8/10/2019 PG APP Handbook 201415 (2)

1/20

SHEFFIELD HALLAM UNIVERSITY

Faculty of Health and Wellbeing

MSc Advancing Physiotherapy Practice

COURSE HANDBOOK

8/10/2019 PG APP Handbook 201415 (2)

2/20

1

CONTENT

Introduction and Welcome Page 2

Student Charter

Attendance Statement

2

3

The Student Representative System

Your Sheffield Hallam Students Union Education Officer Staff

Course Information

Staff Contact Details

Who to contact and When

3

3

5

8

8

Supporting your learning 11

Your Course Timetable

Participation in practical teaching

Dress code

Holidays and absence

11

12

12

12

Assessment, Assessment Regulations and Feedback 13

Health and Safety 16

Additional Sheffield Hallam University Facilities/Contacts 17

8/10/2019 PG APP Handbook 201415 (2)

3/20

2

Introduction & Welcome

Welcome to the Faculty of Health & Wellbeing at Sheffield Hallam University! We hope

you enjoy your studies and your time here in Sheffield.

We understand that starting a new course can be quite daunting and you are often givena lot of important information about your course, where to go and who to contact in a

very short space of time. We have therefore put this course handbook together

identifying key information, outlining expectations of the course as well as how to access

appropriate support and advice when you need to.

The course aims to provide you with an exciting and challenging learning experience

enabling you to identify your learning needs and reach your potential. We wish you good

luck on the course and we look forward to getting to know you over the coming months.

Best wishes,The Course Team

Our student Charter

Our student charter was developed jointly by the University and Sheffield Hallam

Students' Union. It is an example of the working partnership which exists between our

staff, students and student representatives. The charter embodies our commitment to

delivering a high-quality student experience and sets out the expectations and

responsibilities we have for our community of students and staff.

A copy of the current University Student Charter can be found at

http://www.shu.ac.uk/university/overview/governance/studentcharter/index.html

http://www.shu.ac.uk/university/overview/governance/studentcharter/index.htmlhttp://www.shu.ac.uk/university/overview/governance/studentcharter/index.htmlhttp://www.shu.ac.uk/university/overview/governance/studentcharter/index.html

8/10/2019 PG APP Handbook 201415 (2)

4/20

3

Disclaimer:

While every effort has been made to ensure the accuracy of information contained in this

handbook at the time of production, information can change in year. If this is the case

these changes will be communicated to you in a timely manner and links are provided

where appropriate to sources of current online information.

Attendance Statement

The following statement has been agreed to communicate the University's expectations

on student attendance and to encourage you to gain the most from the planned learning

activities on your course.

It is essential that all students take responsibility for their learning by engaging fully with

their course and that as a minimum students should:

attend punctually all scheduled and timetabled learning and teaching activitiesand sessions, unless unable to do so for reasons of illness or other extenuating

circumstances;

engage with and participate in all learning activities;

submit all assessments by scheduled hand in dates;

attend all scheduled assessments (for example, in class tests, presentations,

exams);

reflect on and act on feedback on assessed work;

undertake independent learning in support of teaching delivery as directed by

academic staff.

University Regulations:

As a student at Sheffield Hallam University you agree to abide by the University

regulations upon enrolment to the University. Please note regulations can change during

the year and the latest version can be found on SHUSpace under Rules and Regulations,

you should therefore read this handbook in conjunction with these Academic Regulationsand Student Policies. These can be found at the foot of the page online at

https://shuspace.shu.ac.uk/webapps/portal/frameset.jspunder Rules and Regulations.

The Student Representative System

As a student, you can have a voice within your course and University through the Student

Representative system. Each course has several Course Representatives (Reps) who

provide valuable feedback to the course team about the course from the students' point

of view. Course Reps are jointly trained and supported by your Faculty and Sheffield

Hallam Students Union and work together with the course team, Union and University to

improve courses and your student experience.

https://shuspace.shu.ac.uk/webapps/portal/frameset.jsphttps://shuspace.shu.ac.uk/webapps/portal/frameset.jsphttps://shuspace.shu.ac.uk/webapps/portal/frameset.jsp

8/10/2019 PG APP Handbook 201415 (2)

5/20

4

Your course leader will arrange for Course Reps to be appointed during the first few

weeks of your course. Any student can put themselves forward to be a Course Rep. and

Course Reps are also eligible to apply for the Hallam Award, to recognise their developed

skills, supporting their employability. To find out how to nominate yourself as a Course

Rep. speak to your course leader or contact studentreps@shu.ac.uk.

