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Higher National Certificate / Diploma in
Public Services
Course Handbook 2014-2016
2
Director of HE development Stephen Batchelor
“As the UK navigates its way through a double-dip recession, providing employability skills for our
learners remains a key focus for MidKent College.
“We have designed a series of qualifications that will provide young people with the skills and
abilities they need to be successful in building a career and gaining an edge in the ever-more
crowded job market, making Higher Education a worthwhile long-term investment.”
As a student on an HE course here at MidKent College, you will be guaranteed the highest quality of
teaching. Part of the reason for that is that all of our courses are validated by either the University of
Kent, Canterbury Christ Church University or Edexcel, and taught from state-of-the-art facilities at
our Medway and Maidstone campuses.
Steven Batchelor
Director of Higher Education
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Contents:
Foreword – Stephen Batchelor Director for HE at MidKent College
2
Contact details
4
Curriculum plan
5-8
Your course tutors
10-11
Programme Philosophy
11
Raising aspirations, skills and confidence
12-13
Professional membership and how employers will contribute to the design of the HNC/D in Public Services
13
What will you learn?
14
What is expected of you?
15
Assignments
15
Report and Essay writing with glossary of terms
16-18
Assignment presentation
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The basic structure of your essay : STUDY SKILLS LINK http://www2.open.ac.uk/students/skillsforstudy/
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How to prepare a report
21-23
How to reference using the Harvard method
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The college policy on Plagiarism
24
The use of Turnitin
24
Quality Control / Appeals
24
What do you do if you need an extension?
25
Grade descriptors
25
HNC unit points
27
HND unit points
27
Disciplinary procedures / The Learner Voice
27
4
Contact details:
Medway Campus
Medway Road
Gillingham
Kent
ME7 1FN
General enquiries: 01634 383000
Public Services direct line: 01634 383711
Course tutors: [email protected]
Term Dates
Academic year 2014-2016
Term 1 01 October 2014 - 24 October 2014
Term 2
03 November 2014 - 19 December 2014
Term 3
05 January 2015 – 13 February 2015
Term 4
23 February 2015 - 02 April 2015
Term 5
20 April 2015 - 22 May 2015
Term 6
01 June 2015 - 17 July 2015
Term 1 7 September 2015 – 23 October 2015
Term 2
2 November 2015 – 18 December 2015
Term 3
4 January 2016 - 12 February 2016
Term 4
22 February 2016 - 1 April 2016
Term 5 18 April 2016 - 20 May 2016
Term 6
31 May 2016 - 15 July 2016
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Curriculum Plan / Assessment methods - 2014-2016 HNC Public Services –
120 credits
1st October 2014 – 13th February 2015
Unit No
Unit Title Level Credit value Assessment methods
3 Fair Treatment in the Public Services (M) Tutor: BF
4 15 Speech 33% Simulated board meeting 34% Audio/visual presentation 33%
*Enrichment Kent Police Diversity Training Team – Chris Collins, Suki Randhawa and David Butterworth
TBC
8 Psychology of Human and Criminal Behaviour (S) Tutor: KT
4 15 Reports 25% Reflective log 25% Theatre visit /video and review 25% Research task 25%
Criminology conference hosted by Professor David Wilson with guest speakers including: Professor Donal MacIntyre, Dr Michael Fiddler, Professor Graham Pike and convicted bank robber, Noel ‘Razor’ Smith Theatre – TBC
TBC
10 Human Resources in the Public Services (S) Tasks 1 and 2 Tutor: BF
4 15 Q&A sessions with external speakers 30% Completed application forms and selection tests 40% Role play30%
23rd February – 2nd April 2015
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Unit No
Unit Title Level Credit value Assessment methods
2 Organisations and Behaviour (M). Tutor: KT
4 15 Visits, presentation and group activity 50% Discussion25& Audio visual presentation 25%
Kent Police Training School Elmley Prison – cat B Lydd Army Training Centre – Public Order Training Visit to Poland Auschwitz / Birkenau. 4 days 3 nights. Non-compulsory.
