Programme Title: Certificate in Advanced Counselling Studies€¦ · Web viewThe programme team seeks to create a person-centred learning climate within which students can develop

Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Rosewarne

Programme Quality Handbook

Certificate in Advanced Counselling Studies

Academic Year 2017-18

1 | P a g eCertificate in Advanced Counselling Studies Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 617757)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: Certificate in Advanced Counselling Studies

Internal Programme Code: 0963

Partner Delivering Institution: Cornwall College, Camborne

State Date: 2018-19

First Award Date: 2018-19

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................19

PS2. Brief Description of the Programme............................................................................................19

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................20

PS4. Exceptions to Plymouth University Regulations...........................................................................20

PS5. Programme Aims.........................................................................................................................20

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................20

PS7. Distinctive Features.....................................................................................................................22

PS8. Student Numbers.........................................................................................................................22

PS9. Progression Route(s)....................................................................................................................22

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS10. Admissions Criteria....................................................................................................................23

PS11. Academic Standards and Quality Enhancement........................................................................24

PS12. Programme Structure................................................................................................................26

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......27

PS14. Work Based/ Related Learning..................................................................................................32

Appendix.............................................................................................................................................33

PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full TimeFinal Award: Certificate in Advanced Counselling StudiesIntermediate Award: N/AProgramme Title: Certificate in Advanced Counselling StudiesUCAS Code: B942JACS Code: B940Benchmarks: Informed by QAA benchmark statement for

counselling and psychotherapy

Date of Programme Approval: 1992

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The core model of counselling on this programme is the person – centred approach. It is based on the pioneering therapeutic work of Carl Rogers. The core counselling conditions are seen as central in terms of qualities of attention paid to self, as practitioner, as well as to the client. Through a respectful, empathic and congruent relationship, the counsellor offers a therapeutic presence, which may enable a client to discover and use their own unique resources towards self and cultural fulfilment.

Fulfilment is not seen as an eternally positive cycle of growth and development, but rather as an ability to engage in one’s life to the full and to integrate one’s experience. The


fulfilment of one’s potential is also likely to include experiencing and integrating so-called negative or painful elements.

The programme team seeks to create a person-centred learning climate within which students can develop a personal and relational awareness, as well as the academic and professional knowledge, skills and understanding needed to use counselling skills.

We wish to foster an environment where you feel safe to learn and take risks with your learning. We also want you to feel stimulated and challenged.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. To offer opportunities to develop your understanding of and practical competence in the use of counselling skills within a person-centred framework

2. To give you the opportunity to practise these skills in order to become more effective as a helper

3. To promote personal and professional development4. To introduce the contexts in which counselling skills are utilised5. To help you gain an awareness of your strengths and limitations6. To enable you to develop critical analysis and evaluative skills7. To help you develop the capacities needed to continue your professional

development8. To explore, from a variety of perspectives, the nature of the individual in a social

context

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

ILO1: knowledge and understanding of: the core model of Person-Centred counselling within the context of other

counselling approaches knowledge of other counselling paradigms the BACP Ethical Framework for Good Practice in Counselling and

Psychotherapy the person centred concept of Self. Cultural issues of relevance to the field of counselling. Counselling contexts

ILO2: cognitive and intellectual skills

Ability to: effectively analyse and apply the person centred model to the use of

counselling skills synthesise ideas, concepts and information towards a personal understanding of key

issues in the practice of counselling skills. evaluate own values, beliefs, assumptions and attitudes analyse, with guidance, key issues relevant to social myths and counselling contexts accommodate to new principles and understandings question concepts and theories encountered in study use a range of learning resources discuss ethical issues in relation to personal beliefs and values

ILO3: transferable skills –

Ability to: communicate effectively within the learning group demonstrate a capacity for relating to others with respect, empathy and congruence demonstrate awareness of own internal process meet obligations to others in the self and peer assessment processes meet obligations to self through the monitoring of a personal contract evaluate strengths and weaknesses within the criteria agreed give and receive

feedback

ILO4: employment – effectively use a range of counselling skills with a variety of peer-clients and within

structures appropriate to their workplace or voluntary activities assess current professional competence

ILO5: practical –

identify and understand a code of ethical practice appropriate to their work setting keep a log of counselling skills practice identify, reflect on and evaluate use of counselling skills through the use of depth

session studies


engage in collaborative relationships with peers in home groups and other learning situations

identify appropriate sources for referral purposes plan for continuous professional development.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

The Certificate offers a thorough grounding in the Person-Centred approach to counselling The ethos of the programme is consistent with Person-Centred values and principles A holistic approach to learning is taken, ensuring an integrated programme where affective

learning and the development of counselling skills are valued as well as academic learning. Assessment tasks are varied and reflect the holistic nature of the programme A self and peer assessment structure is utilised, in keeping with the person – centred philosophy

of the programme, supporting students to develop evaluative skills which are both autonomous and collaborative

The programme is staffed by a broad range of tutors, many of whom hold individual BACP accreditation, and maintain current practices in counselling and supervision

The BACP framework for Ethical Practice underpins the programme

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage = 18

Maximum student numbers per stage =25

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.


Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

It is not uncommon for students to begin working for an organisation on a voluntary and/or part time basis during their Certificate programme, and for this employment to become more substantial or permanent subsequently. There are a number of students in every group who do not intend to change their working situation after the programme but who find that learning on the programme has enhanced their work-related skills and/or their prospects for greater responsibility or promotion.

For students who are thinking of taking their studies further – or who intend to make the best of the opportunities of this course – it is important to consider your c.v. Experience in a helping role, either professionally or voluntarily, not only provides you with a place where you can practice your skills, but also indicates your commitment to and knowledge of a client group. This is important when you wish to apply for a counselling training placement or, eventually, for counselling employment after further study.

Helping Placements

Whilst being in placement is not a compulsory element of this course, students are encouraged to identify voluntary opportunities within local agencies. These could include befriending, advice work or telephone support. This is to enhance the possibility of counselling placements at a later stage of training.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:


- AS/A Levels

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Work Experience: considered on individual merit

Other HE qualifications / non-standard awards or experiences:

Hold an introductory Certificate in basic Counselling skills or the equivalent or to have experience of using counselling skills in a voluntary or professional capacity.

Have academic qualifications to at least A level standard or satisfy the interviewing tutors that they have appropriate aptitude for academic study at Level One

APEL / APCL4 possibilities:

APCL and/or APEL for a maximum of 50% of programme study may be gained through providing evidence of the achievement of the equivalent learning outcomes for particular modules of study. Advanced standing cannot be claimed for part modules. Claim for advanced standing will be made through the normal procedures of the University of Plymouth.

Interview / Portfolio requirements: Interviews are to be employed.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

All of this programme’s modules are covered by a single EE.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: Certificate in Advanced Counselling Level 4 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

1 All Year Core 20 COUC110 Counselling Theory & Practice1 All Year Core 20 COUC111 Study Skills1 All Year Core 20 COUC112 Counselling Contexts1 All Year Core 20 COUC113 Personal Development1 All Year Core 20 COUC114 Professional Development1 All Year Core 20 COUC115 Ethical issues in Counselling


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Certificate in Advanced Counselling Studies Level 4

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Sociology Honours degree benchmarksand 6.1.2

Educational Studies knowledge and understanding benchmark statements

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Knowledge of the core model of Person-Centred counselling within the context of other counselling approaches

Knowledge of other counselling paradigms

Primary: Lectures and tutorials Directed independent study Learning from work

experience

Secondary/Supplementary:.

1, 4, 7, 8 Key knowledge and understanding is assessed through oral presentations, coursework and essays.