Once Course Reps have been appointed, it is their role to gather feedback and represent

you and the rest of the student body. They will contact you to ask for feedback so make

sure that you respond to give your views about your course. You can also contact your

Course Reps at any time to ask for feedback or raise issues about your course. If you don't

know who your reps are, ask your course leader or contactstudentreps@shu.ac.uk.

Current or former Course Reps can also put themselves forward to become Faculty

Executive Reps. This is an opportunity to represent the student view higher up in the

University to enhance the wider SHU experience. Faculty Executive Reps can participate in

University and Students Union committees and get involved in projects to improve the

student experience

For more information on Student Reps, visit:

http://www.hallamstudentsunion.com/your_union/youreducation/

A message from your Sheffield Hallam Students Union Education Officer

I was elected to represent you and your views as your Education Officer. I hope youll

enjoy being part of your course and Ill be working closely with your courserepresentatives, so if you ever need any help or advice on anything associated with your

course and your education then get in touch at uuseducation@shu.ac.uk.

If you want to share any of your experiences on your course or are facing any problems

then come and talk to me as the Students Union is here to support you. Im based in the

HUBS but you can also contact me via email, on Facebook or via Twitter

@hallameducation. I look forward to meeting you soon!

Kieran Pearson

Education Officer and Deputy President, Sheffield Hallam Students Union

mailto:studentreps@shu.ac.ukmailto:studentreps@shu.ac.ukmailto:studentreps@shu.ac.ukhttp://www.hallamstudentsunion.com/your_union/youreducation/http://www.hallamstudentsunion.com/your_union/youreducation/http://www.hallamstudentsunion.com/your_union/youreducation/mailto:studentreps@shu.ac.uk

8/10/2019 PG APP Handbook 201415 (2)

6/20

5

Course Information

PROGRAMME AIMS

The overarching aim of the programme is to advance your clinical, therapeutic and

reflective skills and empower you to facilitate service development and the enablement

of service users. We will support your personal and professional development; exploringwider, holistic therapy roles and opportunities. The specific aims of the programme are

therefore:

To develop advanced clinical and decision-making skills in the selection,

implementation and evaluation of appropriate and efficacious therapeutic

interventions.

To further advance your communication and leadership skills as a means of

enabling others.

To support your personal and professional development by facilitating you toexamine your own practice and that of others; developing critical reflective skills

and applying your learning to practice.

To advance your critical evaluation skills in the identification of meaningful and

appropriate service improvements, supporting the development of evidence-

based, efficient services and improved patient outcomes.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding covered within the Programme. By the end of the

programme you will be able to:

Identify, critically discuss and apply the key principles, concepts and/or theories

pertinent to your area of professional practice.

Select and critically evaluate a comprehensive range of literature underpinning

the holistic and therapeutic management of patients/clients/service users within

your area of practice.

Critically discuss both internal and external factors that might impact on

effectiveness of practice;

Identify and critically discuss area(s) of practice appropriate for improvementand/or development, integrating the underpinning theories/concepts supporting

the process.

Intellectual skills covered within the Programme. By the end of the programme

you will be able to:

Critically reflect and evaluate your practice making reasoned judgements in

relation to practice-based situations, discussing the implications for yourself and

others.

Effectively use action planning as a means of identifying future learning needs

both within and beyond the scope/duration of the programme.

8/10/2019 PG APP Handbook 201415 (2)

7/20

6

Synthesise the literature base, identifying and justifying an appropriate topic /

area of study in which to critically investigate and/or evaluate further.

Plan and implement an appropriate study critically investigating and/or evaluating

a selected topic pertinent to your practice.

Generate, analyse and interpret research data effectively to inform your own

practice, critically discussing wider therapy / service implications.

Subject/Professional/Key skills covered within the Programme. By the end of the

programme you will be able to:

Apply advanced clinical and decision-making skills in the holistic assessment and

identification of prioritised, patient-centred problems.

Justify and critically apply your selection of therapeutic management strategies,

integrating underpinning evidence and potential external factors in support of

your decision-making.

Identify, utilise and justify appropriate means of assessing the outcome of yourmanagement strategies at both patient/client and service levels.

Critically discuss and integrate a range of factors that influence the physiotherapy

role and contextualise this to your own practice and the wider inter-professional

team.

