory impairment or mobility difficulty or any other condition which has a “significant,
long-term and adverse effect” on your ability to carry out your day to day activities and study.
The Disability Support Service provides specialist guidance and support for prospective and current students, enabling students
to access their studies and College services. Examples of some of the support that we can offer you include:
Advice and support to gain diagnostic evidence for medical, disability and mental health conditions where required.
Advice and support with applications for Disabled Students' Allowances (DSA)
Individual packages of support according to disability study needs requirements.
Assist in the organisation of specific exam, teaching and learning requirements with academic and exam assessment
services.
Duty of Care Plans, are for any student disclosing a medical condition where there is likelihood that first aid
intervention may be required in College, so we know how best to respond to your needs.
Guidance and advice on campus accessibility/ tours. We also have Listening Posts in each of the reception areas for
students whose preference is for spoken information and visual impairments. If you wish to check the accessibility of
our facilities please visit http://www.disabledgo.com/en/org-results/blackpool-and-the-fylde-college/college-view-all-
venues
DISABLED STUDENTS' ALLOWANCE (DSA) FOR UK STUDENTS
Disability Services provides support in applying for an extra grant through the Disabled Students’ Allowance (DSA) this a
allowance provides extra financial help to Higher Education Students to meet the extra costs of studying as a direct result of a
disability and may include some equipment and support if required. Further information on Disabled Students Allowance
including eligibility criteria is available here: https://www.gov.uk/disabled-students-allowances-dsas/overview
If you are an International student with a disability please contact the Disability Team.
EXAM ACCESS ARRANGEMENTS
Exam Access Arrangements allow students who are unable to sit formal examinations under usual examination conditions as a
result of an evidenced disability or other conditions. Reasonable adjustments can also be made through liaison with your Tutors,
Disability Services and the Examinations Office known as ‘Achievements’.
Examples of access arrangements depending on your assessed needs may include: Use of a reader, a scribe, laptop, small group
or separate room, assistive technologies and ergonomic devices such as an ergonomic mouse, supervised rest breaks, additional
time allowance, and signed communication.
If you feel you need more help in putting forward requests for individual arrangements in examinations, you should contact:
HE Learning Support - [email protected]
Achievements Team - [email protected] .
EQUALITY, DIVERSITY AND WELLBEING
Our Equality, Diversity and Wellbeing Co coordinator can offer you support 1:1 or in groups with positive wellbeing and support
through difficult times including bereavement, bullying and harassment, faith and belief signposting and equality and diversity
issues.
For further information and booking appointments please email [email protected]
There are quiet Contemplation rooms available across the College Campuses as a place for quiet meditation, prayer or just ‘time
out’. The Contemplation Rooms are booked as and when required through main reception desks at each Campus. You will also
be given information on room access and relevant directions.
COUNSELLING SERVICES
Our Counselling and Wellbeing team can help with self-esteem/ depression/anxiety/ relationship difficulties; trauma or
bereavement. Counselling offers short term non-emergency support and where appropriate signposting to external services
and charities. Counselling appointments give you the opportunity to think, talk and explore positive steps to address difficulties
by helping you to explore different personal resources, choices and coping mechanisms. Please e-mail
[email protected] for an appointment. Your name will go on the waiting list and a counsellor will contact you as
soon as an appointment becomes available. Please note that at busy times, there may be a wait of up to 10 days, and may be
longer at peak times.
If you are in a crisis, feel unsafe, or in danger of harming yourself or at risk whilst at College contact the Student Direct
Safeguarding College Hotline: 01253 504444 9am to 5pm. Alternatively at any time; visit your GP or local Walk in Medical
Centre or Accident and Emergency (A&E) unit at the Hospital. Other support networks outside college hours includes the NHS
crisis telephone: 0300 365 0300 and the Mental Health Helpline telephone: 0800 616171
If something's troubling you, you are feeling down or need to speak to someone consider contacting the Samaritans, this is a 24
hour all year external service.