COUC 110 111,112,113,114,115


The BACP Ethical Framework for the Counselling Professions

The person centred concept of Self Socio-cultural issues of relevance to the

field of counselling Counselling contexts

Case studies Problem-solving exercises

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Counselling sector.Cognitive and Intellectual Skills:

Sociology Honours degree benchmarks6.2.1, 6.2.2. 6.2.3 and 6.2.4Educational Studies reflection benchmark statements


Effectively analyse and apply the person centred model to the use of counselling skills

Synthesise ideas, concepts and information towards a personal understanding of key issues in the practice of counselling skills.

Evaluate own values, beliefs, assumptions and attitudes

Analyse, with guidance, key issues relevant to social myths and counselling contexts

Accommodate to new principles and understandings

Question concepts and theories encountered in study

Primary: Class exercises and

discussion Tutorial/seminar discussions Feedback via coursework

assessment process and student seminar presentations

Secondary/Supplementary:

None

1, 4, 6, & 8

Coursework Oral presentation Case study analysis

COUC 110 111,112,113,114,115


Use a range of learning resourcesDiscuss ethical issues in relation to personal beliefs and valuesAn explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional counselling practice and writing essays.Key Transferable Skills:

Sociology Honours degree benchmarks6.3.5 and 6.3.6

Educational Studies application benchmark statementsPsychology benchmark statements 6.c.i.


Communicate effectively within the learning group

Demonstrate a capacity for relating to others with respect, empathy and congruence

Demonstrate awareness of own internal process

Meet obligations to others in the self and peer assessment processes

Meet obligations to self through the monitoring of a personal contract

Evaluate strengths and weaknesses within the criteria agreed

Give and receive feedback

Primary:

Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessment

Secondary/Supplementary:Class and seminar interactions and feedback

1, 2, 3, 5, 6 & 7 Coursework of all

types Assessed discussions Group work

assessments

COUC 110 111,112,113,114,115

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing


understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Counselling sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.Employment Related Skills:No benchmarks currently exist for this subject area. The framework for higher educational qualifications (FHEQ) has been used to inform the design of the programme. The team have also been guided by subject benchmark statements for psychology and sociology

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:qualities and transferable skills necessary for employment requiring:- the exercise of initiative and personal responsibility;- decision making in complex and unpredictable contexts and- the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Primary: Strategy/MethodLibrary and other research exercisesGroup work awareness and practiceTutorial support for dissertation

Secondary/Supplementary:None

CourseworkCompetence in a range of business-related communication techniques

All core modules

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies, works and taught sessions. Learning material is up to date and reflects the professionalism of the Counselling sector. Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.Practical Skills:Psychology benchmark statements 6.d.i.Educational Studies application benchmark statementsBy the end of this level of this programme the students will be able to demonstrate for a

Primary: Counselling practice in triads

1, 2, 3 & 5 Video & critique

COUC 110 111,112,


threshold pass: Effectively use a range of counselling skills with

a variety of peer-clients and within structures appropriate to their workplace or voluntary activities

Assess current professional competence Identify and understand a code of ethical

practice appropriate to their work setting Keep a log of counselling skills practice Identify, reflect on and evaluate use of

counselling skills through the use of depth session studies

Engage in collaborative relationships with peers in home groups and other learning situations

Identify appropriate sources for referral purposes

Plan for continuous professional development

& Gilmore groups Demonstrations and group

discussionMaking a video

Secondary/Supplementary:None.

Log maintenanceIn-depth skills session studies

113,114,115

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Counselling Practice.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: Certificate in Advanced Counselling Studies Level 4WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Plan, design and execute practical activities using appropriate techniques and procedures

Throughout the programme Certificate

apply Counselling attributes and skills;apply career management skills: apply lifelong learning skills:business and organisational awarenessdemonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :Essays/projectsCoursework/group work on practical application questionsReflective assignments

ALL core modules

An explanation of this map:Work Based Learning is embedded throughout level 4of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice


Appendix

Appendix 1 Definitive module records

Appendix 2 Map of Key Graduate Attributes and Skills

Appendix 3 Guidelines for Mentoring

Appendix 4 Academic Citations and Referencing

Appendix 5 Procedures relating to assignments, results, tutorials

Appendix 6 Timetables & Assignment Dates

Appendix 7 Extenuating Circumstances

Certificate in Advanced Counselling Studies 2015-2016 18

APPENDIX ONE

DEFINITIVE MODULE RECORDS

COUC110 Counselling Theory and Practice 29COUC112 Counselling Contexts 30COUC113 Personal Development 31COUC114 Professional Development 32COUC115 Ethical Issues in Counselling 33COUC111 Study Skills 34


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: COUC110 MODULE TITLE: Counselling Theory and Practice

CREDITS: 20 FHEQ Level: 4 JACS CODE: B940

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to and an opportunity for the practice and development of a range of counselling skills for use in the context of professional relationships.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To provide a grounding in the theory and practice of the person centred model and to equip students with the knowledge, skills and attitudes to either use the counselling skills effectively in their working situation or provide a solid foundation for professional counselling training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of the Person-Centred model and a range of counselling

skills and appropriate interventions2. Evaluate their skills, attitudes and capacity for relationship3. Give and receive feedback about their practice and engage with the self and peer

assessment process4. Show an awareness of their limitations when presented with a “problem” client5. Work within the BACP Ethical Framework

DATE OF APPROVAL: 28 Mar 2006 FACULTY/OFFICE: Academic

PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2006 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 103

MODULE LEADER: Malachy Dunne OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe person centred approach to counselling. The differences between counselling and the use of counselling skills. The core conditions. Development of the skills necessary for the communication of the core conditions: - reflecting, following and attending skills, paraphrasing, summarising, managing silence, questioning, feedback, the communication of thoughts and feelings. Self-disclosure, immediacy, challenge and working with image and metaphor. The stages of counselling, boundaries and limits to practice, referrals and ethical considerations.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Core materialSeminar 5 Student-led discussionsTutorial 6 Additional one-to-one support opportunities.Project Supervision 5Demonstration 10Practical Classes and Workshops 15Supervised Time 5Work-based Learning 5Guided-Independent Study 139

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written AssignmentPresentation

50%50%

Total = 100%

Practical P_ %Total = 100%

Updated by:Malachy Dunne

Date:25/08/16

Approved by:HE Operations

Date:25/08/16

Recommended Texts and Sources:



MODULE CODE: COUC112 MODULE TITLE: Counselling Contexts



SHORT MODULE DESCRIPTOR: (max 425 characters)The module requires student to consider various psychological and sociological explanations of what it means to be a person in a social world and to begin to consider how they might apply to counselling practice.





%

T1 (Test) %



MODULE AIMS:To introduce students to an exploration of the nature of the individual in a social context from a variety of perspectives and to encourage discussion of these in relation to the theory and practice of person centred counselling.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Discuss the nature of the individual in a social context from several perspectives2. Relate these explanations/models to counselling theory and practice.3. Describe some of their own assumptions and some social myths about the nature of

individuals in a social context and explore how these might affect their own practice.4. Describe some of the aspects of a transcultural counselling approach and how these

might affect their own practice.5. Apply their knowledge of a range of models about the nature of the person in a social

context to specific social issues.







SUMMARY of MODULE CONTENT1) Humanistic views of the person and the person centred counselling approach.2) Other psychological views of the person, e.g. Psychodynamic and Behavioural and their related counselling approaches.3) How society operates; functionalist, Marxist, Post-Structuralist and feminist approaches.4) Stratification and its effects on life experience.5) The post-modern condition.6) The relevance of the social context to counselling, in particular the person centred approach.7) Transcultural Counselling.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 35 Core MaterialTutorial 6 Additional one-to-one sessionsSeminar 10 Student-led discussions

Guided-Independent Study 149 Students are expected to put in additional time outside of taught sessions.