Apply effective communication and leadership skills in the enablement of service

users / patients / clients and the wider inter-professional team; utilising a range of

technologies suitable for the target audience.

Critically reflect upon and evaluate your learning and provide evidence of this

through your professional development portfolio.

8/10/2019 PG APP Handbook 201415 (2)

8/20

7

PROGRAMME DESIGN AND STRUCTURE

The aim of the course is to enhance your proficiency and effectiveness as a practitioner.

The course is modular in structure with each module having a particular focus and

dedicated learning outcomes. You will develop your assessment skills and advance your

clinical reasoning and critical evaluation skills, enabling you to implement the mostappropriate therapeutic approach for your patients. You will also explore the ways to

measure the effectiveness of your clinical practice as well as issues such a collaborative

practice and the impact on patient experience.

The course has a strong focus on improving both your clinical practice and wider service

provision; understanding and incorporating many of today's challenges. You will explore

the context in which you work and discuss barriers, enablers and implications for service

and role development. Planning and implementing change is embedded within a number

of modules and you will be encouraged to consider the range of human and contextual

factors that can influence service development; identifying ways to improve the quality

and effectiveness of the therapy services you provide in a meaningful way that addresses

the needs of your patients.

Please see the diagram below for an outline of modules and running order for the FT

route (this may be different for PT students and will be agreed with your academic

advisor):

Diagram 1 - overview of modules; full time route

8/10/2019 PG APP Handbook 201415 (2)

9/20

8

Staff Contact Details

Name Role on Postgrad. Programme Email Telephone

Helen Batty MSc Advancing Physiotherapy Practice

Course Leader

h.batty@shu.ac.uk 0114

2252375

Alex Morley MSc Advancing Physiotherapy PracticeCourse Leader

a.s.morley@shu.ac.uk 01142252378

Jozef Sen International Student Support Officer J.Sen@shu.ac.uk 0114

2252223

Melanie

Hogan

Senior Administrator - student queries m.hogan@shu.ac.uk 0114

2255458

Michelle

Birds

Course Administrator - enrolment and

registration

m.p.birds@shu.ac.uk 0114

2255857

General administration queries AlliedHealth@shu.ac.uk 0114

2255458

Collegiate Learning Centre lc-collegiate@shu.ac.uk 0114

2252473

Computer Information Services (CIS) advisory@shu.ac.uk 0114

2253844

International Student Support -

Learning Guidance and Immigration Advice

guidance@shu.ac.uk

http://www.shu.ac.uk/international/

support.html

0114

2253813

Who to contact when

It is important you know who to contact in order to get the most appropriate support and

guidance.

Academic issues

Course Leader

The MSc Advancing Physiotherapy Programme has two course leaders Helen Batty and

Alex Morley. The Course Leaders will coordinate module delivery and

academic/profession specific issues arising during the course.

Academic Advisor

Once you have settled into the course you will be allocated an Academic Advisor to help

support your studies and progression through the course. The Academic Advisor should

be the contact point for all general academic issues.

Module Leader

All the courses are comprised of modules. Each module will have a named module leader

who will be responsible for the day-to-day delivery and assessment of the module.

Blackboard/shuspace will contain the modules you are undertaking. These module siteson Blackboard will contain the learning materials for your module, information on the

assessment tasks and will act as the conduit for communication from the module team.

mailto:h.batty@shu.ac.ukmailto:h.batty@shu.ac.ukmailto:a.s.morley@shu.ac.ukmailto:a.s.morley@shu.ac.ukmailto:J.Sen@shu.ac.ukmailto:J.Sen@shu.ac.ukmailto:m.hogan@shu.ac.ukmailto:m.hogan@shu.ac.ukmailto:m.p.birds@shu.ac.ukmailto:m.p.birds@shu.ac.ukmailto:AlliedHealth@shu.ac.ukmailto:AlliedHealth@shu.ac.ukmailto:lc-collegiate@shu.ac.ukmailto:lc-collegiate@shu.ac.ukmailto:advisory@shu.ac.ukmailto:advisory@shu.ac.ukmailto:guidance@shu.ac.ukmailto:guidance@shu.ac.ukhttp://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlmailto:guidance@shu.ac.ukmailto:advisory@shu.ac.ukmailto:lc-collegiate@shu.ac.ukmailto:AlliedHealth@shu.ac.ukmailto:m.p.birds@shu.ac.ukmailto:m.hogan@shu.ac.ukmailto:J.Sen@shu.ac.ukmailto:a.s.morley@shu.ac.ukmailto:h.batty@shu.ac.uk

8/10/2019 PG APP Handbook 201415 (2)

10/20

9

Personal issues

International Student Support Officer (ISSO) - Jozef Sen

The University has an International Student Support Officer providing pastoral support

for students. Jozef Sen, our ISSO is based at Collegiate Campus and should be your first

point of contact for any personal issues, requests for extensions or queries about your

visa. We would encourage you to contact him with any queries or problems you may

have. It is important not to wait until problems have affected your module marks;

instead, we encourage you to contact Jozef for support and guidance as soon as issues

arise.