TBC
10 Human Resources in the Public Services (S) Tasks 3 and 4 Tutor: KT
4 15 Q&A sessions with external speakers 30% Completed application forms and selection tests 40% Role play30%
Guest speakers – Andrea Ashman, HR Director at MidKent College Major Neil Johnson, RSME Visit to Cyprus Akotiri. Non-compulsory
TBC
14 Justice and Punishment (S). Tutor: BF
4 15 Court visits 20% Mock trial 40% Essay 40%
Maidstone Crown Court
21 April – 17 July 2015
Unit No
Unit Title Level Credit value Assessment methods
1 Small scale Research Projects in Public Services (M). Tutor: BF
4 15 Research project based on external survey with evaluation of data 100%
Public Services external research task
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24 Custodial Care in England and Wales. Tutors: BF/KT
15 Visits to custodial care establishments (closed and open) 60% Comparative presentations 40%
Elmley category B Blantyre House and East Sutton Park category C Rochester rehabilitation Geo Amey visit to MKC
Dates TBC
11 Managing Stress in Public Services (S. Tutor: KT)
4 15 Report 60% Risk assessment for a Public Services organisations 40%
Firearms Officer – personal account Health and Safety Manager at MKC
Dates TBC
*Enrichment activities are subject to availability
2015-2016: HND – 240 credits
Please note that some of these modules will be delivered across the academic year. This
is due to timings for modules 22 and 23 and the links between 22 and 07 and 05 and 17.
Assessment methods
Terms 1&2 01 October – 20 December 2013
Terms 3&4 06 January 2014 – 04 April 2014
Terms 5&6 22 April – 18 July 2014
04 Managing Public Sector Finance (M) Level 5: 20 credits Tutor: BF
Data collection, analysis and interpretation, evaluation of outcomes. 60% Presentation of findings. 40% Tutors: KT Data collection/ BF Data
interpretation.
06 Research Project (M). Level 5. 20 credits. Tutor: BF/CS
06 Research Project (M). Tutor: BF/CS
06 Research Project (M) Tutor: BF/CS
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Safety in Action Event Linked to research project.
22 Project Design, Implementation and Evaluation. (S). Level 5. 20 Credits Tutor: CS
22 Project Design, Implementation and Evaluation. (S)
22 Project Design, Implementation and Evaluation. (S)
Mock interviews x2. Nine week work placement commencing
23 Work-based Experience (S). Level 5. 15 Credits. Tutor: CS
Linked with work experience module.
07 Personal and Professional Development (M). Level 5. 15 credits. Tutor: CS
Visit to House of Commons. Linked to Emergency Planning and the Public Services.
05 Government, Decision- making and the Public Services. (S). Level 5. 20 Credits. Tutor: BF
Hydra Training. Kent Police Training School. Simulated planning disaster scenario. Role play 60%. Audio /visual presentations on UK major incidents identifying roles and legislation 20% Devising a plan for a hypothetical local major incident table top activity 20%
17 Emergency Planning and the Public Services. (S). Level 5. 20 Credits. Tutor: BF
Total number of credits: 130
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Submission of work:
All work must be submitted to the agreed deadlines. Failure to do so may prohibit your
ability to achieve the higher grades.
Extension requests must be received by the course tutor 48 hours prior to the submission
deadline. Please complete the relevant form which is available on Moodle.
Marked work will be returned to you within three weeks of submission. This allows the
tutor two weeks to mark your work and one week for internal quality control measures.
Attendance Policy:
College policy states that you are expected to attend 100% of timetabled
sessions and that you report any absence due to illness of other reason to the
college by 9.00 am on the first and every subsequent day of absence by email
or telephone. You are also expected to make medical appointments outside
of class time unless it is an emergency and to complete an absence form and
present evidence to support your absence on your first day back.
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Your course tutors:
Barrie Featherstone – Senior Lecturer
Barrie is the lead lecturer on the HNC/D at MidKent. He has worked in the public sector,
within the police for the most part, which has given him a good insight into how public
services are financed and how they manage their budgets. During his last eight years in the
Police, Barrie had first-hand experience and opportunities to work with members of the
Senior Management Team (SMT) identifying savings and improvements to police procedures
through use of demand management. During this period his role as Chair of a work-related
user group brought him into contact with senior members of the Home Office by giving
presentations of the benefits of demand management and costing of police activities at
conferences.
Barrie’s work on the costing of police activity was published within the service,
predominantly Kent, but was circulated wider including John Hopkins University in the USA.
Barrie can be contacted at [email protected]
Katriona Topps – Teaching and Learning Manager
Katriona currently works for MidKent College as a Teaching and Learning Manager (TLM) in the Public Services department and as such is responsible for five staff and 150 students. As a TLM, Katriona needs to be fully conversant with the status of the Public Services department in terms of retention, success and achievement and work actively with the team towards achieving its targets. This could necessitate sourcing additional specialist staff to teach; writing promotional literature to advertise all courses and working with senior personnel to ensure that all deadlines are met.
