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Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Rosewarne

Programme Quality Handbook

Diploma in Person Centred-Counselling & Therapy

Academic Year 2017-18

Diploma in Person Centred Counselling and Therapy (20 September 2016)1 | P a g e

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

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

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

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


PROGRAMME SPECIFICATION1

Programme Title: Diploma in Person Centred Counselling and Therapy

Internal Programme Code: 2756

Partner Delivering Institution: Plymouth University

State Date: September 2018

First Award Date: 2019-20

Date(s) of Revision(s) to this Document: 31 March 2016/8 September 2016/20 Sept 16

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

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


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

Contents

PS1. Programme Details...........................................................................................................19

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

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

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

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

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

PS7 Distinctive features...................................................................................................................21

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

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

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

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

PS12. Programme Structure...........................................................................................................25

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment.......................................................................................................................................26

PS14. Work Based/ Related Learning...........................................................................................43


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College CamborneAccrediting Body: British Association of Counselling and

PsychotherapyLanguage of Study: EnglishMode of Study: Part-timeFinal Award: Diploma at level 5Intermediate Award: NoneProgramme Title: Diploma in Person Centred Counselling and

TherapyUCAS Code: N/AJACS Code: B940Benchmarks: Informed by QAA benchmark statement for

counselling and psychotherapyDate of Programme Approval: 19th May 2016

PS2. Brief Description of the Programme

This BACP accredited Diploma in Person Centred Counselling and Therapy will interest students who wish to gain a professional counselling qualification. It is designed to equip learners with the skills and attributes that will enable them to work competently, professionally and ethically in the workplace. This programme has a clear focus on contemporary social issues comprising modules on personal and professional development, counselling practice, and counselling psychology. Industry relevance is maintained through links local service providers and a programme of guest speakers.

Programmes of study in counselling and psychotherapy prepare students to be self-reflective, ethical practitioners committed to career-long professional development and to the maintenance of professional standards

The course is offered on a part time basis enabling learners to remain in employment whilst pursuing the qualification. The Diploma provides the opportunity to continue to degree level whilst also to developing their knowledge in areas of professional and personal interest.

Learners complete 100 supervised client hours during the course within a placement setting. It is strongly suggested that learners undertake Personal therapy as an aspect of their own personal development. The programme has been developed and is delivered by qualified counsellors and supervisors who remain in practice.

The Diploma in Person Centred Counselling and Therapy follows the QAA Code of Practice on Placement Learning, as well as BACP guidelines for client work, training placements and supervision


in counsellor training courses. The programme is aligned to the QAA benchmarks for counselling and psychotherapy and the BACP “Gold book” criteria

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

Accredited by the British Association of Counselling Psychotherapy (BACP)

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

None

PS5. Programme Aims

1. To offer opportunities to develop counselling to a safe professional standard

2. To enable students to practise counselling in a professional manner, working within the BACP Ethical Framework.

3. To help students evaluate their strengths and utilise them in working with clients whilst being mindful as the limits of competence

4. To enable students to develop their critical and analytical skills and to offer students opportunities to extend their knowledge and understanding of persons and the problems they face in contemporary society

5. To help students develop the capacities needed to continue their professional development

6. To enable students to develop their ability to offer the core conditions of empathy, congruence and unconditional positive regard

7. To develop ability to plan and manage their learning, developing strategies to meet learning goals including problem solving, communication and presentation skills.

PS6. Programme Intended Learning Outcomes (ILO)By the end of this programme the students will be able to:

1. Evaluate Person Centred theory in depth within a framework of current psychological thinking and apply theoretical and experiential understanding to the facilitation of the counselling process


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

2. Evaluate commonality and difference between the person centred approach and other models to develop a personal and professional philosophy of counselling drawing on both personal experience and contemporary research.

3. Develop the ability to offer the core conditions within a counselling relationship and develop the counselling skills to a level of professional competence drawing on a range of therapeutic responses, strategies and interventions to inform practice

4. Respond appropriately to the effect of their own values, beliefs, attitudes and behaviours when working as a counsellor

5. Maintain the ethical principles that underpin counselling and therapy and integrate into practice legal, professional and organisational requirements pertaining for example to equal opportunities, diversity and anti-discrimination

6. Recognise professional strengths and limitations that may affect therapeutic practice, and develop appropriate self-support and self-care strategies and engage in personal therapy as appropriate

7. Establish and maintain a secure frame for therapeutic work maintaining clear professional boundaries in all relationships with clients

8. Plan and manage learning, taking responsibility for meeting identified learning needs through negotiation with peers, tutors & other supporters of learning and to develop study skills at Level 5

PS7 Distinctive features

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

This programme offers you a professional qualification which is accredited by the British Association for Counselling and Psychotherapy (BACP) and underpinned by the BACP Framework for Ethical Practice.

The experienced teaching team will complement your studies with their experience in the voluntary, private and statutory sectors - many of whom hold individual BACP accreditation and maintain current practices in counselling and supervision.

The programme team seek to create a Person Centred learning climate within which you can develop the personal and relational awareness, as well as the academic and professional knowledge, skills and understanding needed to practice as counsellors

The Diploma includes a practice element of 100 of counselling practice. On qualifying, you can apply for full membership of the BACP and join the BACP National

Register. Past students who have completed have progressed into roles including:, different counselling

agencies (e.g. bereavement, alcohol), schools and private practice. Alternatively, graduates may progress to the BA (Hons) Counselling.


The college counselling programme is valued by previous students as a supportive environment for learning.