The local Blackpool Fylde and Wyre Samaritans offers College students a Texting facility on 07725 90 90 90 in addition to the
local contact number of 01253 622218 . They also offer a ‘phone back’ service whereby they will phone you back on request at
a time to suit you or when you know you may need someone to talk to. For further information please visit
www.samaritans.org/branches/samaritans-blackpool-fylde-and-wyre-branch
CARE LEAVER SERVICES
The College is proud to have been awarded with the Buttle UK Quality Mark and have exemplary status in recognition for the
support provided for Care Leavers and Young People in Care to raise aspirations and improve student success. You have access
to the dedicated HE Care Leaver Coordinator who offers support to determine eligibility, to complete the required assessment
forms and provide a link with other support services regarding the availability of bursaries. For more information visit:
www.practitioners.slc.co.uk/media/.../sfe_care_leavers_fs_1516_d.pdf
http://www.thewhocarestrust.org.uk/data/files/H.E.Handbook_2014_England.pdf
A SUMMARY OF STUDENT SUPPORT AND WELLBEING SERVICES EMAIL CONTACTS:
These are non-emergency contacts please see section on Safeguarding for emergency contact information:
HE Learning Mentors [email protected]
Disability Team [email protected]
Equality, Diversity and Wellbeing [email protected]
Counselling [email protected]
Safeguarding [email protected]
LEARNING RESOURCE CENTRE TEAMS
Whichever campus you study on, the Learning Resource Centres (The Loops) will play an important part in your studies. Our
flexible learning spaces can provide you with a mixture of computer, group work and quiet study areas. You should make
maximum use of this facility to log-on to a PC, access printing and copying facilities or ask the Resource Advisers for help and
advice.
You will have access to a wealth of information through a wide range of physical and online resources such as e-books and full
text journal databases giving 24/7 support for your academic work. Our search tool, Discovery, is linked to every course page of
the college’s VLE, Moodle. Our online catalogue - https://libcat.blackpool.ac.uk - is also available 24/7 allowing you to check
reading lists, reserve titles, renew borrowed items and provide direct links to the titles in our extensive e-book library. We can
also provide material from other libraries through our Interlibrary Lending scheme.
Our teams are always happy to offer help and advice. They have in-depth knowledge of your subject area and can support you
in finding good quality research material, as well as developing your IT and research skills through one-to-one sessions.
Interactive support materials are available through the Learning Resources area on the virtual learning environment, Moodle.
More information about The Loops, including the opening hours for each centre, contact e-mails and phone numbers can also
be found on the college website.
Central Loop
Monday – Thursday 8.30 – 21.00
Friday 8.30 – 17.00
Saturday 10.00 – 15.45
Email: [email protected]
Tel: 01253 504414
Bispham Loop
Monday 8.30 – 17.00
Tuesday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Email: [email protected]
Tel: 01253 504290
Fleetwood Loop
Monday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Saturday 10.00 – 16.00
Email: [email protected]
Tel: 01253 504714
Self-issue/return facilities are available in the Bispham, Central and Fleetwood Loops. There are drop-in IT-based facilities with
networked computers (including Macs in the Central Loop) and wireless laptops, colour printing and scanning facilities. Help
with IT issues is available through an online HelpDesk.
You can access computing and copying facilities at any campus, if this is more convenient for you when engaged in independent
study, but the majority of course specific materials will be located in the Loop on the campus where your course is based.
You will find the essential texts for your course available in the Library stock and regularly updated. Relevant journals and online
resources are purchased on an annual basis.
Following an initial Welcome Tour of your local Loop, your tutor will arrange for us to work with you in follow-up in-depth
sessions on key skills such as effective searching of online resources and referencing. Induction sessions are also provided at the
start of your programme to help you find your way around technology in the college. Additional one-to-one tutorials are
available to all students. LRC support is supplemented by a range of interactive resources on Moodle.
