Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Foundation Degree Arts Young Children’s Learning and Development, Level 5, Wakefield College, 2023/24 - Course Handbook
Welcome to the Course
Welcome to your course in the School of Health. I am delighted to be able to welcome our new and returning students and apprentices into the 2023/24 academic year.
The year ahead will contain success, challenge, and personal growth for you, and the School's team of dedicated academics, learning officers and administrators are here to help you to achieve your potential.
Our School has a broad range of disciplines, including Biomedical Sciences, Health Promotion, Nursing and Healthcare, Nutrition and Dietetics, Occupational Therapy, Physiotherapy, Psychological Therapies and Mental Health, Safety and Environmental Health, Social and Community Studies and Sports and Exercise Therapy teams. Our academic teams work collaboratively - drawing on each other's expertise to support learning, undertake professional practice and consultancy, and delivery internationally recognised, societally impactful research.
Throughout the year ahead please do take time to let us know what you are enjoying and what you find valuable - but also please let us know if there are things we could do differently to improve your experience through feedback to your Course Director, at the School Forum or through the module evaluation and surveys.
I wish you every success for this academic year!
Dr Duncan Sharp, Dean of School
Welcome to your Higher Education course at the Heart of Yorkshire Education Group, and thank you for choosing to study with us. We are confident that you have made the right choice and the programme you have chosen will meet your expectations.
We are delighted to be working in partnership with Leeds Beckett University - the University awards the Foundation Degree that you will be studying, and helps to ensure that our courses meet the high academic standards we expect, in line with our core value of Excellence.
Many of our courses are designed in conjunction with employers, reaffirming our commitment to place current industrial skills at the forefront of delivery.
Embarking on undergraduate study locally, instead of travelling further afield, is a choice which an increasing number of students, perhaps including yourself, are recognising as both attractive and practical. We are committed to widening participation in Higher Education we continue to resist pressure to charge the maximum tuition fee amount permitted. We trust that our courses will continue to offer tremendous value for money.
Finally, I would like to take this opportunity to urge you to take full advantage of your experience in Higher Education at the College to fulfil your potential, and to set yourself up for a rewarding and fulfilling career.
Good luck with your studies!
Key Contacts & Keeping in Touch
Johanne Child J.Child@wakefield.ac.uk
Your Programme Leader is your main point of contact during your studies at the University Centre and you will be provided with contact details during induction.
Your academic advisor is your Programme Leader.
Wakefield College: Joanne McCormack, HE Administrator, j.mccormack@wakefield.ac.uk
Leeds Beckett University: Hannah Fox, Course Co-ordinator, H.C.Fox@leedsbeckett.ac.uk
Your Course Representative details will be provided when in place.
Wakefield College, LibraryPlus: Further information regarding the Library can be found at http://moodle.wakefield.ac.uk/ > click on LibraryPlus
Leeds Beckett University, the Library: The Academic Librarians for this course can be contacted by the online Get Help form
The University Centre at Wakefield College has a dedicated HE support team who can assist you with queries around student finance, provide study support and strategies, general pastoral support, employability and careers advice and information and details of opportunities such as ambassador and student representative roles.
Wakefield College
We will inform you of class activities and course notifications, including any cancellations. This will be done for example, via text to the mobile phone number on our contact records, email to student email address, noticeboards or via Moodle announcements.
For each module, the Module Handbook will include the preferred method of communicating general information about that module to you.
Please make sure that you inform your lecturer at Wakefield College whenever you change your address and contact details.
Leeds Beckett
Once you have enrolled on your course, you will be provided with a Leeds Beckett student ID card, which contains a username which will provide you with access to the Library website, MyBeckett and Skills for Learning. Your password will be sent to Wakefield College, who will pass this on to you. It is recommended that you change your password to something more personal to you the first time you log in.
As a student of the University you will be provided with a student email address, which the University will use to contact you. It is an important responsibility for you to check this account regularly. You can forward emails from your student email address to a preferred personal email address. Quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that you also use your student email address to contact University staff. Information on how to access your University email address can be found on the Library Student IT Support page: http://libguides.leedsbeckett.ac.uk/it_support/office365/outlook
For Leeds Beckett records, it is important that you also update your University records yourself. You can do this via the My Account/Update my Data tab on MyBeckett: https://my.leedsbeckett.ac.uk/
Please also inform your Course Administrator if you change your name, address or contact details.