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Coursework C1 Written Assignment 100%Total = 100%

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MODULE CODE: COUC113 MODULE TITLE: Personal Development



SHORT MODULE DESCRIPTOR: (max 425 characters)Introduction to personal development through activities and process groups addressing issues such as rescuing, self-care and reflectivity, within the context of a person-centred model. Intra and inter-personal structures are offered to develop self-awareness around receiving and offering core conditions including congruent feedback.





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MODULE AIMS:To enhance student authenticity in interpersonal communication; introduces the experience of giving and receiving acceptance, empathy and congruence; supports personal reflecting with regard to own relational process and an appreciation of the link between personal experience in relationships and the practice of helping skills.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify, articulate, record and communicate accurate relevant reflections upon their personal

process. To consider its source and relevance to working with others and life situations.2. Acquire a watchful appreciation of underlying motivations such as a need to rescue, and develop an

attitude of responsibility towards becoming more fully functioning and committed to self-care.3. To demonstrate a growing capacity to relate to others with respect, empathy and congruence.4. To give, receive and act upon feedback and engage meaningfully in a self and peer assessment

process5. Use personal contracting skills and monitoring a process of personal learning.







SUMMARY of MODULE CONTENTProcess groups to explore personal and interpersonal process, on-going self and peer and tutor assessment of personal development, the development and review of a personal learning contract, reflective and creative use of keeping a journal, focus on awareness of values, self-care and motivation.There is scope for the use of idiosyncratic assessment criteria in the self and peer assessment process, for students to initiate activities, discussion and processes that meet their personal development needs at the time.




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Coursework C1 Portfolio 100%Total = 100%

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MODULE CODE: COUC114 MODULE TITLE: Professional Development



SHORT MODULE DESCRIPTOR: (max 425 characters)This module requires students to consider the role of professional support, their current professional competence and future professional development by the application of course based learning to their current professional or voluntary setting and prepare for further professional development including counselling training.





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MODULE AIMS:To facilitate the integration of the skills and knowledges of the programme into their work setting and/or future as a counsellor understanding of the role of professional support.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate current level of professional competence and make effective referrals where

appropriate.2. Negotiate and work within appropriate boundaries.3. Set up and make use of a working alliance for mentoring.4. Set realistic goals for future professional development.5. Show an awareness and appreciation of the role of supervision







SUMMARY of MODULE CONTENTMaking the most of mentoring and supervisionThe role of supervision in the professional context.Working within one’s competence andAgreeing boundariesMaking referralsCPD action planning processes and tools




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MODULE CODE: COUC115 MODULE TITLE: Ethical Issues in Counselling



SHORT MODULE DESCRIPTOR: (max 425 characters)This module focuses on the sources and values of counselling ethics and on the ethical principles which inform the Ethical Framework for Good Practice in Counselling and Psychotherapy of the British Association of Counselling and Psychotherapy (BACP). It encourages ethical mindfulness through exploring the tensions and fit between personal values, BACP Ethical Framework and student agency or organisational practice guidelines. Students will analyse ethical dilemmas from their practice.





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MODULE AIMS:This module will encourage learners to contextualise the BACP Ethical Framework in their counselling practice.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify personal values, BACP ethical principles and their organisational practice

guidelines and understand the relationship between them2. Analyse how conflicts and tensions arise and how these may be resolved using ethical

principles3. Evaluate the importance of ethical principles and to increasingly integrate these

principles into their practice4. Make use of supervision in the resolution of ethical dilemmas5. Present a case study involving an ethical dilemma for peer feedback


PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2006 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Spring





SUMMARY of MODULE CONTENTBACP Ethical FrameworkA variety of organisational practice guidelines, codes, mission statements, national and local policiesEthical dilemmas e.g. client autonomy, confidentiality, suicidal clients, client disclosures and avoiding client exploitationEthical decision making processSupervision

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 35 Core MaterialTutorial 6 Additional one-to-one sessionsSeminar 10 Student-led discussion sessions

Guided-Independent Study 149 Students are expected to put in additional time outside of taught sessions


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MODULE CODE: COUC111 MODULE TITLE: Study Skills

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900


SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to assist students to achieve the level of academic skills required by the course and will provide and develop study skills and time management skills required that are common to all other modules.





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MODULE AIMS:The module aims to develop academic study skills and time management skills which will be transferable throughout the student’s programme of study. The module also exposes the student to personal development planning skills in order to develop an academic and professional career pathway

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Apply a range of study skills to demonstrate effective cognitive and writing skills2. Communicate effectively by written, verbal and visual means3. Apply appropriate techniques in information and communication technologies, such as use of

email, internet and intranet4. Demonstrate a creative approach to problem solving5. Manage own time and work to deadlines6. Use skills in information management to select appropriate data from a range of sources7. Work as a member of a team and co-operate with others8. Apply appropriate career development strategies, including CV writing, interviewing and personal

presentation

DATE OF APPROVAL: 28 Mar 2006 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2006 SCHOOL/PARTNER: Cornwall ColllegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENT•Effective reading and critical analysis•Effective note taking and time management•Essay construction•Referencing and plagiarism•Presentation skills•Problem solving•Information retrieval and data collection•Use of information technology•Career management strategies


Guided Independent Study 149 Students are expected to put in additional time outside of taught sessions.


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Appendix 2

Map of Key Graduate Attributes and SkillsIntended Learning Outcomes Map

Intended Learning Outcomes Map Certificate Level1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes Aim Subject Benchmark Related

Core Modules

Knowledge/ Understanding Knowledge of the core model of Person-Centred counselling

within the context of other counselling approaches Knowledge of other counselling paradigms The BACP Ethical Framework for Good Practice in Counselling

and Psychotherapy The person centred concept of Self Socio-cultural issues of relevance to the field of counselling Counselling contexts

1, 4, 7, 8

There are no specific subject benchmarks for this area; Sociology Honours degree benchmarks

And 6.1.2

Educational Studies knowledge and understanding benchmark statements

COUC 110 111,112,113,114,115

Cognitive / Intellectual Skills Effectively analyse and apply the person centred model to

the use of counselling skills Synthesise ideas, concepts and information towards a

personal understanding of key issues in the practice of counselling skills.

Evaluate own values, beliefs, assumptions and attitudes Analyse, with guidance, key issues relevant to social myths

and counselling contexts Accommodate to new principles and understandings Question concepts and theories encountered in study Use a range of learning resources Discuss ethical issues in relation to personal beliefs and

values

1, 4, 6, & 8

There are no specific subject benchmarks for this area. Sociology Honours degree benchmarks

6.2.1, 6.2.2. 6.2.3 and 6.2.4Educational Studies reflection benchmark statements

COUC 110 111,112,113,114,115

Key / Transferable Skills Communicate effectively within the learning group Demonstrate a capacity for relating to others with respect,

empathy and congruence Demonstrate awareness of own internal process Meet obligations to others in the self and peer assessment

processes Meet obligations to self through the monitoring of a personal

contract Evaluate strengths and weaknesses within the criteria agreed Give and receive feedback

1, 2, 3, 5, 6 & 7

There are no specific subject benchmarks for this area. Sociology Honours degree benchmarks

6.3.5 and 6.3.6Educational Studies application benchmark statementsPsychology benchmark statements

COUC 110 111,112,113,114,115


Practical Skills Effectively use a range of counselling skills with a variety of

peer-clients and within structures appropriate to their workplace or voluntary activities

Assess current professional competence Identify and understand a code of ethical practice

appropriate to their work setting Keep a log of counselling skills practice Identify, reflect on and evaluate use of counselling skills

through the use of depth session studies Engage in collaborative relationships with peers in home

groups and other learning situations Identify appropriate sources for referral purposes Plan for continuous professional development

1, 2, 3 & 5

There are no specific subject benchmarks for this area;

Psychology benchmark statements 6.d.i.Educational Studies application benchmark statements

COUC 110 111,112,113,114,115


APPENDIX 4

SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT

Academic Guidelines for Students (Style Guide)

2016-17 Edition


Introduction

This guide is intended to be the definitive reference source for essay and report formatting for all courses offered through Cornwall College School of Education and Training and / or University of Plymouth Colleges (UPC) Faculty. These are:

BSc (Hons) Combined Social Sciences FdA Health & Community Studies FdSc Healthcare PracticeCounselling programmes.