General Support

International Student SupportGeneral

Students are also encouraged to access the centrally provided support services at SHU.Details of the International Student Support Services can be found at:

http://www.shu.ac.uk/international/support.html

Student Intranet

The Student Intranet provides a full range of information on Learning Support, Student

Services, Finance, Rights and Rules. It also provides access to class timetables,

module/course sites and answers to frequently asked questions.

How to contact staff

This section outlines the best ways of contacting staff as well as outlining what else you

need to be aware of.

Wherever possible we will always try to prioritise student issues and get back to you as

soon as we can as we do appreciate that there are times when you need to discuss

matters with a member of staff urgently. However, please be aware that staff may be

busy and are not always able to make time for you at the end of a teaching session, reply

straight away or able to meet with you the same day.

Normal working hours are 9am until 5pm. Please do not expect staff to be available to

answer your queries outside these times. The university policy states that staff should

reply to student queries within 2 working days; therefore please do not follow up queries

or contact other staff until after this time has elapsed, unless the matter is urgent.

Please do NOT arrive at an academics office without a prior appointment. Although they

may be at their desk, they may have other important issues that they are dealing with.

Always contact them in advance and ask when their next available appointment is. If the

matter is urgent please indicate this.

http://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.htmlhttp://shuspace.shu.ac.uk/http://shuspace.shu.ac.uk/http://shuspace.shu.ac.uk/http://www.shu.ac.uk/international/support.htmlhttp://www.shu.ac.uk/international/support.html

8/10/2019 PG APP Handbook 201415 (2)

11/20

10

The best method for contacting staff is email.

All members of staff have access to e-mail. Their email address can be

easily found via your student email account.

If a member of staff is away from the university beyond normal out ofhours you should receive an Out of Office reply stating their return date

and who to contact in an emergency.

If you do decide to contact another member of staff in their absence

please ensure you always copy the person you originally emailed so that

they can clearly see you have been in contact with someone else in their

absence.

Alternatively you may wish to call

All members of staff have a direct telephone number and an active

voicemail. This can be accessed by calling switchboard on 0114

2255555 and asking to be transferred to the person you are trying to

contact.

Please ensure you leave your name (first name and family name) a brief

message and a contact telephone number.

If a member of staff is away from the university beyond normal out of

hours you should receive a voicemail stating their return date and who

to contact in an emergency.

How will staff contact me?

E-mail

Many staff may use e-mail or announcements via blackboard to

contact students and/or to issue coursework or information.

8/10/2019 PG APP Handbook 201415 (2)

12/20

11

Supporting your learning

We realise that undertaking further study can be challenging for a variety of reasons.

Over the last few years students have told us what we can do to help support the early

transition into studying at SHU as well as helping with employment / career planning.

We have therefore created a Supporting Professional Development Programme, which

will run alongside your modules and will cover topics essential for early transition and

ongoing success and development throughout the course. The topics covered in this

programme are outside of the topics covered within the modules and are very much

focused on helping you get the best possible learning experience and support your

learning and future career planning.

The content of the supporting professional development programme will be provided

during your initial sessions.

Studying on the course

All courses are comprised of modules. At the beginning of each module the Module

Leader will introduce the aims of the module, provide an overview of the teaching

sessions and outline the module assessment task.

Each module that you study will have a module site that is accessed via

shuspace/Blackboard. These module sites contain the learning resources for the module

as well as key information on the assessment tasks. They are also the main means oftutor communication. It is essential that you access the resources on the module site as

well as undertaking significant self-directed study for each of your modules.

Each module has specific Learning Outcomes designed to help you understand the aims of

the module and what you will need to achieve in order to successfully complete the

module.

In order to support your studies, you will have access to the university libraries (known as

Learning Centres). There are many resources available in the Learning Centres, including

books, journals, study rooms and access to computers.