Timetable Information
Timetables will be provided by your programme team/programme leader once these have been signed off by the Curriculum Head. These will also be made available on the relevant course VLE page. Students are able to access their timetable on their individual Pro-Monitor record.
Course Overview
- To develop skills necessary for independent learning and the critical appreciation of early childhood and children's learning and development.
- To experience and acquire lifelong employability skills and become proficient reflective learners, essential for the childcare and education sector.
- To become globally aware of the childcare and education sector on an international level.
- To enhance digital competency for example, becoming literate in the use of Microsoft Word, email, internet and PowerPoint relevant to the childcare and education sector.
- To achieve competency within the practice of childcare and education required of a senior practitioner.
- To provide an appropriate basis for progression to further study within childcare and education, in order to provide a flexible pathway for lifelong learning.
- To present a critical understanding of the contemporary questions in education and society by supporting knowledge and understanding alongside reflection and practice.
- To evidence understanding of, and commitment to, anti-discriminatory practice and equal opportunities within childcare and education settings.
- To provide students with the opportunity to choose a specialist vocational area to complement the early years provision.
- Demonstrate a critical understanding of the underpinning concepts, theories and principles relating to childcare and education, recognising the broad nature of the sector.
- Apply the skills of research/enquiry-based approaches to the contemporary questions in education and society by aligning knowledge and understanding.
- Employ balanced, logical and supported critical arguments in relation to principles associated with the childcare and education sector.
- Demonstrate intellectual flexibility and openness to the development of contemporary childcare and education practice.
- Select and use a range of communication methods in order to effectively communicate information, critical arguments and analysis, in a variety of forms to specialist and non-specialist audiences.
- Demonstrate the ability to develop digital literacy skills and awareness of enterprise and global outlook within the context of the childcare and education sector.
- Demonstrate a critical understanding of key theories and principles around how childhood is influenced by society incorporating socio-cultural, economic and political factors influencing the socialisation of children, within a framework of children's rights.
- Critically examine more complex theory around play-based learning, children's role within play and how that theory impacts on the development of practice.
- Use appropriate clusters of principles, knowledge and techniques to make sense of own leadership and management skills, reflecting on practice in their own setting.
- Select gather and organise information/data independently in order to make informed judgements as to local, national and international working practices within the Young Children's Learning and Development sector, highlighting significant changes and innovations.
- Demonstrate knowledge of key theories and principles with a critical understanding of the role of early years practitioner in helping children and their families to understand health issues, along with the social, economic and cultural influences on access to health care and health education.
- Develop a critical personal viewpoint through the exploration of theories and perspectives relating to the knowledge of childhood.
Assessment & Feedback
Level 5 is assessed by coursework.
Please note the exam/assessment periods in the academic calendar and make sure that you are available during those periods. Coursework submission deadlines can normally be found in individual Module Handbooks/other module guides.
The University Centre's HE Study Coach, Andy Kendall, can provide assistance in relation to any reasonable adjustments, an identified learning need or academic support required by students either as a result of a DSA Statement or due to a temporary emergency situation. Andy is contactable by email on a.kendall@wakefield.ac.uk or by telephone on (01924) 789642.
It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked.
It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of the Mitigation and Extenuating Circumstances process. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available in section 3 of the Academic Regulations at https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/
If you have been recommended 'flexibility around deadlines' as a reasonable adjustment in a Reasonable Adjustment Plan, your Programme Leader will be able to advise you of the process.
You will be advised how your assessments are to be submitted, usually in your module handbooks.
Assessed work will normally be returned with appropriate feedback within four weeks of your submission. Each Module Handbook will provide you with specific guidelines on how and when you will receive feedback on your assessments. Formative assessment is built into all module planners and students are encouraged to attend a one-to-one tutorial with staff prior to summative assessment. The preferred method is face-to-face verbal feedback and students are encouraged to take notes, however, some students prefer to email draft assessments and written feedback is then given. Formative assessment is also provided during module delivery using different techniques such as peer assessed presentations and assessment methods such as question and answer.