The services provided by the Learning Resources Centre will be an integral part of the Induction Programme for this course.
INFORMATION TECHNOLOGY RESOURCES
Being able to access resources and materials to help you on your course when you need them is very important. MOODLE is our
virtual learning environment, and contains lots of key information about your course accessible 24:7. As part of your induction
we will make sure you are able to make the most of this resource.
As a student at Blackpool & the Fylde College you will be provided with a web-based Microsoft Office 365 account. This account
provides anytime, anywhere access to a suite of Microsoft programmes including Outlook email and web-based versions of
Word, Excel and PowerPoint. You also get access to your own online storage area so you can download, edit and save your
college work wherever you are.
To find your course materials, log-on to Moodle, the College’s virtual learning environment. Moodle contains lesson notes,
multimedia materials, quizzes, forums and lots of different tools to help you achieve your academic goals. You may submit your
assignments through Moodle and receive online feedback from your tutors. Moodle also provides easy ways for you to
communicate with your tutors and fellow students using messaging, chat rooms and forums. You can access your Office 365 and
Moodle accounts by logging into one simple webpage MyHub which also contains useful college information, news and links:
http://myhub.blackpool.ac.uk
Induction sessions are provided to all students at the start of their course to help you find your way around technology in the
college. ‘The Loop’ LRC’s are located on each campus. You can pop into The Loop and log-on to a PC, access printing and copying
facilities or ask the Resource Advisers for help and advice.
STUDENT UNION
The Students’ Union (SU) at B&FC is your union. It’s made up of students that you elect each year, who listen to the student
voice and respond to your wants and needs. The SU represents students on a range of issues, including equality and diversity,
education and social activities, with the aim of ensuring your time here is as interesting and enjoyable as possible.
As a student at Blackpool and The Fylde College, you are automatically free members of the Students’ Union and you are
encouraged to play an active role. Our Students’ Union is actively engaged in student affairs at local and regional levels so there
are opportunities for you to become involved in various campaigns and fund-raising activities. Our aim is to work for the good of
the student community and to take an active interest in the development of all students. As such the Union represents the
students on a number of academic and College committees where student involvement and comment is welcomed.
The Union provides the framework and financial backing for students to organise trips and events, which can be a great way to
broaden your interests and meet new people. With a wealth of information, our Students’ Union can also advise you on places
to go and things to see and do.
The Students’ Union has offices at the University Centre and at our Bispham Campus. If you need to get in touch, you can visit
them in person or contact them by phone or email.
University Centre Office
Wednesday and Thursday 9.00am - 5.00pm
Tel: 01253 504 517
Email: [email protected]
Bispham Campus Office
Tuesday and Friday 9.00am - 5.00pm
Tel: 01253 504 374
Email: [email protected]
Contact the Student Enrichment Officer, Steve Stroud
Mobile: 07908 509 209
Email: [email protected]
BEING A PARTNER IN YOUR OWN SUCCESS
Higher education is as much about personal change and development as it is about subject knowledge and skills development.
By facilitating your development we enable you to take responsibility for your own learning. Students who are fully informed
about the opportunities available to them, but who are also aware of their responsibility to engage with those opportunities, are
more likely to make effective use of services and resources (QAA Quality Code Chapter B4). It is important that you take
advantage of every opportunity to facilitate your success, and to creatively engage with the knowledge you encounter,
constructing and reconstructing your own understanding. We will support you to set clear goals, reflect on your progress and
develop key graduate skills.