Your Course TimetableYou will be able to find your own timetable via Shuspace under the Managing My Course

/ Timetable tab

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=

_141_1

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1

8/10/2019 PG APP Handbook 201415 (2)

13/20

12

Participation in practical teaching

Physiotherapy skills are learned through observation, experiencing palpation and

techniques and practise of palpation and techniques (QAA). This requires the tutor to

demonstrate skills using a model, and for students to be willing to act as models for each

other. In this way students can practise and gain feedback from the model. Experiencing

and comparing the tutors demonstration and the students demonstration facilitateslearning.

Students are strongly encouraged to act as models for the teaching and learning

processes involved in the acquisition of physiotherapy skills. However students are under

no obligation to agree to be a model and refusal is not seen as a barrier to your continued

eligibility to participate in skills learning exercises. If there is a need to adjust factors to

enable you to participate, it is recommended that discussion take place with your

course/module leader to record this information and to ensure that alternative

arrangements are in place to support your involvement in professional skills

development.

In consenting to take part in practical skill development it may be necessary to remove

clothing, which may prevent observation and / or examination in order to undertake

professional skills effectively. If this is a sensitive issue, students should discuss this with

your module tutor and agreed strategies will be put in place to remedy this e.g. a screen

to allow a degree of privacy.

Students will be asked to sign annual declarations regarding consent. These forms will be

retained in your personal file in the undergraduate office. If consent is offered at this

time, it may be withdrawn at any later time.

Dress codeA tracksuit, leggings or shorts are essential for practical sessions. Students are reminded

that there will be a need to undress for particular aspects of the course therefore

appropriate underwear should be worn. Screens are provided for those students who

wish to undertake practical tasks in privacy.

Should you arrive at a practical session without appropriate dress you may borrow

appropriate clothing form the technicians' office.

To ensure safety during Students are expected to have short nails with no nail polish, long

hair tied back and no jewellery is to be worn with the exception of a plain wedding band.

Holidays and absence

Students are not allowed to take holidays during the term time unless prior consent has

been sought from the Student Support Officer. Please be aware that any "gaps" in your

timetable during the semester are often there to allow assignment preparation, revision

or self-directed study related to current modules.

Vacation dates are set to allow you to have breaks from your study and/or undertake full-time work. For those tier-four visa students wanting to manage work alongside studies, it

8/10/2019 PG APP Handbook 201415 (2)

14/20

13

is essential that you abide by the UKBA stipulations of a maximum of 20 hours during

term time and a maximum of 40 hours during vacation periods. Please ensure you

familiarise yourself with term-time and vacation dates, as it is essential you do not

deviate from these.

AssessmentAssessments aim to facilitate students to challenge concepts and ideas, to reflect upon

practice, to critically explore the literature and to relate it to clinical practice. The

assessment will facilitate in depth exploration of topics that are pertinent to each

individual's clinical practice.

Every module will have at least one summative assessmentaimed at facilitating as well as

assessing your learning. A summative assessment is a task that you must undertake, the

mark of which counts towards your overall module mark. In order to successfully

complete the module you must reach the identified pass level; this is usually set at 40%.

You will be assessed against specific assessment criteria that have been written to enable

your learning to be assessed against the modules Learning Objectives. Each modules

assessment criteria will be clearly available on the module site.

The type of summative assessment task may vary; you may be asked to deliver a

presentation, perform a range of techniques in a practical exam, discuss the literature

during a viva, write assignments or develop a portfolio. Each assessment task has been

designed to enable you to demonstrate your learning from the module and build on a

variety of skills required in professional practice.

Informal assessment of learning is called formative assessment; this can be achieved

through facilitating students to carry out- both self-assessment and peer-assessment

tasks. Summative assessment strategies used will facilitate learning and will not be used

to purely test knowledge.

Many modules use electronic submission via the module blackboard site for written

coursework. Information on how to submit electronically will be covered in detail as part

of the induction and continuing professional development programme

FeedbackFeedback will be provided throughout the module as well as following your summative

assessment. Feedback may be given by tutors and peers in practical sessions and

following student-led presentations throughout the course in addition to the formal

feedback you receive after each summative assessment task. Students will submit staged

written assignments in the first semester upon which they will receive written feedback

possibly via the blackboard site.