With summative assessments, written feedback is given against module learning outcomes and assessment criteria and in all cases this is provided electronically on an assessment feedback form; tutors also write comments on student work so that they can see particular areas where they have strengths and those areas that require further development. The Programme Leader ensures that this is consistent across all modules, with all of the staff using this method of summative assessment feedback.
If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Course Administrator.
The College aligns with, and follows, the University's procedures for mitigating circumstances. If any student is experiencing any kind of issue which is impacting upon their ability to meet their assessment deadlines, they should speak to their Programme Leader, a member of the wider programme teaching team or another member of staff within the higher education team.
For coursework extensions, please follow the Wakefield College's Flexible learning application process.
For requests for mitigation, the Leeds Beckett process is followed - see details on the Mitigation and Extenuating Circumstances web page, and contact your Programme Leader for an application form. Please do not use the Leeds Beckett online application form.
If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g., whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is).
You will be advised by Wakefield College of your options for re-assessment. You are advised to contact your Programme Leader or module leader for any clarification.
Details about our Appeals process can be found on the appeals web page.
Academic integrity means intellectual honesty and is part of good academic practice. Further information can be found on our academic integrity web page.
Teaching & Learning
The teaching and learning activities will vary between modules and the different needs of the student group, and also take account of different learning styles. The course employs a wide range of learning opportunities and teaching methods including the use of lectures, tutorials, practical work, work-based learning, simulations, role play, case studies, projects, peer group interaction and self-managed teams. Feedback on these activities, as well as formative and summative assessments, will support students reflecting on their progress.
The teaching and learning activities are designed to develop the students' critical thinking skills and encourage them to explore deeply into specific subject matter that is relevant to their learning. This may include, but not exclusively, child development theory, research and literature, reflective practice, childhood and families within the wider context of society, safeguarding children, and understanding children's patterns of development and behaviour. Through the various teaching and learning methods, students are also expected to develop both personally and professionally including self-awareness and self-confidence, leadership skills, teamwork and communication skills, pro-active listening skills and it is certainly expected that students will continuously develop academic writing and referencing skills required for their particular level of study.
Visits to places of interest form part of students learning, e.g., Armley Mills Industrial Museum and the Early Excellence Centre at Huddersfield. The Industrial Museum aims to develop knowledge and understanding of the industrial revolution and how childhood has altered and changed throughout the years. The Early Excellence Centre will enhance students learning, as they will see how an early years setting can be organised in order to develop a play-based approach and resources that can be utilised to further develop the young child's learning. On the Primary Education module students will spend time in a primary school observing practice, then will plan a lesson to a year 1 or 2 class; this will enhance understanding of teaching practice and develop confidence.
The College has a strong focus on creative learning and supported experiments in order to continue to make learning innovative and exciting for the students. The link between the classroom, the individual and the professional context will be very important in the learning process. The emphasis throughout the programme will be on the development of the 'reflexive practitioner' and the programme is designed to complement the professional organisational experience of participants (where practicable), as well as providing opportunities for work-related learning for those without prior experience or concurrent work-place experience. It is assumed that participants' development on the programme will be enhanced by using their organisational experiences, where the need for solutions and actions provide opportunities for learning.
Throughout the programme participants will be required to reflect on and evaluate their own knowledge and experience in the light of theory and empirical evidence. Such an approach will help to bridge the gap between theory and practice by ensuring that what goes on within the College-based educational process is not sealed off from participants' practical organisational and professional experiences, and that opportunities for the transfer and application of knowledge and skills are continuous and maintained during the programme.
For work-based students, a further important element in the development of participants' knowledge and skills, is the bringing together of individuals from different organisational and professional backgrounds, who can look at their own experience and compare, contrast and share it with the experience of other participants and course team members. Peer to peer learning is therefore, a key learning approach. In order to facilitate the sharing of participants' experience and support individuals' development on the programme, group, or team-based, approaches to learning will be used where appropriate. Such an approach is also regarded as important in fostering skills of team building, negotiation, maintaining and enhancing effective working relationships, and leading and contributing to discussions to solve problems, make decisions and improve practice.
All modules are 20 credits.