THE STUDENT CHARTER
At Blackpool and the Fylde College we believe that effective learning is always based upon a strong mutual respect and co-
operative partnership between those teaching and those being taught. In consultation with students we have a five-point
student charter which indicates what you can expect from us during your programme and what we expect from you. The charter
is also available on Moodle:
ABSENCE REPORTING
If for whatever reason, including ill health, you are going to be absent from College then you will need to ensure that you make
contact with us to discuss how we can support you. This is particularly important if your absence could have a significant effect
on your assessment requirements. Should this be the case then you will need to consider the College Personal Mitigating
Circumstances procedure the full version of which is available at the link below.
http://moodle.blackpool.ac.uk/course/view.php?id=30688
Any personal mitigating circumstances, such as ill health, which may have affected your studies or performance in assessments
and examinations, would need to be submitted to the HE Student Administration Manager
[email protected] formally by you with supporting evidence, e.g. a medical certificate, following the
procedures and in accordance with the deadlines laid down in the College’s Personal Mitigating Circumstances Policy.
In the event that you are unable to attend an examination because of illness or other unforeseen circumstances, you must
immediately inform your programme leader before the start of the examination. If you are absent from the whole or part of an
examination because of illness, a Personal Mitigating Circumstances application form together with a valid medical certificate or
other appropriate independent documentary evidence must be forwarded to the HE Student Administration Manager normally
within ten working days of the examination.
STAYING IN TOUCH
If you are unable to attend your scheduled sessions for a sustained period of time, there are a number of ways that you can
continue to engage with your programme. It is vital that you discuss your situation with your course tutor at the earliest
possibility to allow us to put a revised study plan in place to support your individual circumstances. This may include distance
support via e-mail, virtual learning (Moodle or Illuminate), or alternative modes of attendance. Additionally, the HE Learning
Mentor service is available to support all students at any point of their studies regardless of their circumstances. Each situation
is different and we endeavour to provide a personalised plan to support you in any way we can, therefore your engagement
with your course tutor as soon as you are aware of any challenges you face in your attendance is vital.
SAFEGUARDING
Safeguarding supports students in ‘Being Safe and Feeling Safe’. If you feel unsafe, in danger of harming yourself or at risk whilst at College contact the Student Direct Safeguarding College Emergency Hotline: 01253 504444 9am to 5pm. Alternatively at any time visit your GP or local Walk in Medical Centre or Accident and Emergency (A&E) unit at the Hospital.
Other support networks also available outside College hours include the NHS crisis telephone: 0300 365 0300, the Mental Health Helpline telephone: 0800 616171 or the Samaritans 24 hours a day on the local contact number of 01253 622218 or on the national number 0845 790 9090.
If you require advice or assistance about disclosing a safeguarding concern you should discuss this with your Personal Tutor or any member of staff.
STUDENT IDENTITY CARD
You must wear your ID badge at all times whilst on College premises. Access to College facilities is dependent on Students
having their ID badge. You will also be asked to show your ID badge when sitting exams. You will be challenged if you are not
wearing your badge when on College premises. This is to help students and staff feel safe in College.
FOOD ON CAMPUS
When you want to take a break for refereshments on campus, you’re well catered for. At the University Centre’s Central Hub
refectory, Café Grads, you can sit down and tuck into a proper meal or just grab a bite and relax in one of the chill-out areas. A
Starbucks outlet has also just opened in South Building. A similar-style refectory, Retreat, is available at our Bispham Campus or
if you fancy a little treat there is also a bakery/sweetshop, Grab and Go and a Starbucks. At the Fleetwood campus the
Refectory offers traditional breakfast, a wide range of hot food, sandwiches, snacks and beverages. Visit
http://www.blackpool.ac.uk/facilities/shops for more information. At all our campuses, there are also plenty of vending points
providing snacks on the go.
Get off to a great start every morning! All Blackpool and The Fylde College students are entitled to a free healthy breakfast.
SPORTS FACILITIES AND COLLEGE TEAMS
Sports facilities are mainly based at the Bispham Campus where there is a sports hall, an all-weather floodlit sports pitch and a
well-equipped gym, Inspirations, with Fleetwood also having some facilities. We have numerous College teams, both men’s and
women’s, with other available sports ranging from volleyball and five-a-side football to table tennis and canoeing. To find out
more ask your personal tutor.