PS8. Student Numbers

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

Minimum student numbers per stage = 12

Target student numbers per stage = 18

Maximum student numbers per stage = 24

PS9. Progression Route(s)

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

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

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

BA (Hons) Counselling Studies – Cornwall College, Rosewarne


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Level 2 Counselling Skills Course (minimum of 75 contact hours and not distance learning)

Level 4 – Certificate in Advanced Counselling studies

Some students may be able to progress directly from the Level 2 to the Level 5 Diploma and this is considered on individual merit and a minimum of 120 UCAS points

Application process: Formal Interview Personal Statement (see below) Written task Attendance at an information session Satisfactory DBS

The following will be assessed through a personal statement and interview:

Self-awareness, maturity and stability Ability to make use of and reflect upon life experience Capacity to cope with the emotional demands of the programme Ability to cope with the intellectual and academic requirements Ability to form a helping relationship characterised by empathy, acceptance and genuineness Awareness of the nature of prejudice and oppression Awareness of issues of difference and equality Ability to recognise the need for personal and professional support Commitment to self-development Preparedness to undertake personal therapy whilst completing the course


PS11. Academic Standards and Quality Enhancement

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

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

Subject External Examiner(s):

All modules for the Diploma are covered by a single EE

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

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

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

Additional stakeholders specific to this programme:

British Association of Counselling and Psychotherapy

Placement managers and placement supervisors – 2 meetings per year

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

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

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

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


PS12. Programme Structure

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

FHEQ Level 5 For: Diploma in Person Centred Counselling and Therapy Part time

P/T Route Year

When in Year? (i.e. autumn,

spring etc)

Structure as Agreed at Programme Approval

Core or Option Module

Credits Module

1 All Year Core 20Counselling Psychology 1

(CORC 2170)

1 All Year Core 20 Personal and Professional Development 1(CORC 2171)

1 All Year Core 20 Counselling Practice 1(CORC 2172)

2 All Year Core 20 Counselling Practice 2(CORC2216)

2 All Year Core 20 Personal and Professional Development 2(CORC2217)

2 All Year Core 20 Counselling Psychology 2(CORC2218)


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

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

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

The table below maps the BACP core curriculum to the QAA subject benchmarks.

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QAA - SUBJECT BENCHMARK STATEMENTS FOR COUNSELLING AND PSYCHOTHRAPY

BACP – CORE CURRICULUMTeaching and Learning Strategy / Methods

ModuleProg Aims

Prog intended Learning Outcomes

Range ofAssessments

Related Core Modules

Professional autonomy and accountability and Professional relationships

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

maintain the ethical principles that underpin counselling and psychotherapyintegrate into practice legal, professional and organisational requirements pertaining to equal opportunities, diversity and anti-discrimination

recognise the social and cultural context of their practice

recognise potential limitations of their preferred theoretical model or models in work with specific clients

ensure a consistent commitment to continuing professional and personal development, including self-awareness and fitness to practice

recognise their own professional

The professional role and responsibility of the therapist

The practitioner will have relevant knowledge to inform his or her ability to:

Show a commitment to personal and professional development including self-awareness and an awareness of fitness to practice in relation to clients.

Reflect on personal development including ways in which life experiences affect self and relationships with peers, clients and other professionals.

Demonstrate the psychological and emotional robustness necessary to work with intense feelings and uncertainties.

Engage in rigorous self-examination, monitoring thoughts, feelings, physical sensations and behaviour in the therapeutic relationship.

Recognise personal and professional limitations and identify ways of addressing these.

Lectures and tutorials

Directed independent study

Enquiry based learning

Workshopgroup tasks

Seminar

Use of VirtualLearning Environ(VLE)

Group tutorials

Reading – bothdirected andself-directed

Personal

Personal and Professional Development

CORC 2171

3,5,6 5,6,7, 8 Assessedseminar

professionalpractice portfolio

Self and peerassessment

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ModuleProg Aims


Range ofAssessments


strengths and limitations that may affect therapeutic practice, and develop appropriate self-support and self-care strategies

recognise the need for, and engage with, their own personal support and/or therapy as appropriate

recognise and cope with uncertainty, responding therapeutically while maintaining firm boundaries

recognise responsibilities to the client, employers, the counselling and psychotherapy professions and to society at largeProfessional relationships (QAA)recognise and respect inter-professional and multi-agency approaches to mental health

recognise their own professional limitations, making referrals where appropriate

respect the role of supervision as an essential aspect of clinical practice

analyse ethical dilemmas and work with others as necessary, to formulate appropriate responses

Recognise and maintain appropriate professional boundaries even when these are challenged by the client or others.

Understand the values underpinning the profession, as exemplified in the Ethical Framework.

Demonstrate the capacity for reflexivity as applied in therapeutic practice.

Understand the importance of supervision, contract for supervision and use it to address professional and developmental needs.

Understand the importance of professional development activities.

Understand and use a relevant ethical framework to make critical decisions about the practice of counselling and psychotherapy.

Manage counselling practice efficiently, including record and note keeping; provision of an appropriate environment; liaison with other services; reviewing of caseloads and evaluation of practice.

Identify and use networks that can be used

self-directed study

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ModuleProg Aims


Range ofAssessments


take account of diversity issues and the rights and responsibilities of all clients, regardless of their gender, age, ethnicity, national or ethnic origin, culture, class, ability, sexual orientation, religion and beliefs

respond appropriately to the effect of their own values, beliefs, attitudes and behaviours when working as a counsellor/psychotherapist

work with managers and clients in the delivery, monitoring and evaluation of services

build and sustain professional relationships and work collaboratively, as appropriate to the work context

critically appraise a range of theoretical approaches to practice

make use of supervision to develop their understanding about clinical work and to enhance and protect their well-being.

for the benefit of the service.

Communicate clearly with clients, colleagues and other professionals both orally and in writing.

Demonstrate a critical awareness of commonly recommended therapeutic approaches that are underpinned by evidence of efficacy and effectiveness.

Give and receive feedback constructively, reflect and make appropriate changes.

Regularly evaluate and review personal development progress, making links with theoretical knowledge and the counselling process.