You should follow the guidance suggested within this booklet when completing all assignment tasks. If you are unclear on any of the points that follow, please be sure to ask for clarification.

We hope you enjoy studying at Cornwall College and find this guide useful. Thank you!


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Contents

1.0 Preparing an Assignment...................................................................................52

2.0 Presenting Work................................................................................................53

3.0 Writing Style......................................................................................................54

4.0 Format of Text...................................................................................................54

5.0 Referencing and How to Avoid Plagiarism.........................................................55

6.0 Tables and Figures.............................................................................................60

7.0 Reports:.............................................................................................................61

8.0 Essays:...............................................................................................................62

9.0 Grammatical Mistakes.......................................................................................64 10.0 Assignment Length or Word Count………….........................................................65

Example 1 Essay descriptors..............................................................................66

Example 2 Referencing passage ................................................................67


Section 1.0: Preparing an assignment

Assignments or essays are a very popular form of assessment within Higher Education. Amongst other things, they assess your ability to form a reasoned argument around a given theme. This requires more than listing information or describing situations. Assignment titles are usually given at the beginning of a module to allow time for reading, reflection, and planning. Make sure you take time to read through the assignment title and fully understand it before you start to write!

Unless the module leader advises otherwise, all assignments should be word-processed, be fully referenced in the text and with an alphabetically ordered reference list at the back. It should also include a front sheet, identify the number of words in the assignment and each page should be numbered. Be sure to follow specific instructions in your module guide regarding your assignment, which may include use of a particular font, writing in the 1 st or 3rd person or other module specific points to be included.

Before you hand in your work, be sure to proof-read it for spelling, grammatical and referencing errors. It is best to read out loud following the punctuation you have written to help with your sentence structure. When you are word processing, green, squiggly lines may appear under your writing. Don’t ignore them! This suggests there is something wrong. Admittedly American programmes may not adhere to English grammatical formats, but usually those green lines suggest you’ve not written a sentence (it will say, ‘fragment’) or that your sentence is too long, so break it down.

Be sure to note too that a paragraph can be defined as, ‘a group of sentences arranged around a theme’. There’s a clue there; ‘a group of sentences’ it says. Do not write short, one sentence paragraphs. Even this paragraph, though it is shorter than the rest on this page, has more than one sentence and as you can see is gathered around the theme of ‘writing paragraphs’.

You should fasten the pages together, with a paper clip rather than a staple to allow for photocopying later. Do not place individual pages of an assignment into separate plastic sleeves; one plastic sleeve for the whole assignment is sufficient.

It is essential that you keep a separate copy of your work electronically. This is because you may be asked to submit your essay in this format in order for us to subject it to our plagiarism software. You should also keep the receipt from the office for work handed in as it is possible for work to be mislaid.


Please note that by submitting work to be assessed, you are agreeing to the statement below:

“Students agree that by taking this course all required papers may be subject to submission for textual similarity review to iParadigms for the detection of plagiarism. All submitted papers will be included as source documents in the iParadigms reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin UK service shall be subject to such Terms and Conditions of Use as may be agreed by iParadigms and the Institution from time to time and posted on the Turnitin UK site.”

Section 2.0: Presenting work

Assignments are usually the product of many hours of hard work: poor presentation can spoil an otherwise excellent piece of work and you will lose marks if your work is not neatly presented or is unintelligible.

Normally, when presenting work for submission and marking, you should include the following:

1. Front sheetYour work should include your name and your student number. The front sheet of your essay or report should be at the back of the module handbook. Please use this sheet or a copy.

2. Contents PageIn the case of an essay, a contents page is not required. You should merely write out the title of the essay in full. However, if the assignment is a report, you should prepare it using a number of headings. Each heading and its corresponding page number should be listed below the title - Contents. Where appropriate this should be followed by a list of tables under the heading - Tables and a list of figures under the heading - Figures.For example-Contents1. Introduction……………………………………………………………………12. Definition of Poverty………………………………………..…………….33. Rural and Urban Difference……………………………………………84. Conclusions……………………………………………………..…………… 12

Tables Table 1: Population below Average Income…...……………..… 2 Table 2: Distribution of Earnings..………………...………….……… 7

Figures Figure 1: Chart of Income Distribution..……………………………4 Figure 1: Model of Population Change..………………………… 12


Microsoft Word has a built in feature that will construct these automatically and save you time. (Check with an I.T. tutor if you are unsure how to use it).

Section 3.0: Writing Style

Academic essays should take the form of a reasoned argument. You should attempt to persuade the reader that the line of argument adopted is justified. It is therefore vital to support your argument with referenced evidence. Remember that the success of a piece of work usually depends on the persuasiveness of the argument.

A clear argument requires an initial statement of the stance that is to be adopted. In practice, this may involve some comment on how the question is to be interpreted, what kind of information is pertinent and why it is pertinent. An introductory paragraph to an essay which addresses the key issues in the question and guides the reader to where the argument is leading, provides a clearer answer than one that immediately launches into the subject matter.

Essay plans are essential in developing themes and ensuring that all points made in an argument are clarified and have significance. Plans also ensure that all relevant points are covered and prevent the argument from appearing disjointed, confused or incomplete. Use Appendix 2 to make sure you know what is required.

It is generally unacceptable to identify gender. This can be avoided in several ways, but if it is felt necessary it is possible to write, ‘(s)he…’ The only exceptions to these rules may be if you are asked to write a personal diary or a piece of reflective writing.

In all cases the point you are making should be supported by legitimate academic references (see section 6.0).

Section 4.0: Format of Text

Module leaders may make specific requests for the way your assignment should be formatted, including the use of a particular font or line spacing – please be sure to check your module guide or assignment brief for these instructions.

In most instances, the following points of style are accepted:

Font Style - Times New Roman, Arial or close equivalent

Font Size - 12 point for main text, 10 point for footnotes, no less than 10 point for tables

Line Spacing - single or 1.5 except for dissertations which should be double-spaced

Indentation - no greater than 2.6 top and bottom 3.2 left and right margins

Justification - Main text justified left and right


Page Numbers - Bottom centre of every page

Footers – along with the page numbers, students should put their student number in the footer so that it appears on every page should it become detached during photocopying/marking.

Print on one side of the page only and use black ink

Section 5.0: Referencing and how to avoid plagiarism

Much of the following is extracted from:Pears, R. & Shields, G. (2009) Cite Them Right: The Essential Referencing Guide. Durham: Pear Tree Books). This is available in the Learning Centre.

The ability to present your ideas to other people is a key lifelong skill. It calls for time and practice to gather information, assess its relevance to your task, read and form your opinions and then share your contribution, verbally or in writing, with others. Within the process of researching and presenting your own work is another key skill: how to represent what you have learned from earlier authors.

When writing a piece of work, whether essay, seminar paper, dissertation, project or article, it is essential that detailed and precise information on all sources consulted is included in your text and in the reference list at the end of your work. This allows the reader to locate the information used and to check, if necessary, the evidence on which your discussion or argument is based.

References should, therefore, enable the user to find the source of documents as quickly and easily as possible. You need to identify these documents by citing them in the text of your assignment (called citations or in-text citations) and referencing them at the end of your assignment (called the reference list or end-text citations). The reference list only includes sources cited in the text of your assignment as in-text citations. It is not the same thing as a bibliography, which uses the dame format or reference system as a reference list, but also includes all material used in the preparation of your work.

a) Why should I cite and reference sources?