ENRICHMENT
Enrichment is about providing you with opportunities to bring your learning to life, developing your range of interests, meeting
new friends and growing as a person. Some activities will be related to your area of study whilst others may not be directly
linked.
Curriculum-based activities
Whilst studying your chosen subject at College, you will have the chance to see how your subject works in real life and apply that
insight to your studies. We also aim, during your programme of study, to develop your employability skills and interview
techniques. To provide this valuable enrichment, your programme may feature such activities as guest speakers, trips into
industry and overseas visits, ‘real life’ assignments, competitions, work experience and work placements (some of which can
lead to permanent positions).
Extra-curricular activities
College is also as much about the social side as it is about learning. At Blackpool and the Fylde College we offer a vast range of
activities, from discounted theatre trips to lunchtime sports activities and book club. Activities are free to everyone enrolled on a
course and in most cases, there’s no need to book. For more information about what’s on, view our enrichment booklet online
or available in hard copy from the iKnow team.
Fee-based activities
For those of you who wish to engage in a further range of activities there are fee-based sports activities. For full details please
see our online Sports Facilities page.
The Sports Team can also organise one-off fitness activities, such as trips to Manchester’s Chill Factor for skiing or outings to
Grizedale Forest for mountain biking. For more information please contact the Sports Centre staff on 01253 590829. Don’t
forget, that the Students’ Union may be able to help with funding too.
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME
At Blackpool and the Fylde College we believe that you are a member of our higher education and College community and as
such your views and experiences are extremely important to us. We want to work in partnership with you to ensure that your
experience is the best that it can be both for you and others who study with you. To this end we work hard to engage all
students in dialogue about the quality of their learning experiences. You can engage by providing useful feedback on your
experiences of modules through Module Evaluation Questionnaires, through being an elected course representative attending
student forums and college meetings and through surveys such as the Student Perception on Course (SPOC) surveys and the
National Student Survey (NSS).
ACADEMIC APPEALS
An academic appeal is a procedure which allows you in certain circumstances to ask for a review of a decision relating to your
academic progress or award. You can ask for a review of a decision by one of the following:
A Board of Examiners, both Module and Programme Boards.
A Personal Mitigating Circumstances Panel
An application to the College
An Academic Malpractice Panel
It should be noted that students may only appeal against a decision if they can show that they satisfy one or more of the
grounds detailed in the academic regulations. The appeal process cannot be used to challenge academic judgement or appeal
simply because you disagree with the marks you have been given.
An academic appeal is different from a complaint so appeals and complaints are looked at under different procedures. A
complaint is dissatisfaction about the provision of a programme or academic service or facility or any other service provided by
the College.
Students studying either a:
Lancaster University Validated Programme
Liverpool John Moores Validated Programme
Scottish Qualifications Authority Programme (SQA Higher National)
Edexcel Higher National Programme
To lodge an academic appeal, you must do so by submitting your appeal within 10 working days of the publication of your
results or decision of a panel either by writing to the HE Academic Registrar, Bennett Avenue, Blackpool, Lancashire, United
Kingdom, FY1 4EE or by email to: [email protected].
The Academic Appeals regulations and application pro-forma can be found on The Blackpool & The Fylde College website
http://www.blackpool.ac.uk/apply/university
Students studying a:
University of Salford Validated Programme
To lodge an academic appeal (other than an appeal against an application to the College), you must do so through the University
of Salford by submitting your appeal in writing, within 10 working days of the publication of your results or decision of a panel to
the Senior Assistant Secretary, Governance Services Unit, Ground Floor, Crescent House, The University of Salford, M5 4WT.
The Academic Appeals Procedure and pro-forma can be found on The University of Salford website
http://www.governance.salford.ac.uk/page/student_policies
In all cases students are advised to consult their Programme Leader or Personal Tutor for advice and guidance in the first
instance.