Personal and

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ModuleProg Aims


Range ofAssessments


professional development 1 and 2

An explanation for embedding Professional autonomy and accountability and Professional relationshipsthrough Teaching & Learning and Assessment at this level of the programme:

The nature of the curriculum, the learning outcomes, content of the modules and the assessment process embed theQAA Benchmark Statements for Counselling and Psychotherapy and the BACP core curriculum. .

These are:

Knowledge based learning Therapeutic competencies Development of self-awareness Professional development Skills work Practice placements

The teaching, learning and assessment strategies are designed to enable achievement of intended learning outcomesA range of approaches are therefore employed to ensure that:

Students with different learning styles experience a diversity of learning methods Students experience learning methods appropriate to the learning outcomes There is parity in the students’ experiences of learning methods Students learn to maximise their own learning even when the method is not their favoured

one.

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ModuleProg Aims


Range ofAssessments


Maintaining a framework for practice (QAA)By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

establish and maintain a secure frame for therapeutic work

maintain clear professional boundaries in all relationships with clients

make informed decisions about referral to appropriate agencies

negotiate an appropriate therapeutic contract using all available information

recognise the implicit power imbalance in the counselling/psychotherapy relationship

openly and freely discuss sexual matters when appropriate, whatever the client's sexual orientation or the nature of the client's problem

recognise and make appropriate

1.2 Understanding the client (BACP)

The practitioner will have relevant knowledge to inform his or her ability to:

Devise a strategy for conducting assessment interviews with potential clients.

Devise and use a comprehensive risk assessment strategy.

Use all available information including pre-assessment information; client presentation; therapist response to the client and quantitative or qualitative measures or assessment tools to make a collaborative decision with clients regarding an appropriate therapeutic contract.

Reflect on, and synthesise complex and sometimes contradictory information in order to facilitate an understanding of underlying psychological difficulties.

Access and interpret research evidence and organisational guidance about appropriate and effective interventions for particular



Workshopgroup tasks

Seminar


Group tutorials


Personalself-directed study

Personal and professional Development

CORC 2217

Counselling psychology

CORC 2218

1, 3,6, 7 4, 5,7,8

Assessed seminar

Essay

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ModuleProg Aims


Range ofAssessments


decisions in response to ethical dilemmas

be aware of psychopharmacological interventions commonly used in the treatment of mental health problems and be sensitive to the impact that prescribed medication may have on the therapeutic relationship and process of counselling/psychotherapy

recognise signs and symptoms associated with mental distress and regularly update knowledge about mental health and well-being

recognise and make appropriate decisions in response to ethical dilemmas and legal responsibilities when assessing potential risk to the client or others

recognise the potential for physical signs and symptoms to accompany, mimic or be indicative of severe forms of psychological distress and respond appropriately

apply consistently a comprehensive, in-depth and research-informed

presentations of personal difficulties.

Demonstrate awareness of diversity and the rights and responsibilities of all clients, regardless of their gender, age, ethnicity, culture, class, ability, sexuality, religion and belief.

Openly and freely discuss sexual matters, when appropriate with a client, whatever the client’s sexual orientation or the nature of the client’s problem.

Make informed decisions about referral and the compatibility of counselling/psychotherapy and psychopharmacological interventions in conjunction with other professionals.

Recognise the signs and symptoms associated with mental distress and regularly update knowledge about mental health and wellbeing.

Identify ethical and legal responsibilities with regard to potential risk including critical decision making with respect to autonomy of the client and potential harm to self or others.

Recognise physical signs and symptoms

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ModuleProg Aims


Range ofAssessments


body of knowledge in their practice

recognise that specific knowledge and skills are required to work with particular client groups, for example children and young people.

that may accompany, mimic or be indicative of severe forms of psychological distress.

Understand the inter-relatedness of social and psychological factors.

Understand the inter-relatedness of psychological and physical illness and recognise that symptoms of physical illness may be indicative of the mental pain/distress/state of the client and vice versa.

Critically appraise conceptualisations of the nature of severe psychological distress.

Draw on empirical and theoretical sources to make an initial estimation of the number of sessions that may be most appropriate for clients with particular presenting difficulties.

Apply consistently a comprehensive, in-depth and research-informed body of knowledge in their practice.

Critically appraise theoretical frameworks which underpin therapeutic practice.

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ModuleProg Aims


Range ofAssessments


Counselling practice 1 and 2

An explanation for embedding Maintaining a framework for practice through Teaching & Learning and Assessment at this level of the programme:The nature of the curriculum, the learning outcomes, content of the modules and the assessment process embed theQAA Benchmark Statements for Counselling and Psychotherapy and the BACP core curriculum. .

These are:




one.

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ModuleProg Aims


Range ofAssessments


The therapeutic process (QAA)


demonstrate familiarity with a model of assessment compatible with their core theoretical model in order to determine the client's therapeutic needs

assess the components which underpin therapeutic alliances, which may include client motivation, commitment to the therapeutic process and contractual arrangements

be able to communicate the scope and limits of confidentiality clearly and ethically to clients

set and maintain appropriate professional boundaries

establish and sustain a therapeutic alliance

understand and manage the impact of diversity and difference on the

1.2.1 The therapeutic process (BACP)The practitioner will have relevant knowledge to inform his or her ability to:Establish and maintain an effective, collaborative therapeutic alliance with the client, with due regard to the physical, contractual and ethical framework.

Manage the beginning, middle and end of a therapeutic relationship according to their theoretical perspective of practice.

Develop and sustain a relationship with the client that offers sufficient safety and security, understanding and warmth to explore complex emotional concerns and clearly defines the boundaries of the relationship.

Clearly agree roles and responsibilities with the client whilst in a therapeutic relationship.

Negotiate and agree with clients’ appropriate and achievable therapeutic goals or outcomes and the process by which these can be achieved.