Level 4 core modules
Child Development: Theory and Practice
Employability for Young Children's Learning and Development
Holistic Development in Early Childhood
Safeguarding Children
Study Skills
Understanding Children's Behaviour
Level 5 core modules
Children and Society
Health Issues in Childcare
Play-Based Learning
Primary Education: Policy and Practice
Research Project in Young Children's Learning and Development
Current Issues in Early Years
Leadership and Management in Early Years Care and Education
A standard 20 credit module equates to 200 notional learning hours, comprising teaching, learning and assessment, placement activities and independent study.
Overall workload in hours | Level 4 | Level 5 |
Teaching, learning and assessment | 270 | 270 |
Guided independent study | 570 | 570 |
Placement activities | 360 | 360 |
Total | 1200 | 1200 |
-Johanne Child (Programme Leader)
-Hayley Anderson
-Katie Haig
-Alison Ives
Attendance & Absence
The University Centre expectation is that you maintain your attendance on programme at a minimum of 90% during each academic year. The provision of University Centre bursaries and scholarships may be dependent upon you maintaining this attendance level.
You must report any absence to your Programme Leader who will advise other members of the teaching team as appropriate. The University Centre understands that, on occasion, there may be mitigating circumstances that prevent you from notifying staff members prior to your absence, but we ask that you make contact as soon as you are able, or that you ask a family member or friend to make contact on your behalf. Notification can be via email or telephone.
You must report any absence due to illness to your Programme Leader who will advise other members of the teaching team as appropriate. The University Centre understands that, on occasion, there may be mitigating circumstances that prevent you from notifying staff members prior to your absence, but we ask that you make contact as soon as you are able, or that you ask a family member or friend to make contact on your behalf. Notification can be via email or telephone. Long term sickness is likely to require the provision of a sick note and students are encouraged to talk to their Programme Leader if they think extensions or mitigating circumstances may be required due to ongoing illness.
If you are considering withdrawal from your course you should speak to your personal tutor / academic advisor to discuss your reasons. If there is a problem, staff at your delivery provider or the University may be able to help. It may be possible to arrange suspension of studies from your course.
If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form, which you can obtain from the administrative staff at your delivery provider. This form must be submitted as soon as possible as withdrawals cannot normally be backdated. For further details see the Student Regulations.
International Students
As a UKVI Student Route licence holder we are authorised to sponsor international students to study on full-time courses at the College, provided they meet UKVI and College requirements. Courses include A-Levels, English as a Foreign Language and Access to Higher Education and Higher Education courses in our University Centre.
Under the new UK immigration rules students from EU countries now need to be sponsored through the Student Route unless they have EU Settled Status in the UK or meet other eligibility requirements to be 'home' students.
International students are able to access the same support as home students via the HE Student Support Team.
Professional Accreditation or Recognition Associated with the Course
'In Year' Work Placement Information
Work-related projects, based upon a selected organisation relevant to field of study are utilised across various modules within the course.
Throughout the programme students will learn and develop personal, professional and core employability skills through the Employability and Research Project modules. Students will be required to be in placement or employed for two days per week (full-time route) and one day per week (part-time route) and will gain and develop many skills from this experience such as organisation skills, confidence, team working, linking theory to practice, knowledge of legislation and Government initiatives that support children and their families. These experiences will enhance learning and provide the opportunity to engage in real-life experiences and scenarios that take place in the workplace. All students will receive a visit to the setting from the Employability module tutor (Placement Supervisor) in order to support the development of personal and professional formation within the workplace. The Placement Supervisor will meet with the student and their Supporter in order to develop skills required for the childcare and education sector. This is also to ensure that students have settled into the working environment and are carrying out duties required and being given opportunities to develop and learn.
During the programme induction period students will be given a Placement Handbook that provides further details. The College has a standard Placement Handbook which is contextualised by course so that both students and organisations have access to the relevant information and guidance including useful contact details. There is also a Management of Placement Based Activity Code of Practice in place to offer guidance and standard expectations for staff, students and employers.
Skills, Employability & Graduate Opportunities
Graduate attributes:https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/graduate-attributes/
There are three Graduate Attributes for Leeds Beckett University and these are tailored to suit your course. The three attributes you should achieve by the end of the course are for you to be digitally literate, have a global outlook and for you to be enterprising. Learning about these attributes as part of your modules will provide you with capabilities for your future career and wider life as you move on from your studies. Students on this programme will develop all three Leeds Beckett University graduate attributes of being enterprising, digitally literate and having a global outlook, progressing developmentally over the two levels.