Besides the reasons given above, there are a number of other important reasons why you should cite and reference your sources. In addition to adding weight to your discussion and arguments, references also show that you have read widely on the subject and considered and analysed the writings of others. Appropriately used, references can strengthen your writing and can help you attain a better mark or grade.

They can also:


Show your tutor/reader what you have read and allow them to appreciate your contribution to the subject

Establish the credibility and authority of your ideas and arguments Demonstrate that you have spent time in locating, reading and analyzing

material and formed your own views and opinionsb) What is plagiarism?

Plagiarism is a specific form of cheating and is generally defined as presenting someone else’s work or ideas as your own. These works or ideas may be in printed or electronic format and, in all cases, giving credit to the original authors by citing and referencing your sources is the only way to use other people’s work without plagiarising.

All of the following are considered forms of plagiarism:

Using another person’s work or ideas (for example, copying and pasting text or images from the Internet) without crediting (citing) the original source)

Passing off someone else’s work as your own Failing to put a quotation in quotation marks Quoting, summarising or paraphrasing material in your work without citing

the original source Changing words or phrases but copying the sentence structure of a source

and not crediting the original author Citing sources you did not use

It is even possible to plagiarise yourself if you paraphrase or copy from work you submitted elsewhere without acknowledging the fact through citation and referencing!

c) How to avoid plagiarism

The fundamental principle is to acknowledge the work of others by providing citations to your references so that the reader can refer to these and other works if they want. It is also helpful to note the following points:

Manage your time and plan your work – ensure you have time to prepare, read and write

Use your own ideas and words Use the ideas of others sparingly and only to support or reinforce your own

argument When taking notes, include complete reference information for each item

you use When using material on the Internet make a note of the source (author, title,

URL etc.) and the date that you accessed the page Use quotation marks when directly stating another person’s words and

include the source in your list of references. Doing none or only one of these is not acceptable


Avoid using someone else’s work with only minor cosmetic changes, e.g. using “strong” for “robust” or changing a sentence around

When paraphrasing, use words or a sentence structure different from the original work and acknowledge the source through in-text citation immediately following the paraphrase

Save all your notes, printouts, etc. until you receive your final mark or grade for the assignment

Remember that your list of references (sources you have cited) at the end of your assignment is not the same as a bibliography which also includes items (books, articles, web pages etc.) that you used for your research but did not cite directly. Remember, ultimate responsibility for avoiding plagiarism rests with you!Cornwall College uses the Harvard convention for referencing. Even this system has different variants, so you should make careful note of how we have interpreted it here. Any item cited or quoted in the body of your assignment should be listed in the alphabetical reference list at the end of your assignment. Any item you have read for the purpose of completing the assignment, but not quoted from or cited in your assignment should be listed in the alphabetical bibliography but please note, most assignments will NOT require a bibliography.

.d) Credibility of references

It is important that you think about the credibility your sources in a critical way. Refereed journals are considered the most credible for up-to-date research and debate. Governmental sources such as the Office of National Statistics provide reliable data, but could have an ideological bias. Certain key texts are always worth including (e.g. Marx, Durkheim or Weber in Sociology, Porter in Business, etc.) often regardless of age due to their influence on the subject. However, if you are talking about the current situation then you need current data.

Be very careful with websites. The internet is a valuable resource, but the status of the material offered is often dubious to say the least. Try to check out the origins of websites, i.e. government departments, other academic institutions (these will have .ac. in the address, but ask yourself, have you heard of it!) etc. Note too, Wikipedia is NOT an acceptable source. Finally think about levels. Why are you quoting from an A Level text on a degree? Look for guidance on the sleeve notes of books as these will often indicate the target audience, e.g. undergraduate, A level etc.

e) How referencing works


It might help you with your referencing to understand how it works. If somebody is reading your work and comes across a statement of ‘so called’ fact, such as – ‘boys do less well at school than girls’, they may quite rightly ask, ‘how do you know?’. By referencing for e.g. ‘Willis (1977) suggests that boys do less well at school than girls,‘ you will have already responded to that question. Also, they might then respond in their reading in a critical fashion, as I am sure all fine students will and say, ‘hang on, I didn’t think Willis said that; where exactly did they get that information from?’ They can then go straight to your alphabetical list and see your source no problem. If it is a quote or a statistic then the page number provided will allow them to immediately check your assertion.

f) How many references?

There is no universal answer to the question of how many references but ask yourself – if each paragraph is making a separate point, and each point needs evidence, and evidence is most reliable when it comes from a range of sources – then you could suggest per 2,000 words:

Level 4: 8+Level 5: 12+Level 6: 15+

Bear in mind that you should not make statements of so called ‘fact’, without referenced evidence.

g) How should I set out citations and quotations in my text?

There are 3 main ways of referencing in the body of the text of the report/essay. The following are based on the extract in Example 3 –please read the extract and consider the way the information has been used:

1. Using the name or names of the researcher(s). This is always followed by the date of publication of the research. For example:Miller (2004) is convinced that essay writing is a worthwhile skill that cannot easily be taught.

2. Quoting (sometimes called a citation) as in this example:

Feedback on students’ work is essential to the learning process, as Miller (2004:495) states:

“Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process”

Points to note: direct quotes always require a page number (495 above) and long ones such as the one above, should be indented. Remember too, statistics as well as words are citations and also require page numbers.


NOTE: quotes should be used sparingly, never more than a sentence or two long and never more than one or two per page (as a rule of thumb!) - otherwise it really does not represent your work.

3. Acknowledging. This is where we make a point which may be

supported by evidence in brackets, for example:Essays provide good evidence of an author’s knowledge (Miller 2004).

Be careful of this one though; it will only refer to the statement immediately before the reference. It is not appropriate to write a whole paragraph, making several important points and believing it is sufficient to stick the reference at the end of the paragraph.

Note: Where more than two authors are being referred to for the second time it is acceptable to use Conti et al. (1995) instead of Conti, Malecki and Oinas (1995), which must be used for the first time you use this source.

h) Referencing Websites, Reports and Newspapers where no author is available:

Be sure to try hard to find the author's name. Alternatively use the name of the organisation as the author's name: e.g. The Guardian (2001), ONS (2002), JRF (2000) (Where ONS = Office of National Statistics, JRF = Joseph Rowntree Foundation).

(Note: not www.ons.org.uk but ONS (2002) where the date refers to either the date the piece was written or, if this is not known, the date downloaded from the internet)

No other alternative is acceptable. This is why you should avoid referencing dubious websites whose origin cannot be tracked.

i) How should I set out references in my reference list?

ALL WORK must contain at the end (before appendices) an alphabetical list of the references actually used in the text as evidence for your argument.

This is entitled References and is not included in the word count.

Note that a name should never appear in the body of the text without appearing at the end as a full reference.

Your list of references should be detailed in alphabetical order using the author’s surname first.


BibliographyThis is a list of texts that you have read and used to inform your study, but you have not needed to reference in your assignment. It is not necessary to include a Bibliography in your assignments.

j) How to write your reference list

The format to follow for a book is:

Surname, Initial (Date) Title in Bold or Italics. (Edition if applicable),

Location of publisher: publisher

Example:

Alcock, P. (2003) Social Policy in Britain (2nd Ed). Basingstoke:

Palgrave Macmillan

1. Writing a reference for a journal / magazine article:

The format to follow is:Surname, Initial (Date) Title of article, Journal name in Bold orin italics, Volume number; Issue number, Pages

Example:Maginn,C. & Cameron,S. (2006) ‘Are Child Care Professionalsand Teachers doing their jobs?’ Social Caring, 27; 3, 12-13

2. Writing a reference for a Web Page:

When referencing a web page you include the same details as you would for a book. Further, ensure that you give the full address and date downloadedAlso include the author if known:

Burrows, R. (2000) ‘Home-ownership and poverty in Britain’, www.jrf.org.uk (01/08/10)

Note: in the body of the text it will have said, Burrows (2000). If you didn’t know the author, it would say in the text, JRF (2000) and here, in the alphabetical list it would start, JRF (2000) and then the rest of the reference.