Demonstrate awareness of theoretical and research literature regarding the provision



Learning from work experience

Enquiry based learning including problem based learning – for example ethical dilemmas

Workshopgroup tasks

Seminar


Group tutorials

Counselling Practice

CORC 2216

Counselling psychology

CORC 2218

1,2,6,7 1,2,3,7

DVD and critique

Essay

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ModuleProg Aims


Range ofAssessments


therapeutic relationship

use research literature on the impact of the therapeutic alliance to enhance relationships with clients

recognise ways in which the relationship is conceptualised in a range of different theoretical models

recognise and manage difficulties and ruptures in the therapeutic alliance

recognise and manage distortions in the client's perception of the therapist and of their experience of therapy

draw on a range of therapeutic responses, strategies and interventions to inform practice

manage problematic situations, including violation of the therapeutic contract

adapt responses and strategies to open-ended or time-limited contracts

apply appropriate strategies and interventions in work with specific client populations and client issues

of a secure frame for therapy, including physical environment, contractual arrangements and ethics.

Apply and monitor a range of appropriate therapeutic interventions and strategies.

Acknowledge diversity relating to gender, age, ethnicity, culture, ability, religion, spirituality and sexuality as it impacts on the therapeutic relationship or the process of therapy.

Acknowledge changes that have occurred for the client during the course of therapy whether they be practical, behavioural, emotional or relational.

Acknowledge difficulties and ruptures encountered as part of the therapeutic process in order to find ways of making progress and re-establishing a positive therapeutic alliance.

Recognise and work with distortions in the client’s perception of the therapist or of their experience in therapy.

Support clients when in crisis by providing information about self-care strategies and making clear arrangements for future



Case studies

Skills Practice

Self and peer assessment

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ModuleProg Aims


Range ofAssessments


meetings or contact.

Anticipate the types of ‘out of session’ communication that clients might use, such as email, letters, text, telephone and visits, and determine an appropriate policy for managing and responding.

Recognise ways in which breaks and holidays may affect the therapeutic relationship or therapeutic process and make appropriate arrangements for clients to seek support in case of emergency.

Apply a theoretically and empirically informed body of knowledge consistently and effectively during the therapeutic process.

Clearly communicate imminent endings for the client and work to ensure these are managed safely and appropriately.

Negotiate an end date with the client allowing sufficient time to process the ending in accordance with a consistent, coherent and in-depth perspective.

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ModuleProg Aims


Range ofAssessments


An explanation for embedding The therapeutic process through Teaching & Learning and Assessment at this level of the programmeThe nature of the curriculum, the learning outcomes, content of the modules and the assessment process embed theQAA Benchmark Statements for Counselling and Psychotherapy and the BACP core curriculum. .

These are:




one.

The social, professional and organisational context for therapy (QAA)

The social, professional and organisational context for therapy (BACP)

The practitioner will have relevant


Directed Personal and Professional

4,5,7 5,6,8

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ModuleProg Aims


Range ofAssessments



identify some of the philosophical assumptions underpinning the practice of counselling and psychotherapy

appraise the interrelatedness of truth claims, belief and ideology, and their influence on professional practice

interpret and apply relevant policies and codes of the employing organisation, including equal opportunities statements, disability statements and widening participation strategies

appraise the range of psychological services and interventions available to clients

recognise the potential importance of diversity in the therapeutic relationship

reflect on the role and function of counselling and psychotherapy in

knowledge to inform his or her ability to:Take an active role as a member of a professional community.

Show a critical awareness of the history of ideas, the cultural context and social and political theories that inform and influence the practice of counselling and psychotherapy.

Identify and critique the philosophical assumptions underpinning the practice of counselling and psychotherapy.

Understand the inter-relatedness of truth claims, belief and ideology and their influence on professional practice.

Interpret and apply relevant policies and codes of the employing organisation, including equal opportunities statements, disability statements and widening participation strategies.

Explore sensitively and respectfully with clients their culture and associated values recognising cultural differences, for example, in terms of predispositions to individualism and collectivism, emotional involvement and detachment.

independent study

Learning from work experience

Workshopgroup tasks

Seminar


Group tutorials



Development

CORC 2217Assessed Seminar

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ModuleProg Aims


Range ofAssessments


society

recognise ways in which government policies and recommendations such as those in the National Institute for Health and Clinical Excellence (N.I.C.E.) guidelines may impact on mental health service provision and client well-being

recognise that power relationships and dynamics within groups and organisations have the potential to impact on therapy

critically appraise published research on counselling and psychotherapy and integrate relevant research findings into practice

implement methodologies to audit and evaluate the process and outcome of therapy

be familiar with the legal and ethical framework in which the therapy takes place

deliver the counselling/psychotherapy services with due regard to the practice setting.

Reflect on the role and function of counselling and psychotherapy in society and understand national politics in relation to mental health service provision and client wellbeing.

Demonstrate a clear commitment to best practice and work within an ethical framework for professional practice.

Demonstrate understanding of the relevant legislation that affects the practice of counselling and psychotherapy.

Make a contract with the appropriate organisation for the provision of therapy, including the extent of the provision with regard to time, place and resources.

Demonstrate an awareness of power relationships and dynamics within groups and organisations and their potential impact on therapy.

Work in multidisciplinary teams with other professionals and participate effectively to maximise therapeutic outcomes as appropriate.

Critically appraise published research on counselling and psychotherapy and

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ModuleProg Aims


Range ofAssessments


.

integrate relevant research findings into practice.

Understand methodologies to evaluate the process and outcome of therapy.

Monitor and review the effectiveness of own practice.

Participate in therapeutic practice audit and other quality assurance procedures.

Counselling psychology 1 and 2

Personal and professional development 1 and 2

Counselling practice 1 and 2

The social, professional and organisational context for therapyThe nature of the curriculum, the learning outcomes, content of the modules and the assessment process embed theQAA Benchmark Statements for Counselling and Psychotherapy and the BACP core curriculum. .