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While Katriona’s current experience is in education, her background is in Public Relations as an Account Manager where she worked for a leading consultancy in the food and drink industry managing key accounts ranging from Burger King to Lanson Champagne. In this role Katriona’s main responsibilities were to write press releases and articles for National newspapers and magazines and to organise and manage events. Katriona can be contacted at [email protected]
Chris is a lecturer on the HNC/D at MidKent. Her expertise lies within Human Resource
management and, having achieved a personnel management qualification, she worked for a
large, international retail organisation. During this period her responsibilities included
working with the senior management team in store to identifying staffing requirements,
working to strict productivity and budgetary controls. She was also responsible for managing
recruitment, training and disciplinary procedures in order to achieve this staffing plan. In
order to spend more time with her family she undertook a career change and came into
teaching at Mid Kent College. During her time in teaching Chris has worked across all levels
of public services and is currently Study Programme Coordinator for level 3.
Programme Philosophy
Our aim is to provide you with the necessary industry skills and vocational training to enter
employment within the public services and security sectors. This will include a range of
transferrable skills.
The HNC/D qualifications will allow you to develop an extensive knowledge of management
in public sector employment with a practical focus on developing your individual personal
qualities and attributes. In particular you will develop your knowledge of current affairs and
an understanding of the wider world; enhance your leadership skills and identify how to
manage and motivate people while recognising how legislation and changes in society can
impact on the ways that public services are delivered. The breadth of scope with the range
of modules available will provide you with the ability to solve problems, evaluate and
interpret evidence, make reasoned arguments, present information, and work as part of a
team. These skills are valuable to all employers regardless of industry sector.
The level 4 HNC in Public Services will be offered in year one with progression to the level 5
HND in year two. The HNC will develop and prepare you for a rewarding and worthwhile
career in the public sector / security industries. In addition the HND will allow for
progression to a degree level qualification in a public sector or business related subject in
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year three although this would be dependent on your chosen University’s entry
requirements and the relationship of the HND modules to the degree you wish to study.
Those Universities offering this progression route include:
UNIVERSITY of Kent
This course is delivered as a third-year top-up only and will require you to
have an HND in Public Services. It aims to equip students with the necessary knowledge and
skills for employment in the delivery, management and evaluation of public services by
public agencies and non-governmental organisations. It has been structured to provide a
blend of theory and practice that will: a) consolidate students’ foundation knowledge of
modern public management systems, theories and technologies and their application to
everyday organisational operations; and b) provide students with a relevant career
development opportunity that encourages the acquisition of knowledge and qualifications.
Applications need to be made through UCAS.
Raising aspirations, skills and confidence.
The world of employment is changing and employers are now looking more and more to
education for the right calibre of candidates in addition to their own selection processes.
For example, the Home Secretary has announced recommendations from the second stage
of the review on police pay and conditions which could see:
direct entry for recruits to be allowed at inspector rank and above to bring in fresh
talent, with at least 80 places a year targeted at top graduates from the best
universities. A similar direct entry scheme for the ranks of superintendent and
above to attract skilled specialists from the military, *security services, industry and
business;
a fast-track system in which a recruit could make inspector within three years
instead of the current 17;
a higher standard of education at entry to the rank of Police Officer with an
expectation that the applicant has achieved two ‘A’ levels at a minimum of grade c.
http://www.homeoffice.gov.uk/media-centre/speeches/home-sec-police-reform
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As an HNC/D student you can complement your studies with training towards an SIA licence
in door supervision and close protection thereby offering further employment opportunities
in *security and events management. Our Business Development Unit (BDU) at MidKent
offers courses such as these. We also have links with companies such as Ward Security
based at Medway City Estate.
Equally those wishing to enter the Armed Forces at the rank of Officer are better placed.
While the Armed Forces do accept candidates with ‘A’ levels or equivalent qualifications,
80 per cent are University graduates.
“The army needs good leadership to be successful, as our objectives can only be
achieved when we get the best from our teams. This requires the ability to motivate
your-self, inspire others and make tough decisions efficiently”.
http://www.army.mod.uk/join/22469.aspx
Since cuts in public spending now dominate the structure and recruitment processes of
our public services, it is imperative that training and education plays a key focus in
providing recruits of the right calibre. The skills the HNC/D provide are transferrable and
underpin what employers want across all industries ie decision-making, leadership and
team-work. They allow you to be better placed in this highly competitive market.