GRADUATION
Our annual higher education awards event is a spectacular occasion, representing the culmination of masses of dedication and
hard work, and the gateway to an exciting and rewarding future.
The graduation ceremonies will take place at the Winter Gardens and Opera House, 97 Church Street, Blackpool, Lancashire,
England FY1 1HL
Your graduation day may seem a long way off now, but you will be there quicker than you think! Blackpool and the Fylde
College’s Awards Ceremonies are a part of the celebration of your achievement and we hope you will be able to attend. You will
need to budget for the cost of guest tickets, academic dress and photography. Awards Ceremonies are held each year at the
Winter Gardens. If you attend the Awards Ceremonies we publish the names and awards of all graduates in the Awards
Ceremony booklet and in a graduation supplement in the local press. If you do not wish your name to appear, you must contact
Student Administration to inform us. We will print the name we have recorded for you on your degree certificate, so it’s
important that you tell us in advance of any spelling or other changes. After we have printed the certificate we will not be able
to change it for you.
This is a very special day for all our graduates and their friends and families and is a marvellous opportunity to share and
celebrate your academic achievement and accomplishments.
MODULE OUTLINES
The following module outlines provide you with a brief overview of the modules and their contents, together with the intended
learning outcomes and the recommended reading lists.
YEAR 1 (LEVEL 4)
UNIT 1 DESIGN PRINCIPLES AND APPLICATION FOR CONSTRUCTION AND THE BUILT ENVIRONMENT
This unit enables learners to demonstrate an understanding of design considerations and the design process. Learners will
develop their ability to evaluate the planning and design phases and consider the environmental impact of construction projects.
Learners will explore the roles and legal responsibilities of all parties involved in construction projects. Learners will also gain an
understanding of how emerging technologies affect the design and production phases of construction projects.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the planning and design phases of the construction process 2. Understand the factors that affect the specification of materials and building services 3. Understand how environmental factors affect the planning and design phases of the construction process 4. Understand the roles and responsibilities of all parties involved in construction projects 5. Understand how technology affects the design and production phases of construction projects.
UNIT 6 HEALTH, SAFETY AND WELFARE FOR CONSTRUCTION AND THE BUILT ENVIRONMENT
On completion of this unit, learners will understand current health, safety and welfare legislation applicable to the construction
and built environment sector. Learners will understand the main requirements of an effective health and safety policy and its
successful implementation in the workplace. Learners will understand how to identify and record hazards, assess risks and select
appropriate control measures to prevent or mitigate ill health and injuries on site. Work carried out for this unit will contribute
to health and safety plans within project work and allows learners to contribute to the safety policy and arrangements. Learners
will also gain an understanding of the need to review, revise and monitor risk assessments.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the health, safety and welfare legislation applicable to the construction and built environment sector 2. Understand the main requirements of an effective health and safety policy 3. Understand hazard and risk identification in design and construction 4. Understand the need to review, revise and monitor risk assessments 5. Be able to undertake risk assessments.
UNIT 7 CONSTRUCTION AND MAINTENANCE OF BUILDINGS
This unit introduces learners to the fundamental aspects of construction technology. This unit has been designed to enable
learners studying construction-related programmes to understand and compare the standard design forms, site investigation
and evaluation methods used in construction and the built environment. Learners will also gain an understanding of how decay,
pollution and dilapidations can affect buildings.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the techniques used in site investigation and evaluation 2. Understand how the techniques used in site investigation and evaluation influence the type of substructure 3. Understand the types of superstructure design and construction 4. Understand the causes of decay and deterioration of buildings.