Digital literacy
High levels of digital literacy will be developed across the programme to develop confident and critical use of information and digital technologies to enhance academic, personal and professional development. Students will develop their use of electronic databases in finding and evaluating the suitability of a range of digital sources including web pages and journal articles. At course level a variety of assessment, learning and teaching strategies enables students from a diverse range of backgrounds to participate and achieve effectively. Academic practice will be developed over the two levels which include the ability to study and learn effectively including: use of digital tools to support academic writing, referencing, time and task management. All modules utilise digital learning materials often within virtual learning environments which support independent study, assessment and feedback. During teamwork activities, there will be an expectation that digital online communication and collaboration tools will be utilised to provide an effective communication medium and repository for shared documents.
Enterprise
The enterprise element of the programme will include the development of both entrepreneurial and enterprise skills. Students will be equipped with creative and problem-solving skills which will mean they can take an enterprising and resourceful approach to their future careers and learning. Situated learning experiences are embedded including work-related placements.
Global outlook
Opportunities for effective and responsible engagement in a multicultural and globalising world will be embedded throughout the curriculum, explicit within some learning outcomes (if appropriate to that module), constructively aligned within course content, activities and assessments, and progressively developed across levels of study.
It is crucial that on completion a student achieves the required standard that employers would be expecting from a level 5 graduate. Across each module transferable skills are embedded such as academic communication, application of number, digital literacy, team work, personal and professional development, reflection and research, employability, enterprise, leadership and multi-cultural awareness; these skills will be assessed across the course.
The course includes content that ensures student awareness of the business context; employability; and ethical issues within the early years care and education sectors. At each level modules include learning outcomes which provide the students with the employability skills and professional knowledge they need to be successful in an early years care and education related career.
Teamwork and communication skills are developed throughout the course which also supports future career aspirations. The generic level 4 modules for Employability in Young Children's Learning and Development and Study Skills, specifically address study skills, self-awareness, employability, enterprise, team working and reflective skills required for successful continuing professional development and lifelong learning.
The course includes modules which are specifically designed to incorporate theory into early years' practice and real-life situations. The Child Development Theory and Practice and Holistic Development in Early Childhood modules clearly link to child development theory and observations will be undertaken with children on specific areas of development; these are real-life observations and can also be used in practice. Other modules will develop understanding of global issues within early years care and education and the social context of the child, development of leadership skills, which will support with development in leading and managing others and play-based learning in the context of guiding curriculum and the role of play in learning and development.
Learning Support
See contact details above for your Course Administrators.
Your Academic Advisor will be an academic member of staff who teaches you on your course. Your Course Director will make sure that you are given the contact details of your Academic Advisor at the beginning of each year, usually in your course induction. Further details on the role of your Academic Advisor are available on the Academic Advisor web page.
The University Centre has a dedicated HE support team who can assist you with queries around student finance, provide study support and strategies, general pastoral support, employability and careers advice and information and details of opportunities such as ambassador and student representative roles.
The HE Student Support Team are able to offer advice and guidance online as well as face to face, as are your programme team.
The College provides support for its disabled students and your first port of call should be our HE Study Coach, Andy Kendall, who can provide you with advice and guidance in relation to the Disabled Students Allowance (DSA) and signpost you to relevant internal teams, or external agencies who will be able to provide you with the necessary support. Andy is contactable by email on a.kendall@wakefield.ac.uk or by telephone on (01924) 789642.
The Library is located in the Harrison Building on the City Centre Campus and there is an additional Library at the College's Castleford campus. For details of library services and opening hours see the link below.
Once you have enrolled on the programme you will be able to use the Library as either a full or part-time student.
The Library has an extensive range of learning resources which includes:
- Books, journals, periodicals and magazines;
- Streamed video and audio materials;
- Online resources, such as: study skills information, e-books, online journals & databases which you can access in College and at home through Moodle;
- Networked computers all with MS software and Internet access.
Further information regarding the Library can be found at http://moodle.wakefield.ac.uk/ > click on LibraryPlus.
The College Librarians provide research and referencing guidance on request to support dissertations and assignments.