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ModuleProg Aims


Range ofAssessments


These are:




one.

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

FHEQ level: 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Placement Placement within a counselling agency 1,2 1,2,4,5,7 100 counselling hours

Personal and professional development

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Appendix

APPENDIX – DEFINITIVE MODULE RECORDS

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

MODULE CODE: CORC2170 MODULE TITLE: Counselling Psychology 1

CREDITS: 20 FHEQ Level: 5 JACS CODE: C843

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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to the principles of counselling psychology. Analysis of concepts of self, psychological health and development of dysfunction provide a framework for examining the origins and assumptions of the person-centred approach to counselling.

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

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

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To explore Person – Centred theory in depth within a framework of current psychological thinking and introduce students to quantitative and qualitative research methods used in psychology.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Analyse the underlying assumptions of the Person-centred Approach Evaluate the main tenets of Person-centred personality theory Examine the acquisition and maintenance of dysfunction Review and evaluate contemporary research in counselling

DATE OF APPROVAL: 21/01/15 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/15 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: 15/AY/AU/M

Additional notes (for office use only):

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016 – 2017 NATIONAL COST CENTRE: 104

MODULE LEADER: Jenny Trevethan OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe nature of counselling psychologyThe humanistic paradigmWork of Carl Rogers: origins and current developments of the person-centred approachConcepts of SelfPerson-Centred personality theoryAcquisition and maintenance of psychological problemsConcepts of Psychological healthResearch methods

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core Material

Guided Independent Study 155 Students are expected to put in additional time outside of taught sessions

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

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E_ %Total = 100%

T_ %Total = 100%

Coursework C1Research AssignmentEssay

40%60%

Total = 100%

Covering LO4 – Pass/Fail basisCovering LO1-3 – Pass/Fail basis

Practical P_ %Total = 100%

Updated by:Kevin Kirwan

Date:28/11/14

Approved by:HE Operations

Date:23/09/16

Recommended Texts and Sources:

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SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: CORC2171 MODULE TITLE: Personal and Professional Development 1

CREDITS: 20 FHEQ Level: 5 JACS CODE: B940 (HECoS 101332)


SHORT MODULE DESCRIPTOR:This module prepares for, and supports students in, their placements, ensuring they work to a professionalcode of ethics and practice. It also provides a framework for regular and systematic opportunities for self-awareness work which are congruent with the core model.

ELEMENTS OF ASSESSMENTWRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (formally scheduled)

C1 100% P1

E2 (OSCE) C2 P3T1 (in-class test) A1



MODULE AIMS:To enable students to begin to develop safe professional practice in their counselling work with clients.For students to work on developing awareness of self, others and their world.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:

1. Work within a counselling agency2. Identify, understand and operate within the BACP ethical framework3. Evaluate the need for supervision and its application to practice4. Explore their own PD making explicit links to PC theory5. Evaluate the significance of personal counselling and group work in relation to their personal and

professional development6. Present a self-assessment in a medium of choice and participate in feedback process demonstrating an

ability to give, receive and reflect on feedback.

DATE OF APPROVAL: 21/01/15 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/15 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: 15/AY/AU/M


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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2016/2017 NATIONAL COST CENTRE: 105

MODULE LEADER: Kevin Kirwan OTHER MODULE STAFF:

SUMMARY OF MODULE CONTENTBACP Code of Ethics and PracticePlacement requirementsContractsConfidentialityCounselling and the lawManaging client informationCounselling supervisionPersonal and interpersonal development

SUMMARY OF TEACHING AND LEARNINGScheduled Activities Hours Comments/Additional InformationLecture 45Guided Independent Study 155Total 200

Category

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WeightingComments include links to learning objectives

Written exam E1T1

Coursework C1

Personal Development AssignmentProfessional Development Assignment

50%

50%

Total 100%

Covering LO4-6. Operated on a Pass/Fail basis.Covering LO1-3. Operated on a Pass/Fail basis.

Practice P1

Updated By: M Lake Date: 28/11/14 Approved By: HE Operations

Date: 123/09/16

Reading List:

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SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: CORC2172 MODULE TITLE: Counselling Practice 1

CREDITS: 20 FHEQ Level: 5 JACS CODE: B940


SHORT MODULE DESCRIPTOR:This module aims to assist students in developing competence as a person – centred-counsellor, to a level where they are able to begin working with clients. The emphasis is on the core counselling conditions, the communication of these conditions, and the student’s ability to reflect on and evaluate their practice

ELEMENTS OF ASSESSMENTWRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (formally scheduled)

C1 100% P1

E2 (OSCE) C2 P3T1 (in-class test) A1



MODULE AIMS:To encourage and assist students to:a) develop their ability to offer the core conditions within a counselling relationshipb) develop their counselling skills to a beginning level of professional competencec) apply theoretical and experiential understanding to the facilitation of the counselling process

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:1. Show an ability to work consistently within the Person-centred framework and evaluate your practice2. Establish an appropriate counselling contract adhering to BACP Ethical guidelines3. Assess and evaluate your use of the Core Conditions within the counselling relationship4. Track your own process through a counselling session5. Demonstrate a range of counselling skills

DATE OF APPROVAL: 21/01/15 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/15 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: 15/AY/AU/M


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ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 105

MODULE LEADER: Malachy Dunne OTHER MODULE STAFF:

SUMMARY OF MODULE CONTENTThe purpose and context of counsellingPractitioner self-care with reference to supervision and personal counsellingThe Person – Centred Counselling ApproachIn depth examination of the core conditions.Development of the skills needed to support and enhance these conditions.Feedback skillsStructuring the counselling process

SUMMARY OF TEACHING AND LEARNINGScheduled Activities Hours Comments/Additional InformationLecture 20Practical sessions and workshops 25Guided Independent Study 155Total 200

Category

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WeightingComments include links to learning objectives

Written exam E1T1

Coursework C1 DVD and reflection 100% Covering LO1-5. Operated on a Pass/Fail basis.