Or from an on-line journal:

Mills, B. K. (1999) ‘Why the Search for a Definition of Rurality


may be a Fool'sErrand,’ POPFEST Online Journal,'www.cometo/popfest, Vol. 1, No. 2

If the author is unknown -

HMT (2006) ‘Investing for our future: Fairness and opportunity for Britain's hard-working families,’ HM Treasury, http://www.hm-treasury.gov.uk (20/7/2010)

3. When you are referencing a text that appears in and is cited by another text:

PREFERABLY OBTAIN, READ AND REFERENCE THE ORIGINAL TEXT.

Failing that, if you are using a reference indirectly (e.g. your reference to Fox comes from Baggott - i.e. you have read Baggott but not Fox) make this clear.

State clearly in the text "as cited by".For example: Fox (1989), as cited by Baggott (2000), suggests that…..This will appear in the reference list as:

Fox, J. (1989) Health Inequalities in European Countries. Aldershot: Gower In: Baggott, R. (2000) Public health: Policy and Politics, Basingstoke: Palgrave Macmillan

4. Listing an article or a chapter in an edited book:

Hughes, M. (1997) "Interviewing", In: Greenfield, T. (1997) (Ed) Research Methods: Guidance for Post Graduates. London: Arnold

5. Books with more than one author:

McLaughlin,E., Muncie, J., Hughes, G. (2002) Criminological Perspectives: Essential Readings, 2nd Edition, London: Sage/OU

k) Acceptable AbbreviationsHere are some acceptable abbreviations you can use when referencing:

app. appendixed. edition; edited by; editor (plural, eds.)

et al. et alii : Latin for 'and others'


ibid. ibidem : Latin for 'in the same place'. This word can only be used in the next consecutive reference in a list after an earlier reference to the same work. This is particularly useful when using several references cited from the same source.n.d. no date (of publication known)

n.p. no place (of publication known)

no. number (plural nos.) In America the symbol # is often used

op. cit. opere citato : Latin for 'in the work cited' Again, as with ibid. above, useful when you are using several references cited from the same source. It saves you from writing the whole title out again.p. page (plural pp. if you have more than one page referred to)

para. paragraph

supp. supplement (plural, supps.)

Trans. translator ; translated by

vol. volume (plural, vols.)

This table was adapted from the following web site - http://www.stir.ac.uk/infoserv/library/about/general/onlin e /refer.htm (22/3/01)

Section 6.0: Tables and FiguresIf your work contains figures (charts, graphs, diagrams, maps, etc.) or tables there are style procedures to follow. All tables and figures should be headed either Table or Figure and numbered sequentially. If the table or figure is from an external source then a reference should be provided at the bottom of the figure. e.g.

Figure 1 - Deductive/Inductive Process

Table 1 - Questionnaire Response Rates Town Response to First Mailing Cumulative Response after Second MailingHelston 10% 11%Truro 8% 9%


Section 7.0: ReportsReports differ from essays in that they are laid out in a formal numbered structure and are often more descriptive than discursive. Their aim is usually to inform / explain / provide a record / recommend / enable decision making and/or set out procedures.

The contents of a report will vary depending upon the tutor/module/purpose and guidelines will be given to you, but a report will usually include:

Title PageExecutive Summary (a brief statement of who commissioned the report, its aims (terms of reference) and summary of findings - one page only)List of ContentsList of Tables, List of FiguresAcknowledgementsTerms of Reference (optional - Aims, Objectives and Remit of report clearly stated)Introduction (What is the aim of the report, why is it important - keep it brief) Main Body (May include methods of data collection if appropriate)Conclusions (sum up main findings) Recommendations (What should the company/manager/staff do next - 'where do we go from here')AppendicesReferences

The numbering system begins with each new main heading (e.g. 1.0 Terms of Reference, 2.0 Introduction, etc.). Within each of these sections there can be sub sections (x.1, x.2, etc.) and numbered paragraphs (x.x.1, x.x.2, etc.).

For example:

2.0 Introduction2.1 History of the Situation2.1.1 The background to this report is grounded in the on going debate

surrounding the style and content of reports. This debate has yet to be settled and so the following report aims to bring some clarity to this area of confusion.

2.1.2 Part of the problem stems from the variety of purposes that reports are written to achieve….


If you are set a report for an assignment, please check with the tutor responsible for guidance on the desired format

Section 8.0: Essays

Unlike reports, essays do not have headings and numbering of points. Essays are basically a collection of linked paragraphs and it is important to remember that paragraphs are at the very least two sentences long.

When asked to write an essay, first develop a plan:

1. Start by thinking about the theme of the essay - what main points do you want to make?

2. How best can you get to that point/s (it is a bit like an argument)?3. You could try - introduction evidence summary!

It is important to note that your evidence will come from credible reference sources.

Start with the introduction:This should be a verbal sketch map in which you lead the reader into the subject by identifying the major issues to be raised and give some indication of how you intend to develop your material (e.g. evidence, arguments etc) in the main body. If appropriate, you will summarise the context (i.e. historical or theoretical) which underpins your answer. It is vital that your introduction actually addresses the question set, or topic to be outlined. A standard rule is that if you do not address the question in the introduction, then you are unlikely to address it in the rest of the essay.

The main body:The main themes/key points that you identify will form the basis of the assignment. Each paragraph should have a theme, but should also follow on from the previous paragraph.

This can be difficult to achieve but can be done by carrying over an idea. (I have actually done that here by opening with the word, ‘This’, which refers back to the previous paragraph. For another example, in a discussion of research methods, one paragraph may end ‘….to detect truth or avoid error we need to use scientific methods.’ The next paragraph will then shift theme and go on to detail what is meant by ‘scientific methods’, but will link paragraphs by using a similar term at the start of the next paragraph as was used at the end of the first one…..’ Ruane (2005) suggests the scientific method is committed to a causal model of the universe….etc. The term, ‘scientific method’ used here links the paragraphs.


The conclusion:This should draw together the main threads of your argument as you summarise the main points. You should not introduce new information at this stage but could look ahead to implications for the future and/or make recommendations


Section 9: Grammatical MistakesOne of the most common grammatical mistakes is the unnecessary apostrophe.Mistake Meaning What you should useIt's It is Its (e.g the problem with

this report is its length)1980's Belongs to the year 1980 1980s (e.g. the 1980s were

a period of boom and bust)

As you should not be using abbreviated words (don't, can't, etc.) you can see that there are very few occasions when you actually need an apostrophe. Some people have great difficulties with apostrophes and stick them in almost every time they see an ‘s’. Please ensure apostrophes are used correctly.

e.g. and i.e.:e.g. means for example "cars come in variety of colours (e.g. red, green, blue, etc.)"i.e. means another way of saying "he came by automobile (i.e. a car)"

a and an:an comes before words beginning with a vowel (aeiou - e.g. an elephant, an apple, etc.), a before consonants (a car, a zebra, etc.). On some rare occasions the rule is broken because of the way the word is pronounced. For example it is "an honour" but "a house" this is because honour is pronounced 'onour with a silent h. The same is true of abbreviations MRI is pronounced "em ar eye" and so is "an MRI" rather than "a MRI" whereas it would be "a microphone".

Affect and effect:If it is ‘doing’ something it is a verb - affect, ‘this influence may affect sourcing decisions’Affect 1. To influence or change. 2. To touch the emotions of. 3. To put on a false or pretentious show of: affected a British accent. 4. To fancy; like: affects dramatic clothes. If it is a noun then use effect, ‘an’ or ‘the’ before it dictates this, e.g. this is an effect we have to consider, OR the effect of this…..Effect 1. Something brought about by a cause or agent; result. 2. The power to achieve a result; influence. 3. Advantage; avail. 4. The condition of being in full force. 5. Something that produces a specific impression. 6. The basic or general meaning: words to that effect. 7. effects = Movable belongings. 8. To bring into existence. 9. To produce as a result. 10. In essence; to all purposes.