At the beginning of the academic year you will be able to access your list of module

summative assessment tasks herehttps://hwbam.shu.ac.uk/assignment/diary

https://hwbam.shu.ac.uk/assignment/diaryhttps://hwbam.shu.ac.uk/assignment/diaryhttps://hwbam.shu.ac.uk/assignment/diaryhttps://hwbam.shu.ac.uk/assignment/diary

8/10/2019 PG APP Handbook 201415 (2)

15/20

14

This is so you know when each assessment/hand-in date will be and when you will receive

your feedback. It is important to make sure you know when your summative assessment

tasks are so you can plan your work effectively and in a timely manner.

Feedback from verbal presentations and vivas will usually be given within 10 days.

Written assignments/scripts will be annotated and accompanied by a feedback proforma;written feedback will usually be provided within 15 working days. Feedback and marks

are subject to ratification by the relevant assessment and award board, which occur after

each semester.

ResubmissionIf you are unsuccessful in a summative assessment, you will be afforded one further

attempt once the mark has been ratified at the Subject Assessment Board (SAB). Re-

submission dates are set after each semester and SAB is completed. If you are

unsuccessful in an assessment you will be notified when your re-assessment date will be.These are usually: late March for semester 1 refers; early August for semester 2 refers

and mid-October for semester 3 refers.

Assessment Regulations

The University has specific regulations regarding assessment and these can be found on

Shuspace. You MUST read and UNDERSTAND these regulations. It is your responsibility

to familiarise yourself with them.

https://students.shu.ac.uk/regulations/index.html

The key points you need to remember will covered in the supporting professional

development programme

How do we ensure all assessments are appropriate and fair for all

students?

All courses at Sheffield Hallam University are subject to the University's quality assurance

processes which begin when courses are designed and approved. An important element

in this is the input of external partners and professional bodies with subject expertise that

inform course design. Subject experts from other Universities also act external examinerson our courses to ensure your course standards are comparable with other Universities.

Each year, all assessment tasks are reviewed by staff before they are released to

students. This ensures they are appropriate and suitable for testing the learning

outcomes agreed during course approval. The assessment(s) will be set by the module

leader and/or module team subject to approval by both an internal moderator and, if the

marks from the assessment contribute to your award classification, an external examiner.

This will normally take place before they are given to you at the start of teaching.

Any work you submit for marking will go through a similar process to check and confirm

that the standard of our marking and feedback is fair for all students and reflects the

quality of the submitted work. Samples of student work for all assessments will again be

https://students.shu.ac.uk/regulations/index.htmlhttps://students.shu.ac.uk/regulations/index.htmlhttps://students.shu.ac.uk/regulations/index.html

8/10/2019 PG APP Handbook 201415 (2)

16/20

15

checked by an internal moderator and, as above, if appropriate, by an external examiner.

Project and dissertation modules and those involving a high level of independent research

will normally all be marked by two markers and an agreed mark arrived at prior to a

sample being seen by an external examiner.

The purpose of these quality assurance processes is to ensure that no student is

disadvantaged by our assessment practices, to ensure that our assessments allow all

students to meet the learning outcomes of their modules to the best of their abilities, and

to ensure that standards of marking and feedback are entirely appropriate and fair to all.

Academic Integrity and misconduct

Academic misconduct is committed when a student does not follow published

assessment protocols or tries to gain an unfair advantage by breaking, or not following,

the academic regulations concerning any part of the assessment process.

Sheffield Hallam University and your course team believe strongly in the importance of

academic integrity and support the development of good academic practice. As such we

take breaches of academic conduct very seriously and all allegations of academic

misconduct will be investigated according to the University's Academic Misconduct policy

which is available to students on SHUSpace under Rules and Regulations.

Keeping Your Course Up-to-date

Each year your course team review your course, including student achievement and the

courses' suitability to meet the needs of its students. Your feedback, changes in teaching

practice and the external environment are all used to continually improve your course so

it remains up to date and of the highest quality enabling you to fulfil your aspirations.

Extenuating Circumstances

The University has a policy on extenuating circumstances that is intended to support you

if you experience unexpected and unanticipated difficulties during your time as a student.

Such circumstances may adversely impact on your studies and ability to complete

assessments on time or complete them to your usual standard. If you find yourself in this

type of situation you are encouraged to discuss your situation in confidence as soon as

practical with Josef Sen the ISSO. You will then be advised on the best course of action to

support you. Further information on the University's policy is available on SHUSpace

under Rules and Regulations | Illness and Difficult Circumstances.