Skills
The range of skills you will develop will enhance your academic performance in preparation for study at degree level and/or allow you to enter employment at a more supervisory / trainee management level. Essentially as an HNC/D student you will have gained the personal / social skills employers seek as well as improved chances of employment. The course will be delivered using a range of teaching and learning methods to promote active and independent learning. This includes the use of multi-media resources, practical activities, guest speakers; visits to public service and security organisations as well as more traditional seminars and research. You will also be expected to undertake work placements. Assessment will be via continuous coursework throughout the duration of the course. Coursework formats will include: written reports, presentations, practical observation and assessment and timed constrained assignments. “Employers in the public sector want recruits who can demonstrate: active listening, leadership and team-work, self-discipline and motivation and the ability to inspire others”. EMSI
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Professional memberships
The security pathway with certificated qualifications accredited by the SIA alongside your
main programme will benefit you towards gaining employment in your preferred public
sector. These courses are available through the college’s Business Development Unit (BDU).
How employers will contribute to the design of the HNC/D in Public Services
MidKent College has excellent links with public service organisations within the locality.
Kent Police, for example, assess their Special Constable trainees by bringing them to the
college to work with our students. We have a number of contacts with the prison, fire and
rescue service and armed forces. We expect to use these links to help you to organise your
work placements. Previous work experience providers have included: Ward Security,
Medway Council, Medway Magistrates’ Court, Schools and care providers, the Prison and
Probation Service and Kent Police.
What will you learn?
For the HNC mandatory units of study include:
Small-scale research projects in public services Organisations and behaviour Fair treatment in public services
For the HND there are an additional four mandatory units:
Managing public sector finance Government, decision-making and the public services Research project Personal and Professional Development
There will also be an extensive range of specialist optional units. For example:
Psychology of human and criminal behaviour Human resources in the public services Managing stress in public services Emergency planning and the public services Work based experience Project design, implementation and evaluation
How will you be assessed?
You will be assessed via continuous coursework throughout the duration of the course.
Coursework formats include written reports, presentations, practical observation and
assessment, and timed constrained assignments.
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What may it lead to?
The Edexcel BTEC Level 5 HND in Public Services offers a progression route for learners who
have achieved a Level 4 HNC in Public Services. At Level 5 the programme includes
progression to degrees in public services and business subject areas, or employment in the
public services sector.
What is expected of you?
Higher Level Skills
Level 4 and 5 learners are expected to demonstrate a high level of skills including:
Research and investigation skills
Synthesis of a range of concepts, knowledge and skills
Application of complex theories to practical realistic work situations
Independence of approach to study and the generation of evidence
Ability to engage with complex and/or unpredictable situations
Ability to take responsibility to manage and direct your own and others’ activities
Show insight and judgement in relation to the margins and consequences of error
Be responsive to change and show the ability to multi-task
Have the ability to innovate and work creatively
Assignments
Assignments are intended to encourage you to research and write on topics not specifically
covered in lectures and to consider issues more deeply.
Any assignments you hand in should show:
Relevance to your brief
Adequate research which should be supported in your bibliography
Logical structure
An acceptable standard of presentation – in accordance with your brief
Clear English
Sound argument with reference to support
Each assignment has a front sheet showing the outcomes as well as the specific assessment
criteria being addressed. In order to achieve a PASS you must cover all of the P criteria that
have been identified in your assignment brief.
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The front sheet also shows you the HAND IN DATE for each assignment.
When you have completed your assignment and BEFORE you hand in your assignment you
must SIGN AND DATE YOUR FRONT SHEET.
The merit and distinction grading descriptors on the front sheet can be achieved in flexible
ways and must be viewed as a qualitative extension of the assessment criteria for a pass
within each individual unit.
Report and essay writing
Good written skills are essential throughout your course and necessary it you are to develop
a worthwhile career.
Having an understanding of the key words in questions and what you should be aiming for
when writing your report or essay is given below:
Key words
What is required
Account for Answer the questions “Why?” (you may need to answer where? When? And What? Along the way). Show how the situation came about.
Analyse Show consideration of something carefully and in detail in order to understand and explain it.