To affect something is to change or influence it; to effect something is a rather formal way of saying `to make it happen'. Confusingly, either may produce an 'effect' or result. ('An affect' is a technical term in psychology.)

The stability of the wall was affected by passing lorries. The demolition of the wall was effected by the detonation of a charge of dynamite. The dynamite did not just 'affect' (influence) the demolition of the wall: it caused it.AskOxford (2006) What is the difference between 'affect' and 'effect'?,http://www.askoxford.com/asktheexperts/faq/aboutspelling/affect (20/7/06)

Advertising might affect the sales of widgets (by causing them to increase), or it can effect sales (bring them about) if, for example, there were no sales at all to begin with.

Dictionary (2006) What is the difference between affect and effect?,http://dictionary.reference.com/help/faq/language/a/affecteffect.html (20/7/2006

Section 10: Assignment Length or ‘Word Count’.

Students should always ensure they are clear exactly what the word count for an assignment is. If you are unsure you must check with the module leader. You must make sure that you write the actual number of words you have used (excluding your alphabetical reference list but including references in the body of the text) at the end of your assignment

Please note, it is acceptable to go either 10% above or 10% below the word count.

A feedback sheet should be attached to the front of every assignment submitted, with the boxes at the top of the form completed by the student.


Example 1 : Essay descriptors

Key words used in essays:Account for Give an explanation of why something is the way it

isAnalyse Examine the subject in detail, breaking it down

into sections to identify how and whyArgue Make the case for somethingAssess Evaluate something, using evidence to support

assessmentsComment on Write explanatory notes, giving a view onCompare Consider the similarities (and sometimes

differences) between two thingsContrast Put two things in opposition to expose the

similarities and differences between themCriticise Make judgements about the merits of theories,

supported by evidenceDefine Give the exact meaning of a word, phrase or

conceptDescribe Provide a full and detailed account of somethingDiscuss Investigate and explore the arguments for and

against somethingEvaluate Make an appraisal of the worth of something,

supported by evidenceExplain Interpret and account for somethingIllustrate Use a figure or diagram to explain or clarify, or

make clear by using examplesJustify Give reasons for decisions and conclusionsOutline Give the general principles of a subjectProve Demonstrate or establish the truth or accuracy of

something, using evidenceSummarise Give a concise account of, omitting details and

examplesTrace Follow the development or history of a topic


Example 2

Few would deny the importance of practice in the development of good skills. Like playing a musical instrument, writing is something that cannot be taught by directions or example alone. Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process. Furthermore, the quality of an essay is regarded as one of the best measures of the author’s knowledge of the topic. Writing essays requires more thought than many other forms of testing, such as multiple-choice exams, since the students must construct their own coherent answers and justifications therefore. Well-developed and appropriately scored writing assessments can test not only students’ prowess with language, but also their ability to synthesize and analyze information; to find new connections between ideas and to explain their significance (Bereiter & Scardamalia, 1987).

Miller T. (2004) ‘Essay Assessment With Latent Semantic Analysis’, Journal of Educational Computing Research, Vol. 29(4), 495-512.

Appendix 5


PROCEDURES RELATING TO

ASSIGNMENTS

RESULTS

TUTORIALS


ASSIGNMENTS

Word-processing

Assignments must all be word-processed – though original, written feedback can be included where required. If you are providing feedback in writing, or acting as a note-taker for one of your peers, please ensure that your written feedback is legible and comprehensible

Portfolios for Study Skills and Professional Development may contain more hand-written pieces – though these should always be legible and well-presented.

PlagiarismSince the advent of the word-processor and the availability of information through the internet, higher education establishments have become very aware of the scope for plagiarism. Like other establishments, Plymouth University, in the interests of fairness, have taken steps to identify plagiarism where it occurs and to use computer software for this purpose.

Students agree that by taking this course all required papers may be subject to submission for textual similarity review to iParadigms for the detection of plagiarism. All submitted papers will be included as source documents in the iParadigms reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin UK service shall be subject to such Terms and Conditions of Use as may be agreed by iParadigms and the Institution from time to time and posted on the Turnitin UK site.

Presentation

Your word-processed work should be 1.5 spaced and have margins on right and left.

A standard covering-sheet should be completed for each assignment. This is referred to as the assignment brief. These should be issued by your module leader and may be contained in the module handbook.

Work should be neatly presented and organised. Work which is assembled over time and produced in portfolio form can easily become untidy if steps are not taken to keep the work safely from week to week.


Style of writing and Referencing

Much of the writing you are asked to do in this course has a personal content which is less formal in style than more objective academic writing. You will consider this in your Study Skills module. However, remember that you should be providing evidence of your wider reading.

Hand-in dates

Below you will find a list of hand-in dates for assignments. These dates have been arranged in order to spread your work-load as far as is possible.

Dates and times must be honoured in order to be fair and just to all students.

There can, of course, be exceptional circumstances which might prevent you from meeting the deadline. There is an ‘Exceptional Circumstances Procedure’ for this. However, if you leave submission of your work to the very last minute and your word-processor breaks down, or the bus doesn’t turn up, this is unlikely to be regarded as sufficient. You are strongly advised to timetable yourself in order to submit work comfortably before the final deadline.

Results

All results provided by your tutors are provisional in the sense that they have to satisfy the External Examiner appointed by the University of Plymouth. Results are decided at the Award Board which will meet three times per year. Once results have been confirmed by the university students will be advised by letter. Where someone has failed to satisfy the examiners or has been granted extenuating circumstances, it is usual for the Award Board to fix a date for later submission of the work in time for the Re-sit Board to consider the work before the start of the next academic year.

Tutorials

It is an important part of college policy that students should be supported through tutorials – and this is, of course, very much in keeping with the ethos of this course.


If you feel that you need a tutorial, please, ask for one – though it is important that you should have taken responsibility for resolving any problems as far as you can so that you are clear about the information, advice or guidance you might be seeking from your tutor. Please, consider checking out with peers or with your mentor informally beforehand.

Tutorials for everyone will be held during the autumn term as part of Study Skills programme and in the summer term as part of Personal Development. Tutors will arrange a time with you. You are of course welcome to contact tutors for additional tutorials at any time during the year.


APPENDIX 6Application for Extenuating Circumstances Affecting Late or Non-Submission or Non-Attendance of Assessment

Full Name: Student Number:Programme: Stage/Year:School:Assessment Affected:

Module Code Module Leader Is this group work?

Type of assessment affected e.g. exam, coursework, presentation

Assessment deadline

*Request – please indicate the type of consideration you would like e.g. extension to deadline, non-submission of work, non-attendance of exam or test

*possible outcomes are explained in the guidance notes: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-rules-and-regulations/extenuating-circumstances

Description of Circumstances:

Please continue on a separate sheet if necessary.

Date of circumstancesStart: End:Evidence:Please list the independent corroborative evidence you have attached or state if you are applying for self-certification. If you wish your evidence to remain strictly confidential please enclose in a sealed envelope marked confidential with your name and student reference number.

Declaration: I confirm that all information completed on this form is honest and accurate to the best of my knowledge. I confirm that I have read and understood the extenuating circumstances guidance notes .