The IT Services Team are located in the Harrison Building at the City Campus and are available to assist students who need IT support as part of their programme of studies. They are contactable on 01924789212 and via email: helpdesk@wakefield.ac.uk and can assist with matters such as resetting College passwords and any other issues students may have in terms of accessing online resources e.g., Moodle.
The University Centre at Wakefield College does not have a NUS. There is a College wide Student Union which is available to all students irrespective of level of study, across FE and HE.
The University Centre at Wakefield College does not have a NUS. There is a College wide Student Union which is available to all students irrespective of level of study, across FE and HE.
Resources
The University Centre at Wakefield College utilises Moodle as its Virtual Learning Environment (VLE). Your Programme Leader will guide you through the use of this resource during induction and throughout the remainder of your studies.
Teaching facilities at Wakefield College
The facilities supporting the programme are aimed at providing an enjoyable learning experience that is flexible and effective in an environment dedicated to HE students. Classrooms are equipped with interactive SMART boards to support learning, a dedicated HE Study room, PC access and formal and informal teaching areas.
Student Voice
We are committed to working in partnership with you and nominated Student Representatives to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students and our staff. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your course enables you to further your learning and supports your achievement, course completion and aspirations for the future. There is an expectation that students will attend, engage in their learning and submit on time for assessment. We provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.
We seek active participation by all our students in the continuous enhancement of our courses and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your course and its continuous improvement. These processes utilise your feedback, External Examiners' reports, feedback from staff and others, data relating to student outcomes on the course and student surveys to reflect on areas of good practice and areas for further enhancement. We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys.
Course Representatives (Reps) at undergraduate and postgraduate taught levels are student volunteers who represent you in formal and informal meetings with the University, and follow up on actions that have occurred because of student feedback. You can become a Course Rep, volunteering to represent the views of your peers in order to improve students' academic experience.
In the first few weeks of your time at Leeds Beckett, your Course Director will facilitate an opportunity to appoint Course Reps on your course.
LBSU provides support, training and ongoing development for Course Reps and supports their engagement in enhancement activities throughout the academic year.
Being a Course Rep provides you with an opportunity to enhance your own learning and the development of relevant professional and employability skills alongside your studies. As a Course Rep you would play an important role in:
- Acting as a point of contact and advocate for students on your course and in supporting their active engagement.
- Gathering feedback from students on your course to inform enhancements to the quality of your course and the student experience.
- Facilitating good communication between students and staff on the course.
- Working with the Course Director, members of the course team and the Students' Union to enhance your course.
- Facilitating and engaging in meetings about your course; and
- Being an ambassador for your course.
Further information about being a Course Representative is available at:
We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys.
We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor / academic advisor.
If you have a specific complaint about your course, you should initially follow the complaints procedure of your delivery provider.
If this does not resolve the matter, then you should make a formal complaint under the University's Student Complaints Procedure. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available on the Students web pages.
General Information
Leeds Beckett University
Part-time delivery is normally over three years.
Full Time Provision £6,950 per level of study. Please see the Wakefield College website for up-to-date information on additional course costs: https://www.wakefield.ac.uk/study-with-us/
Policies, Standards & Regulations
College and Partner policies, procedures and regulations can be accessed on the University Centre HE Student Moodle Page and also on the main College website - https://www.wakefield.ac.uk/about-us/policies-and-procedures/higher-education-policies-and-procedures
Key Leeds Beckett University regulations and policies can be accessed on the following web pages:
- Academic Regulations (including assessment regulations) are available on our Academic Regulations web page
- The Student Contract is available on our Student Regulations web page
- The Student Charter is available on our Academic Regulations web page (Section 20)
Other Student regulations and University policies, including Safety, Health and Wellbeing policies, are available on our Student Regulations web page
You should also familiarise yourself with our Zero Tolerance Report and Support web page regarding sexual harassment and assault.
The merit and distinction profiles for the award follow the University Academic Regulations.
The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the UK. The External Examiner(s) provide an annual report for your course. External Examiner reports are available on our External Examiner Reports web page, which is accessible via the Course Information link on the Students home page.
Ms Samantha Wilkes, Senior Lecturer, Leeds Trinity University
Appendices
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