It is very important that you seek advice before you undertake the assessment, as it is

more difficult to provide the appropriate support after the assessment task has been

taken.

8/10/2019 PG APP Handbook 201415 (2)

17/20

16

Appeals, complaints and student conduct

The University provides a process for you to appeal the decisions made by Progression

and Award Boards, Extenuating Circumstances Panels and Academic Conduct Panels. An

appeal can request a review of the decision reached by the board and information

submitted in appeals is treated confidentially. You will not be disadvantaged as a resultof making an appeal provided it is made in good faith. The criteria for appeals are

published on SHUSpace under Rules and Regulations.

The University also operates a formal complaints process to address concerns raised by

students. This process encourages early resolution by raising concerns locally with the

member of staff most directly involved with the concern you have - this may be your

module leader, course leader, academic adviser or student support officer. Early

resolution is taken to mean the concern is addressed by agreement with appropriate staff

without the need to submit a Student Complaint Form. Complaints will be dealt with

promptly and sympathetically with respect for your privacy and confidentiality. The

detailed process and guidance on making a formal complaint is published on SHUSpace

under Rules and Regulations.

The University recognises that the vast majority of its students behave in a responsible

manner and meet the expectations of the Code of Conduct for students. However, on

occasions a small minority behave in ways which cause harm to the University, its

students or its staff, or the public. In these cases it is the responsibility of the University to

take action under its Disciplinary Regulations in order to protect the University

community and the Universitys reputation. These regulations are also published on

SHUSpace under Rules and Regulations.

Health and safety

The University has a responsibility to reduce risk to its students and to empower its

students to make decisions about the risks involved in practical activity so that students

are able to give consent. Students are encouraged to ask questions and discuss

techniques with the tutor so that they have full understanding prior to consenting to take

part in a procedure.

The application of any assessment and treatment techniques will be discussed within thecontext of clinical indications, contraindications and health and safety. It is the students

responsibility to inform the tutor if there is any health risk to participation in a particular

session.

8/10/2019 PG APP Handbook 201415 (2)

18/20

17

Additional Sheffield Hallam University Facilities

The Learning Centre

At the heart of each campus there is a Learning Centre. The opening times

for the Learning Centre at Collegiate Crescent Campus can be found onShuspace under the Learning essentials tab.

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=

_141_1

All students are welcome to use the facilities and services offered by the Learning Centre,

including advice and guidance on a range of materials to support academic work in the

University. Additional facilities are available at the Adsetts Centre, City Campus.

Further information is available on the web.

Corporate Information Systems

Corporate Information Systems (CIS) provides and services the University's

computing facilities and structure for students, academic staff and support

staff.

Further information on opening times and location of I.T facilities and I.T help can be

found on the Student Intranet under the Learning Essentials tab:

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141

_1

Snack bars

Further information on the catering facilities and opening times can befound on the Student Intranet:

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_t

ab_group_id=_142_1

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_141_1

8/10/2019 PG APP Handbook 201415 (2)

19/20

18

Medical Centres

Students living away from home are strongly advised to register with

a medical centre in Sheffield as soon as they join the University. It is

important not to wait until becoming ill before registering with adoctor.

Further information on student health services can be found on the Student Intranet

under the Student health tab:

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142

_1

Sport and Recreation Service

Sport Hallam provides a comprehensive programme of recreational and

competitive sport and fitness activities at every level from beginner

through to athlete. From aerobics to waterpolo, basketball to yoga.

Please see the Student Intranet under the Sport, societies and events

tab for further details:

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142

_1

Sheffield Hallam University Union of Students

As a student of Sheffield Hallam University you are entitled to be a

member of Hallam Union, but you need to get your SHU card to

prove this. This in turn makes you a member of one of the biggest

Unions in the country.

Please refer to the Students Union WEB page

http://hallamunion.shu.ac.uk/

Disability Support

The University has a commitment to supporting those students with a disability. All

students who are registered disabled, or who consider themselves disabled or have

special needs, e.g. physical disability or learning difficulties, should contact the

University's Student Services Centre who will offer support and guidance, including a

Learning Contract where appropriate. Please refer to the section on Student Services -

Disabled Student Support on the Student Intranet

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1

https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1http://hallamunion.shu.ac.uk/http://hallamunion.shu.ac.uk/https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_222_1http://hallamunion.shu.ac.uk/https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1https://shuspace.shu.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_142_1

8/10/2019 PG APP Handbook 201415 (2)

20/20

19