Argue Persuade by showing evidence that something is true, or the course of action which should be taken. Give reasons why something should or should not be done.
Clarify
Simplify and make clear.
Comment on Do not just describe it! Offer your own opinion on the issue. Remember to make it clear what you are offering your opinion on. You could offer other opinions and compare them.
Compare Identify similarities. Concentrate on the similarities and list as many as you can. It is worth including something on the differences – especially if the wording is “compare and contrast”.
Contrast Identify differences. Deliberately single out and emphasise the differences between two or more things.
Critically analyse Investigate and explain the nature and relative importance of the components, definitions or concepts of a question and
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explain the way they are inter-related. Also discuss the strengths and weaknesses of the definitions and concepts.
Criticise Give a reasoned judgement about the merits of theories, or opinions about the truth of facts. Back your judgement by a discussion of evidence or reasoning involved.
Define Give a very short answer to the question “What is it?”. Give a precise statement to provide a short, unambiguous explanation of the meaning of a term, a concept or a word. A definition should only contain certain information.
Demonstrate Show how and prove by giving examples.
Describe What is it? How does it work? Within the time limit available give an overview and make it as clear as possible.
Differentiate or distinguish
Bring out the differences between two (possible confusable) items.
Discuss Debate advantages and disadvantages. List pros and cons. Argue the merits of different points of view about something. Do not just explain or describe. Also examine the implications.
Enumerate List some relevant items, possibly in continuous prose (rather than note form) and perhaps ‘describe’ them (see above) as well.
Evaluate How valid is it? How good is it? How well does something work? Come to a conclusion after analysing the evidence. Give your opinion, quote supporting evidence. Give arguments against your opinion and your view of their validity.
Examine Enquire into, attempt to discover, look closely into something.
Expand Go into more detail.
Explain Answer the question “How? What is the principle? You may need to answer the questions why, where and when as part of your description of “How”?
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Explore Approach in a questioning manner and consider from a variety of viewpoints.
Give an account of Describe in some detail and explain fully.
How: In what way, by what means or method and to what extent.
How far…: Similar to questions that begin ‘To what extent…?’ You are expected to make your case or present your argument, whilst showing an awareness that alternate or even contradictory explanations may exist. Careful assessment and weighing of evidence are called for.
Identify Pick out the key features or important issues of something.
Illustrate Show what something is like. Give some clear examples. In many subjects use diagrams and graphs to help.
Interpret What does it mean? Explain what something means and give your opinion. Make sense of it. Pull the threats together. Come to a conclusion.
Justify Show adequate grounds for decisions or conclusions and answer the main objections likely to be made to them.
Outline Give the main features, or general principles, of a subject omitting minor details and emphasising structure and arrangements.
Prove Demonstrate the truth of something by offering irrefutable evidence and / or logical sequence of statements leading from evidence to conclusion.
Relate Show how things are connected to each other and to what extend they are alike or affect each other.
Review Make a survey of, examine the subject carefully.
Show Reveal or disclose (in some kind of logical sequence).
State Present in clear, brief form.
Summarise Give a concise account of the chief points of a matter, omitting details and examples.
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Trace Follow the development or history of a topic from some point of origin.
Verify Show to be true, or confirm.
Assignment Presentation
It is important that you do exactly what the assignment tells you to do. If you are
asked to produce a report, then produce a document in report format. If you do not
produce the correct document you will receive a referral.
It is also important that your assignment is readable. Silly fonts prove that you can
do silly fonts and are very irritating for any lecturer who has to
mark your work.
The main text should be in single 12 point font e.g. Arial or similar. Use bold for
emphasis within the text and section headings.
Your assignments are all to be done in 1.5 LINE SPACING and have justified margins.
Appendices may be single-spaced.
Each page should be numbered with page numbers at the foot of the page.
Each assignment should contain a variety of sources, unless the lecturer advised you
otherwise. YOU MUST CITE YOUR SOURCES.
All assignments must include a bibliography that should be set out in the correct
format.
You are responsible for the accuracy of the finished work so after it has been
completed you should use spell-checker to catch any typographical and spelling
errors. You should also proof read it to yourself, or have it read by someone else.
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Please note that we are unable to accept assignments by e-mail of fax, unless by
prior arrangement with your subject lecturer and this must be followed by a paper
copy.
You can access the Open University’s website on study skills for further help by using
this link: http://www2.open.ac.uk/students/skillsforstudy/
The basic structure of your essay
Introduction
Comment on the essay subject and say what areas you intend to cover and those you are
not going to discuss and why.