Practice P1

Updated By: M Lake Date: 28/11/14 Approved By: HE Operations

Date: 23/09/16

Reading List:

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MODULE CODE: CORC 2218 MODULE TITLE: Counselling Psychology 2



SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines the main paradigms used in contemporary counselling. In light of this exploration learners are invited to re-visit the person centred model clarifying where they position themselves on the person centred continuum in the light of relevant research findings.


E1 (Examination) % C1 Pass/Fail P1 (Practical)


% A1 %

T1 (Test) %



MODULE AIMS: To evaluate commonality and difference between the person centred approach and other models so learners can develop a personal and professional philosophy of counselling drawing on both personal experience and contemporary research.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Independently research a model of counselling other than the person centred model2. Make a critical comparison between the model researched and the person centred approach3. To complete a presentation of their research4. Articulate their personal and professional philosophy of counselling

DATE OF APPROVAL: 19 May 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM/SEMESTER: All Year


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MODULE LEADER: Deborah Williams OTHER MODULE STAFF: Kevin Kirwan

SUMMARY of MODULE CONTENTExamination of other counselling paradigmsIndependent research methodsExploration of philosophical position in relation to their practiceDeepening understanding of the person centred approach.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 45 Introducing the main themes and concepts of the module - the main paradigms used in contemporary counselling

Guided Independent Study 155 Students are expected to put in time outside of taught sessions on their own professional development and module content

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

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Coursework C1 Independent Research Essay

LO 1, 2, 3 and 4. Operated on a Pass/Fail basis

Practical P_ %Total = 100%


Date:31/03/16


Date:20/9/16

Recommended Texts and Sources:Barrett Lennard, G. (1998) Carl Rogers’ Helping System : Journey and Substance. London, Sage,Cooper, M. (2008) Essential Research Findings in Counselling and Psychotherapy: The Facts are Friendly, London, Sage.Dryden, W. (1990) (ed) Individual Therapy: A Handbook Open University PressDryden, W. (ed) (1990) Individual Therapy: A Handbook. Open University PressFeltham, C. & Horton, (2000) Handbook of Counselling and Psychotherapy. London: SageFeltham, C. (2010) Critical Thinking in Counselling & Psychotherapy. London: SageKirschenbaum,H and Henderson,V.L.(1990) The Carl Rogers Reader London: ConstableMacillan, M (2004) The Person-Centred Approach to Therapeutic Change. London: SageMcLeod, J. (1994) Doing Counselling Research, London, SageMearns, D. & Thorne, B. (1994) Developing Person-Centred Counselling. London: SageMearns, D. and Dryden,W. (eds) (1990) Experiences of Counselling in Action London : SageMearns,D. and Thorne,B. (2000) Person-Centred Therapy Today : New Frontiers in Theory and Practice, London, SageMerry, T (1999) Learning and Being in Person-Centred Counselling. PCCS Books: Ross-on-WyeNatiello, P. (2001) The Person-Centred Approach : A Passionate Presence : Ross-on-Wye : PCCS Books.Rogers, C. R. (1961) On Becoming a Person. Boston: Houghton MifflinSanders , P. (ed) (2004)The Tribes of the Person-Centred Nation : A guide to the schools of therapy associated with the Person-Centred Approach. PCCS Books: Ross-on-WyeSanders, P. (Ed) (2004) The Tribes of the Person-Centred Nation. Ross-on-Wye: PCCS BooksThorne, B. (1992) Carl Rogers. London: Sage

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Wilkins, P. (2002)Person-centred Therapy in Focus (Counselling & Psychotherapy in Focus). London: SageWoolfe, R. & Dryden, W .(Eds) (1996) Handbook of Counselling Psychology. London: Sage

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MODULE CODE: CORC 2217 MODULE TITLE: Personal and Professional Development 2


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: None

SHORT MODULE DESCRIPTOR:This module continues to provide regular and systematic opportunities for self-awareness work which is congruent with the person centred model of counselling and supports them as counsellors. It also supports learners in developing their professional practice by introducing them to a range of different client issues.


E1 (Examination) C1 (Coursework) Pass/Fail P1 (Practical) Pass/Fail


A1 (Generic Assessment)

T1 (Test)



MODULE AIMS:a) To provide within a group setting the opportunity for personal development in which learners can deepen an

awareness of self, others and their world.b) To enable learners to further explore their belief and value systems, analysing how this affects relationship

to self, clients and othersc) To enable students to broaden their understanding of the issues clients bring to counselling.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate and evaluate your ability to respond to the emotional demands of being a counsellor.2. Critically evaluate your experience of personal therapy and group work in relation to your personal and

professional development3. Present a self-assessment and participate in a feedback process demonstrating an ability to give, receive and

reflect on feedback.4. Reflect on, review and evaluate their development within the counselling profession.5. Completion of a professional practice portfolio including 100 counselling client hours

DATE OF APPROVAL: 19 May 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM/SEMESTER: All YearAdditional notes (for office use only):

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MODULE LEADER: Kevin Kirwan OTHER MODULE STAFF: Malachy Dunne

SUMMARY of MODULE CONTENTClient issues including suicide, self-harm, loss and grief, abuse, trauma, shame, sex and sexualityPersonal and interpersonal developmentEthical and legal aspects of the professionParticipation in supervision groups

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Introducing the main themes and concepts of the moduleGuided Independent Study 155 Students are expected to put in time outside of taught sessions on

their own professional development and module contentTotal 200

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Written examE_

%

T_ %

Coursework C1

Self and peer assessment

Assessed seminar

L/O 1,2,3 Operated on a Pass/Fail basis

L/O 4. Operated on a Pass/Fail basis

Practical P1 % Professional practice portfolio inc.100 counselling client hours


Date:31/03/16


Date:20/9/16

Recommended Texts and Sources:

Personal DevelopmentAlbom M (1997) Tuesdays with Morrie London: Time WarnerBiddulph, S (1994) Manhood London: VermillionEstes, C.P. Women who run with Wolves London: RiderHerrigal, E (1953) Zen in the art of archery London: RoutledgeLevi, P (1987) If this is a Man London: AbacusMoore, T. (1992) Care of the Soul London: PiatkusRogers, C. (1961) On Becoming a Person London: ConstableThorne, B (1994) Person-Centred Counselling: Therapeutic and Spiritual Dimensions London: Whurr BooksYalom I (1989) Loves Executioner and other tales London: Penguin

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Professional DevelopmentBond, T (2014) Confidentiality & Record Keeping in Counselling & Psychotherapy. London: SageBond, T (2005) Therapists in Court: Providing Evidence and Supporting Witnesses. London: SageBond, T (2015) Standards and Ethics for Counselling in Action. London: SageBond,T & Mitchels,B (2010) Essential Law for Counsellors and Psychotherapists. London: SageCorney, R & Jenkins, R. (1993) Counselling in General Practice London: RoutledgeDryden, W & Reeves.A (2008) Key Issues for Counselling in Action Sage: LondonJenkins, P (2007) Counselling, Psychotherapy and the Law. London: SageJones, C & Shillito-Clarke (2001) Questions of Ethics in Counselling and Therapy London: Open University PressMcLeod, Professor J. (2001) Counselling in the Workplace: The Facts BACP PublicationMitchels, B (2011) Legal Issues across Counselling & Psychotherapy Settings: A Guide For Practice. London: SageTudor, K. and Worrall, M. (2004) Freedom to Practise: Person-Centred approaches to supervision Ross-on-Wye: PCCs Books

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MODULE CODE: CORC 2216 MODULE TITLE: Counselling Practice 2



SHORT MODULE DESCRIPTOR:This module is designed to support learners to develop and deepen their counselling skills and work at relational depth with their clients. Learners will also be introduced to contemporary theoretical concepts that will further enhance their practice


E1 (Examination) % C1 (Coursework) Pass/Fail P1 (Practical)


% A1 (Generic Assessment)

%

T1 (Test) %


Professional body minimum pass mark requirement: ‘N/A’

MODULE AIMS:This module supports learners’ ongoing development as a professional reflective practitionerand facilitates their integration of further theoretical concepts into their work. To facilitate learners in offering the core conditions at a deeper level, thus moving towards the attainment of embed competence in their practice

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate and critically evaluate the ability to apply theoretical concepts to their practice2. Provide informed, relevant and useful feedback to peers on their practice and improve performance through

reflecting on and responding to self, peer and tutor feedback3. Demonstrate with examples the use of their own internal supervisor4. Write a case study linked to a counselling relationship of at least 5 sessions

DATE OF APPROVAL: May 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All YearAdditional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required

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ACADEMIC YEAR: 2016 / 2017 NATIONAL COST CENTRE: 105

MODULE LEADER: Malachy Dunne OTHER MODULE STAFF: Kevin Kirwan

SUMMARY of MODULE CONTENT Observed and filmed counselling practice The therapeutic relationship - the development of trust intimacy and mutuality The impact of transference and countertransference Extending awareness and use of the core conditions Ways in which personal, social, racial and cultural factors influence client perception and responses Working with intra and inter personality dynamics in the counselling relationship Power dynamics within the counselling relationship Advanced skills and attitudes

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Introducing the main themes and concepts of the module -

development as a professional reflective practitionerGuided Independent Study 155 Students are expected to put in time outside of taught sessions on

their own professional development and module contentTotal 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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T_

Coursework C_ DVD and critique of practice

LO 1, 2, 3 and 4. Operated on a Pass/Fail basis

Practical P_


Date:31/03/16


Date:31/03/16

Recommended Texts and Sources:Bozarth & Wilkins, P (2001) Unconditional Positive Regard Ross-on-Wye, PCCS BooksCasement, P. (1990) On Learning from the Patient London: RoutledgeFeltham, C. (2010) Critical Thinking in Counselling & Psychotherapy. London: SageMearns, D. & Thorne, B (1994) Developing Person-Centred Counselling London: SageMearns, D. & Cooper, M (2005) Working at Relational Depth London: SageRogers, C. (1951) Client-Centred Therapy London: ConstableTolan, J (2003) Skills in Person-Centred Counselling & Therapy London, SageWyatt, G (2001) Congruence Ross-on-Wye, PCCS BooksWyatt, G & Sanders, P. (2002) Contact and Perception Ross-on-Wye BooksEds. M. Cooper, M. O’Hara, P. Schmid, G. Wyatt (2007) The Handbook of Person-Centred Psychotherapy and

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Counselling. Basingstoke: PalgraveWosket, V (1999) The Therapeutic Use of Self: Counselling Practice, Research and Supervision. Routledge: East Sussex UK

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APPENDIX 2

SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT

Academic Guidelines for Students (Style Guide)

2016-17 Edition

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Introduction

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

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

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

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

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http://images.google.co.uk/imgres?imgurl=http://www.jcu.edu.au/studying/services/studyskills/essay/images/qmindmap.gif&imgrefurl=http://www.jcu.edu.au/studying/services/studyskills/essay/&h=301&w=500&sz=39&hl=en&start=12&tbnid=MR-iJHj0bBGE3M:&tbnh=78&tbnw=130&prev=/images?q=studying&svnum=10&hl=en&lr=&sa=G