Signed: Date:


OFFICE USE ONLY

NAME NUMBER

SCHOOL

Form received and checked Date: Initials:Does student have Long Term Health Condition status? (If so please attach)

YES NO

Previous claims (If so please attach) YES NOIs this claim self-certified? If yes check this is the first SC claim of the year (nb only 1 SC claim allowed per year)

YES NO

Does student have DAS status or SSD YES NOLogged on to database Date: Initials:

INITIAL DECISION Date: Initials:Decision VALID INVALIDRequest Further Information Date: Initials:Further information received: Date: Initials:

CONFIRMED DECISION Date: Initials:Decision VALID INVALIDReason for INVALID decision:

EXTENDED SUBMISSION DEADLINESModule Code Original Submission

DeadlineRevised Submission Deadline

Time Notes

Refer to DAS YES / NO Date: Initials:Send Long Term Health Condition form YES / NO

Date: Initials:

Fitness to study SSM required YES / NO Date: Initials:Student Notified Date: Initials:Informed Module Leaders Date: Initials:Entered onto UNITe Date: Initials:HES Only: Refer to OH YES/NO Date: Initials:


EXTENUATING CIRCUMSTANCES GUIDANCE

IntroductionFor the most part students will undertake modules and progress through their studies without any problems. Unfortunately there are times when a student will face difficulties that affect their academic progress. The difficulties experienced by students can be broadly categorised as follows:

On-going disability supported by Disability Assist e.g. sight impairment, dyslexia, mental health problems

Chronic Ill health e.g.Cystic Fibrosis, Bipolar Disorder Temporary acute conditions e.g. broken wrist Short term health or personal problems e.g. hospitalisation, bereavement causing significant

impact

Students with a disability or a chronic condition should refer to Disability Assist for further information by visiting the Learning Gateway, 011 Roland Levinsky Building, Tel: +441752587676 Email: [email protected]

In many cases Disability Assist are able to provide specific teaching and learning support, details of which will be provided in a Teaching and Learning Support document which is passed to module leaders and also to examination scheduling (if additional time in formal examinations is required). For the most part extenuating circumstance provision should not be required for conditions supported by Disability Assist; however there may be occasions when issues arise and a student requires additional consideration. On these occasions the extenuating circumstance policy will apply.

Students who have a temporary or acute condition should refer to the procedure contained in “Students with disabilities or other temporary injuries and conditions” both in terms of providing additional support for study and to put in place an appropriate arrangement to address difficulties with assessment. Again, it is anticipated that the extenuating circumstance procedure will not be required unless other issues have arisen or the support in place did not sufficiently address the problem.

Extenuating circumstances policyIf an examination or assessment has been affected by a serious matter, then a student can ask the University to take this into consideration. The aim of the policy is to ensure no student is disadvantaged by circumstances beyond their control whilst maintaining academic standards.

There is an expectation by the University that, whilst an assessment may be delayed because of extenuating circumstances, it should not be missed altogether. It is essential that an Award Assessment Board should have as complete a profile as possible so that a decision on progression or award can be made.

You can submit a claim for extenuating circumstances to cover late submission of work, non- submission of work or non-attendance at a time specific assessment, e.g. examination, test or field-trip.


Valid extenuating circumstances will not result in an adjustment to a mark. Improvement to marks can only be achieved by reassessment. Details of how extenuating circumstances may be taken into account are given later in the policy.

The University Regulations on Late Coursework and Extenuating Circumstances are available on the student portal. This document should be read in conjunction with those regulations.

What is an extenuating circumstance?Extenuating Circumstances are circumstances which: affect your ability to attend or complete an assessment or a number of assessments are exceptional are outside your control can be corroborated by independent evidence occurred during or shortly before the assessment in question

Examples of circumstances which might be considered valid Hospitalisation, including operations Health problems Personal or psychological problems for which the student is undergoing counselling or

has been referred to a counsellor or other qualified practitioner Childbirth (including a partner in labour) Bereavement causing significant impact/effect Major accident or injury, acute ailments or conditions which coincide with an

assessment deadline or an examination or test, or are sufficiently long-lasting to impact on a significant part of a term

Clinical depression or other mental health problem Recent burglary/theft/serious car accident For part-time students in full-time employment, exceptional pressure of work or

permanent change of employment circumstances Late diagnosis of, for example, dyslexia, resulting in no support or examination

provision.

What is NOT an Extenuating Circumstance?It is not possible to lay down hard and fast rules in every case. The key issue is whether the claim meets the criteria above. For instance, the University would not normally accept claims relating to travel delays which you might be expected to have planned for, but if the delay were exceptional, a claim would be considered. Similarly, a cough, cold or throat infection during a term would not normally be a valid extenuating circumstance, since you would be expected to plan your work taking into account the likelihood of minor disruptions.

Medical certification will not automatically be accepted in cases where it verifies a minor illness which within the regulations would not normally be deemed valid for, e.g. coursework submission, or simply reports a claim that you felt unwell. This means claims supported by medical notes will be deemed invalid if it is for a minor ailment as these would be considered not exceptional e.g. unspecified anxiety, mild depression or examination


stress, cough, cold, upper respiratory tract Infection, sore throat, minor viral infection, unless the illness was at its peak at the time of an examination, end-of-module test or in-class test and the corroborating evidence refers to the impact on your performance.

Procedure (see flow chart and form)Students who wish to claim extenuating circumstances should obtain a claim form from their Faculty or School Office. The form should be submitted to the Faculty Office accompanied by independent corroborating evidence. It is essential that you complete the details of dates and module codes accurately on the claim form. Failure to do so may mean your circumstances are not fully taken into account. Circumstances are only valid for the period covered by the evidence. Extenuating circumstances claims should be submitted as soon as feasible. In the case of assessed coursework/major project/dissertation or equivalent, extenuating circumstances claims should be submitted as soon as possible, and normally no later than ten working days after the deadline for the submission of the work. Extenuating circumstances claims with respect to formal examinations should be submitted no later than the Monday after the end of the formal examination week.

Retrospective claimsThe University regulations state that retrospective claims of extenuating circumstances will not normally be considered unless there were the most exceptional reasons for not doing so. This would normally only be because you were unable to disclose the circumstances in advance because a medical condition has only just been diagnosed. Appeals against Award Assessment Board decisions based on retrospective extenuating circumstances will normally be rejected unless they fall into this category.

Corroborating evidenceUnless a Chronic Ill Health form has been validated, all claims must be accompanied by independent corroborating evidence.The evidence must be specific about the nature, timing and severity of the problem and if possible provide an independent assessment of the effect the problem may have had on you. Evidence from family and/or friends will not be accepted. Self-certification for illness is not acceptedConsideration of extenuating circumstances claimsForms are considered as a matter of priority and the majority are considered soon after submission. However, occasionally some forms can take a little longer to assess. You will be informed of the outcome by email (sent to your University email address). If the claim is deemed invalid you will receive an explanation for this decision.

Please submit your work, as a final submission, within 10 days of the original deadline. Do not wait for a decision before submitting your work. If you are not able to submit within this timeframe you should await instructions from the next Award Assessment Board which will make a decision on what action to take.


Student Extenuating Circumstances Claim Procedure - FlowchartCircumstance that has affected

assessment occurs

Collect claim form from Faculty Office

Complete claim form

Attach independent corroborative evidence

Can be submitted in a sealed envelope if

confidential

Submit claim to Faculty Office

Claim logged, checked and decision made

Valid Decision Invalid Decision Incomplete

Confirmation email to student PU account

Confirmation email to student PU account

Email to PU account requesting further

information

Confirmation email to relevant Module Leaders

Confirmation email to relevant Module Leaders

For late work*, actual mark will be recorded. For non-submission

circumstances will be forwarded to Award Assessment Board for

consideration

For late work submitted within 24 hours, mark will be capped at pass mark. For

work submitted more than 24 hours after deadline, a mark of zero will be recorded.

Marks profile considered at Award Assessment Board

Transcript published online and posted to home address

Unhappy with outcome, can appeal if meet appeal criteria


* Normally 10 working day extension given, Module Leader may confirm something different to this.