The beginning of your essay must impress the reader. So do not pad it out with un-
necessary material.
Main body
When planning your main body of the essay put down your main points in a sensible order –
which will allow your subject to flow. Check that your discussion answer addresses the
question and if the question has two or more parts make sure that you keep these distinct.
Conclusion
Summarise your ideas or arguments and make sure that your conclusion is in response to
the question asked and follows from the main body.
Style
Avoid colloquialisms
Use short sentences, especially when making a point
Aim for clear, straightforward language where possible
It is always advisable to read through the first draft of your essay critically. It is also vital to
check the final draft.
The basic structure of your report
Formal / Informal Reports – these can be huge documents with sections, subsections,
paragraphs, sub-paragraphs, indexes, appendixes etc. or a single sheet of paper in
memorandum form.
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Reports are produced at regular intervals: monthly, annually etc. Occasional reports
include accident or disciplinary reports. Special reports may be asked for one-off planning
and decision-making.
The information contained within a report may be used in several ways:
A. To help management with:
Information – from files and other sources
Description - e.g. one-off events such as an accident or the justification of new
equipment
Analysis – which involves the further breakdown of information to make it more
useful
Instruction – advice on how to do something
Evaluation and recommendation – assisting the decision-making process
Explanation – tracing causes and effects
A. As a permanent record and source of reference
B. To provide information to interested parties
C. To express your own views
Types of information in a Report
Descriptive or Factual – consists of a description of the facts and the objective
Instructive – this tells the report user how to do something
Dialectical – this consists of opinions and ideas based on an objective assessment of the
facts and with reasons explaining why these opinions and ideas have been reached.
Planning the Report
Who is the user?
What type of report will be most useful?
What does the user need to know and for what purpose?
How much information is required, how quickly and at what cost?
Are recommendations required or just information?
Short Formal Report
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Title: At the top of every report (or on a title page for lengthy ones) should be the title of
the report (its subject) who has prepared it; for whom it is intended; the date of completion
and the status of the report (confidential or urgent).
1.0 Terms of Reference
This is the purpose of the report: what is to be investigated, what kind of information is
required, whether recommendations are to be made etc. Parameters within which he/she
may investigate. This section may more simply be called the introduction and may include
the details set above under ‘Title’.
2.0 Procedure / Method
This outlines the steps taken to make an investigation, collect data, put events in motion
etc. Telephone calls, visits made, observations made; documents or computer files
consulted, computations or analyses made etc., should be briefly described with the names
of other people involved.
3.0 Findings
In this section, if it is required, the information itself is set out with appropriate heading and
sub-headings, if the report covers more than one topic. The content should be clearly
structured.
4.0 Conclusions
This section allows for a summary/synopsis of the main findings (if the report is complex and
lengthy). For a simpler report it may include action taken or decisions reached (if any) as a
result of the investigation or an expression of the overall message of the report. This area is
particularly helpful to those who may not wish to read the entire report.
5.0 Recommendations
This type of report is divided into four or five sections (depending on whether
recommendations have been asked for in the ‘Terms of Reference’)
1.0 Terms of Reference
2.0 Procedures
3.0 Findings
3.1 Main Section Heading
3.2 Main Section Heading
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3.3 Main Section Heading
3.3.1 First sub-heading of section 3.3
3.3.2 Second sub-heading of section 3.3 etc.
4.0 Conclusions
5.0 Recommendations
5.1 First main recommendation
5.2 Second main recommendation
How to do a bibliography
When you refer to another piece of work you must always acknowledge the source of that
information. This is to:
Demonstrate the evidence supporting your arguments
To credit the author of the idea
To avoid accusations of plagiarism and
To enable staff or researchers to identify your sources and follow up your work In
order to have an accurate record of what you have researched and therefore an
accurate reference,
There are two parts to referencing using the Harvard System. These are:
1. Citing in the text of your work and
2. The reference list
3. Suitable sites for referencing…
a. https://www.citethisforme.com/ or
b. https://www.refme.com/
Example of book:
Rees, J. (1995) ABC of Asthma. 3rd Edition. BMJ Books
Example of newspaper:
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Dombey, Daniel. (2003) Row looms over VAT on children’s clothes. Financial Times (UK) 11
July: p1.
Example of internet site:
Dee, Marianne (ed). (1998) Quote, unquote.