UNIT 29 COMPUTER-AIDED DESIGN FOR CONSTRUCTION
This unit develops the skills needed to use industry-standard CAD software. It is intended that the software should operate within the Windows environment, in order to maximise transferable skills to other IT units. This unit enables learners with no prior knowledge of CAD applications to develop their skills in basic 2D drawing, complex 3D drawings and solid modelling. Health
and safety issues associated with the use of computer applications will be considered throughout the delivery and assessment of this unit. Learners will develop the ability to produce drawings, of a professional quality, using industry-standard conventions for a variety of construction-related situations. These drawings will use a variety of media and scales in order to highlight the versatility, adaptability and accuracy of CAD drawings. LEARNING OUTCOMES You will be expected to:
1. Work safely when using computing and software facilities 2. Produce 2D drawings using industry-standard CAD software applications 3. Produce 3D drawings using industry-standard CAD software applications 4. Plot drawings to various media and scales and export drawings to different formats.
YEAR 2 (LEVEL 4)
UNIT 2 SCIENCE AND MATERIALS FOR CONSTRUCTION AND THE BUILT ENVIRONMENT
This unit introduces scientific principles relevant to the study of construction and the built environment and provides learners
with a fundamental understanding of the properties and use of construction materials. This unit has been designed to enable
learners studying construction, civil engineering and/or building services engineering programmes to explore scientific principles
and the behaviour of materials used in the construction and built environment sector.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the properties and use of construction materials 2. Understand the structural behaviour of construction materials 3. Be able to apply scientific principles to the design and use of buildings 4. Be able to solve scientific problems in construction and the built environment.
UNIT 4 MANAGEMENT PRINCIPLES AND APPLICATION FOR CONSTRUCTION AND THE BUILT
ENVIRONMENT
This unit introduces learners to the principles and application of management as they relate to the technical and professional
disciplines of construction, civil engineering and building services engineering. It is based on the principles of the Latham Report
of 1994, which advocated non- adversarial, multi-disciplinary team working. Learners will gain an understanding of how these
principles may be applied to the management of construction, building services engineering or civil engineering activities
through the application of recognised management techniques.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the evolution of management principles and their application to the construction and built environment sector
2. Understand the construction and built environment sector in terms of structures and activities 3. Understand management techniques used in the construction and built environment sector
4. Understand the methods of procurement and contracting used in the construction and built environment sector.
UNIT 5 GROUP PROJECT IN THE CONSTRUCTION INDUSTRY
This unit will develop learners’ skills in terms of the evaluation and resolution of realistic practical problems and the ability to
work as part of a team. This unit also enables the application of knowledge, understanding and skills developed in other units,
and where possible experiences from work, to a major piece of work. This unit is designed to bring together small groups of
learners into teams so that they can coordinate their individual skills and abilities. The scheme of work should give individual
learners an opportunity to take responsibility for their contribution to the outcome, and demonstrate their ability to work as
part of a team. The brief will include an agreed timescale, within defined constraints, with the team working towards an
acceptable and viable solution to the agreed brief. Learners will also develop skills to carry out evaluations of the group project
and be able to present solutions.
LEARNING OUTCOMES
You will be expected to:-
1. Be able to devise a project scope and scheme of work 2. Be able to implement the scheme of work 3. Be able to evaluate the group project 4. Be able to present the group project.
UNIT 8 TECHNOLOGY OF COMPLEX BUILDINGS
This unit focuses on the erection of complex multi-storey buildings and the use of modern systems to provide flexible internal
space planning and design. These themes are developed to include how the useful life of buildings can be extended by alteration
and repair techniques. The principles of buildability in terms of health and safety, efficiency, economy and quality of
construction projects are analysed. The importance of developing a sustainable construction strategy is emphasised and learners
will explore the methods and procedures involved in the safe demolition of buildings.
LEARNING OUTCOMES
You will be expected to:-
1. Understand the materials and construction methods used for multi-storey buildings 2. Know the systems used to provide flexibility for internal layouts 3. Understand the features of buildability 4. Understand sustainable construction strategies 5. Understand the alteration, remediation and safe demolition of complex structures.