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http://images.google.co.uk/imgres?imgurl=http://diamond.gem.valpo.edu/~lkraft/graphics/Studying.wpg.gif&imgrefurl=http://diamond.gem.valpo.edu/~lkraft/graphics/&h=186&w=260&sz=8&hl=en&start=3&tbnid=4APBPdPK14AmdM:&tbnh=80&tbnw=112&prev=/images?q=studying&ndsp=20&svnum=10&hl=en&lr=&sa=N

http://images.google.co.uk/imgres?imgurl=http://www.4kids.org/askamy/images/amy-studying.gif&imgrefurl=http://www.4kids.org/askamy/homework/&h=208&w=234&sz=8&hl=en&start=2&tbnid=Yoe-2ADRPWni5M:&tbnh=97&tbnw=109&prev=/images?q=studying&ndsp=20&svnum=10&hl=en&lr=&sa=N

Contents

1.0 Preparing an Assignment...................................................................................42

2.0 Presenting Work................................................................................................43

3.0 Writing Style......................................................................................................44

4.0 Format of Text...................................................................................................44

5.0 Referencing and How to Avoid Plagiarism.........................................................45

6.0 Tables and Figures.............................................................................................50

7.0 Reports:.............................................................................................................51

8.0 Essays:...............................................................................................................52

9.0 Grammatical Mistakes.......................................................................................54 10.0 Assignment Length or Word Count………….........................................................55

Example 1 Essay descriptors..............................................................................56

Example 2 Referencing passage ................................................................57

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Section 1.0: Preparing an assignment

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

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

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

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

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

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

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

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

Section 2.0: Presenting work

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

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

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

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

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

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

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

Section 3.0: Writing Style

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

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

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

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

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

Section 4.0: Format of Text

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

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

Font Style - Times New Roman, Arial or close equivalent

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

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

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

Justification - Main text justified left and right

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Page Numbers - Bottom centre of every page

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

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

Section 5.0: Referencing and how to avoid plagiarism

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

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

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

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

a) Why should I cite and reference sources?

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

They can also:

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

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

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

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

All of the following are considered forms of plagiarism:

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

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

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

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

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

c) How to avoid plagiarism

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

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

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

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

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

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

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

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

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

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

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

.d) Credibility of references

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

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

e) How referencing works

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

f) How many references?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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http://www.ons.org.uk/

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

j) How to write your reference list

The format to follow for a book is:

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

Location of publisher: publisher

Example:

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

Palgrave Macmillan

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

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

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

2. Writing a reference for a Web Page:

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

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

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

Or from an on-line journal:

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

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http://www.jrf.org.uk/

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

If the author is unknown -

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

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

PREFERABLY OBTAIN, READ AND REFERENCE THE ORIGINAL TEXT.

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

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

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

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

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

5. Books with more than one author:

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

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

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

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

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http://www.hm-treasury.gov.uk/

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

n.p. no place (of publication known)

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

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

para. paragraph

supp. supplement (plural, supps.)

Trans. translator ; translated by

vol. volume (plural, vols.)

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

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

Figure 1 - Deductive/Inductive Process

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

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http://www.stir.ac.uk/infoserv/library/about/general/online/refer.htm

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

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

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

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

For example:

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

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

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

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

Section 8.0: Essays

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

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

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

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

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

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

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

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

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

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

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

a period of boom and bust)

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

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

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

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

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

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

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

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

Section 10: Assignment Length or ‘Word Count’.

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

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

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

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Example 1 : Essay descriptors

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

isAnalyse Examine the subject in detail, breaking it down

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

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

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

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

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

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

against somethingEvaluate Make an appraisal of the worth of something,

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

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

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

examplesTrace Follow the development or history of a topic

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Example 2

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

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

Appendix 2

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PROCEDURES RELATING TO

ASSIGNMENTS

RESULTS

TUTORIALS

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ASSIGNMENTS

Word-processing

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

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

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

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

Presentation

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

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

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

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Style of writing and Referencing

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

Hand-in dates

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

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

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

Results

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

Tutorials

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

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

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

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APPENDIX 3Application for Extenuating Circumstances Affecting Late or Non-Submission or Non-Attendance of Assessment

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

Module Code Module Leader Is this group work?

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

Assessment deadline

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

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

Description of Circumstances:

Please continue on a separate sheet if necessary.

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

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

Signed: Date:

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https://www.plymouth.ac.uk/uploads/production/document/path/1/1773/Extenuating_Circumstances_Policy_and_Procedures.pdf

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-rules-and-regulations/extenuating-circumstances

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-rules-and-regulations/extenuating-circumstances

OFFICE USE ONLY

NAME NUMBER

SCHOOL

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

YES NO

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

YES NO

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

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

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

EXTENDED SUBMISSION DEADLINESModule Code Original Submission

DeadlineRevised Submission Deadline

Time Notes

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

Date: Initials:

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

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EXTENUATING CIRCUMSTANCES GUIDANCE

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

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

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

impact

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

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

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

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

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

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

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mailto:[email protected]

http://www1.plymouth.ac.uk/disability/Pages/default.aspx

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

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

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

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

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

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

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

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

provision.

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

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

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https://www1.plymouth.ac.uk/essentialinfo/regulations/Pages/default.aspx

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

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

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

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

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

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Student Extenuating Circumstances Claim Procedure - FlowchartCircumstance that has affected

assessment occurs

Collect claim form from Faculty Office

Complete claim form

Attach independent corroborative evidence

Can be submitted in a sealed envelope if

confidential

Submit claim to Faculty Office

Claim logged, checked and decision made

Valid Decision Invalid Decision Incomplete

Confirmation email to student PU account

Confirmation email to student PU account

Email to PU account requesting further

information

Confirmation email to relevant Module Leaders

Confirmation email to relevant Module Leaders

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

circumstances will be forwarded to Award Assessment Board for

consideration

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

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

Marks profile considered at Award Assessment Board

Transcript published online and posted to home address

Unhappy with outcome, can appeal if meet appeal criteria

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

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