The Harvard Style of Referencing Published Material.
http://www.lmu.ac.uk/lss/ls/docs/harvfron.htm [Last visited 30 September 2004]
Plagiarism
The College states that cheating, plagiarism and malpractice is any act by a learner or a
member of staff which undermines the integrity and validity of assessment, the certification
of qualifications and/or damages the authority of those responsible for conducting the
assessment and certification. It specifically prohibits cheating, which is an attempt
deliberately to deceive assessors or examiners and plagiarism, which is the presentation of
the work of another as if it was one’s own.
Turnitin
The Turnitin software compares learners’ work with published sources. Also learner work
checked via Turnitin will be stored in a central repository so that it is available for checking
against work that may be submitted for checking via our own College or other educational
establishments. Turnitin UK does however have a ‘no repository’ option where a learner’s
work will be checked against other material but will not itself be kept and made available for
future matching. This option can be implemented on an individual basis and learners will be
required to opt out via the option available in the Learner Agreement.
Quality Control
Any student breach, or attempt to breach, these expectations and prohibitions will be
considered to be gross misconduct by the College, and will be dealt with under the Student
Disciplinary Procedure. Any penalty will be assessed in proportion to the gravity of the
breach and could range from downgrading the result to exclusion from the College. In
some cases it will be necessary for the College Quality Nominee to notify the relevant
awarding body.
To ensure that work is to the required standard for the qualification it will first be assessed
by the course tutor. Samples will then be internally moderated by a lead internal verifier
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appointed by the College. Following this all work will be available for inspection by an
External Moderator who will visit the College for this purpose. Final grades can only be
upheld once this process is complete.
Appeals Procedure
Students can appeal against the following:
The assessment plan – the student can appeal if they do not agree with the suggested
methods, location, time and/or criteria
The assessment – the student has the right to appeal if they feel that the assessment
differed from what was agreed on the assessment plan/schedule or they feel that they did
not receive a fair assessment.
The assessment decision – the student can appeal if they feel the assessor’s judgment was
unfair.
What to do if you need an extension to your deadline or you resubmit your work
If you need an extension you must apply in writing by completing an extension request form
which is available on Moodle in the course Information folder or from the office W2-26. You
must give a valid reason for your request and authorisation will be at the discretion of your
delivering tutor. Appeals can be made to the lead Internal Moderator, Lisa Love at
Resubmissions only - Providing initial deadlines have been met, you may be given one
opportunity to retake a completed assessment after a summative grade has been given.
Work that is submitted late will be marked against grading criteria only and not penalised
against for being late. However as initial deadlines have not been met the opportunity for
re-submission will be lost.
Grade descriptors
PASS Grade
A pass grade is achieved by meeting all of the requirements defined in the assessment
criteria for pass for each unit.
MERIT Grade
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A merit grade will be awarded by the aggregation of points gained through the successful
achievement of individual units. The number of points available is dependent on the unit
grade achieved and the credit size of the unit.
Merit descriptors Indicative characteristics
In order to achieve a merit the learner must:
The learner’s evidence shows:
Identify and apply strategies to find appropriate solutions
Effective judgements have been made
Complex problems with more than one variable have been explored
An effective approach to study and research has been applied
Select/design and apply appropriate methods/techniques
Relevant theories and techniques have been applied
A range of methods and techniques have been applied
A range of sources of information has been used
The selection of methods and techniques/sources has been justified
The design of methods/techniques has been justified
Complex information/data has been synthesised and processed
Appropriate learning methods/techniques have been applied
Present and communicate appropriate findings
The appropriate structure and approach has been used
Coherent, logical development of principles/concepts for the intended audience
A range of methods of presentation have been used and technical language has been accurately used
Communication has taken place in familiar and unfamiliar contexts
The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used
DISTINCTION Grade
A distinction grade will be awarded by the aggregation of points gained through the
successful achievement of individual units. The number of points available is dependent on
the unit grade achieved and the credit size of the unit.
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Distinction descriptors Indicative characteristics
In order to achieve a distinction the learner must:
The learner’s evidence shows:
Use critical reflection to evaluate own work and justify valid conclusions
Conclusions have been arrived at through synthesis of ideas and have been justified
The validity of results has been evaluated using defined criteria
Self-criticism of approach has taken place
Realistic improvements have been proposed against defined characteristics for success
Take responsibility to managing and organising activities
Autonomy/independence has been demonstrated
Substantial activities, projects or investigation have been planned, managed and organised
Activities have been managed
The unforeseen has been accommodated
The importance of interdependence has been recognised and achieved.
Demonstrate convergent/lateral/creative thinking
Ideas have been generated and decisions taken
Self-evaluation has taken place
Convergent and lateral thinking have been applied
Problems have been solved
Innovation and creative thought have been applied
Receptiveness to new ideas is evident
Effective thinking has taken place in unfamiliar contexts
Points available per credit at specified unit grades
Points per credit
Pass Merit Distinction
0 1 2
Edexcel BTEC Level 4 HNC
Points range Grade
0-74 Pass P
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75-149 Merit M
150 Distinction D
Edexcel BTEC Level 5 HND
Points range Grade
0-74 Pass P
75-149 Merit M
150 Distinction D
If the learner moves from HNC to HND then credits from both the HNC and HND can
contribute to the best 75 credits of the overall HND grade.
Disciplinary Procedures
The college is an adult environment where the rules and regulations are few and learners
are expected to conduct themselves in a mature and responsible manner. All learners are
expected to observe the various College Regulations and Codes of Practice and conform to a
high standard of discipline, general behaviour and the normally accepted rules which apply
to a place of work or to society as a whole.
If, after having been made aware of their responsibilities at induction, learners disregard
these expectations, then disciplinary procedures will be instigated. However, it is the
college policy to first explore the reasons for any misconduct and to provide opportunities
for learners to improve their behaviour. For some learners this may result in the provision
of additional or other support or reference to other policies and procedures as appropriate.
The following are examples of general breaches of discipline:
Unofficial/unauthorised absence or poor timekeeping
Continued poor performance on the course/programme
Failure to submit coursework and assignments by the given deadline
Unacceptable behaviour in College, workplace, visits etc
Non-compliance with rules of behaviour and general conduct
Refusal to respond to reasonable requests/instruction from staff or a person in a
position of responsibility
Dealing with general breaches of discipline
Verbal warning: this can be issued by all tutors or College Managers and will be recorded on
the learner’s file. Wherever possible the learners will have discussed with the member of
staff concerned what action is needed to correct the situation. A verbal warning will remain
on a learner’s file for 6 months.
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First Written Warning: this can be issued by a College Manager or Programme Area Leader
and copied to the relevant Assistant Principal after a full discussion with the learner about
the implications of continuing the breach of discipline. A first written warning would
normally follow a repetition of a breach of conduct for which a verbal warning has been
given. A first written warning will remain on a learner’s file for 12 months.
Final Written Warning: this is issued by a Head of Faculty or Assistant Principal and copied
to the Vice Principal (Curriculum) after a full discussion with the learner. This may be
accompanied by the issuing of a learner improvement contract and/or by the learner being
placed ‘on report’. A final written warning would normally follow a repetition of a breach of
conduct for which a first written warning has been given. A final written warning will remain
on a learner’s file for 24 months.
Expulsion from the College: such action is a final resort and will only be taken following a
formal disciplinary meeting with the Principal or designated Senior Manager where the
learner will be given the opportunity to make representations and where s/he can be
accompanied by a friend or parent. The date, and the papers that will be referred to at the
meeting, will be sent to the learner at least 10 days in advance.
Dealing with serious breaches of discipline
The sequence of warnings detailed above may not apply. It is more likely that the learner
will be given a final written warning or a suspension pending investigation (in circumstances
where it is necessary to consult all parties involved in an incident) depending on the
circumstances surrounding the breach. Suspension pending disciplinary meeting will
normally be for a maximum of 20 days.
Full details of the college’s policy and procedures in relation to the conduct of learners’ are
available from the Teaching and Learning Manager for the programme of study.
The learner Voice
As a learner at the college you will be invited to take part in surveys which will give you the
opportunity to have your say on your experience of Higher Education at MidKent College.
There will also be regular course reviews with your course tutors and with the HE Co-
ordinator, Nicola Harlow [email protected]
The Student Union Representative, Matt Stanley, is also available to hear your comments.
Matt can be reached via email at: Katie Rowe [email protected]
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In addition to the above, Bob Dench is your HE Employability co-ordinator. He is available to
help with mock interviews, letter and CV writing and work placements.
Course enquiries and financial information can be obtained from Jo O’Brien. Joanne O'Brien
MidKent College policies
