International Postgraduate Certificate in

Education

Course Handbook 2022/23 – Collaborative p. 1

 WELCOME AND INTRODUCTION ........................................................................... 3
INTRODUCTION / WELCOME FROM THE PRINCIPAL ................................................................................... 3
INTRODUCTION TO THE COURSE ................................................................................................................ 4
KEY STAFF, CONTACT DETAILS AND STAFF ROLES ....................................................................................... 7
COURSE OPERATION AND STUDENT REGISTRATION .................................................................................. 7
EQUALITY AND DIVERSITY .......................................................................................................................... 8
COURSE MANAGEMENT ............................................................................................................................. 9
ATTENDANCE AND ENGAGEMENT ............................................................................................................. 9
KEY DATES ................................................................................................................................................ 11
MODULE SPECIFICATIONS ........................................................................................................................ 11
AWARD CERTIFICATES .............................................................................................................................. 11

TEACHING, LEARNING AND ASSESSMENT ....................................................... 12

REFERENCING ...................................................................................................... 17
ACADEMIC MISCONDUCT AND PLAGIARISM .................................................... 17
RESEARCH INTEGRITY ........................................................................................ 18
PLACEMENT ARRANGEMENTS .................. ERROR! BOOKMARK NOT DEFINED.
SUPPORT FOR STUDENTS .................................................................................. 18
LIBRARY ARCHIVES AND LEARNING SERVICES .............................................. 19
QUALITY AND STANDARDS ................................................................................. 20
EXTENUATING CIRCUMSTANCES ....................................................................... 20
KEY LINKS ............................................................................................................. 21
APPENDIX A: ACADEMIC APPEALS ............................................................................................................ 22
APPENDIX B: COMPLAINTS ....................................................................................................................... 23

Course Handbook 2022/23 – Collaborative p. 2

 ACCESSIBILITY NOTICE
Click here for guidance on viewing this document in Word’s Immersive Reader

Welcom e and intr oduction

INTRODUCTION / WELCOME FROM THE PRINCIPAL

Welcome to Tes Institute. We are delighted that you have chosen to join us on the International
Postgraduate Certificate in Education course (iPGCE).

The iPGCE will enable you to achieve a range of outcomes relating to your own professional
development. We encourage a reflective and critical approach to your teaching practice to enable you
to identify areas that you would like to focus on through the duration of the iPGCE. The academic study
and research that you will undertake will give you the chance to hone your expertise in aspects of
teaching and learning that are particularly pertinent to you.

Please note, the IPGCE does not lead to Qualified Teacher Status. You would need to undertake
further teaching time and training in order to be eligible for QTS assessment in the future. You must
have been teaching full time for at least two years in two different schools to a level that you can show
is good or better before you would be able to apply for QTS. The iPGCE alone would not prepare you
for this.

For the iPGCE, you will undertake a blended approach to the course, combining online study of the Tes
Learn sessions, supervised by a Pathway Tutor, with academic research supported through lectures
and by the staff at UEL. You will also work with a mentor in school on the practical application of what
you are learning on the course, taking the time to critically engage with your actual teaching practice
and identify areas of interest that you might like to research for your iPGCE assignments.

We have a team at Tes Institute dedicated to supporting you. Your Pathway Tutor is an experienced
teacher who will be able to give you constructive feedback on your learning diary submissions from a
teacher’s perspective. You will have regular academic support in partnership with UEL to ensure that
you are clearly informed about what the iPGCE assignments entail and how you can use the resources
available to you in order to facilitate your classroom-based research. We are also teachers and are
keen to make your academic work on the course useful to your teaching practice and professional
development.

We do want to reiterate the following: local teacher licence regulations will vary by country and
we highly recommend that you independently research the requirements for the country you are
interested in moving to and that you contact a few schools in the region before making a
decision on what qualification to pursue.

We are looking forward to working with on the iPGCE and would like to take this opportunity to wish
you the best for your studies.

Joanne Coles

Course Handbook 2022/23 – Collaborative p. 3

Director - Academic Courses

Tes Institute
Tes Institute is the teacher training and development division of Tes Global, owners of the Times
Education Supplement and Times Higher Education. Tes Institute was formed in 2015 after Tes Global
acquired Hibernia College UK Ltd (HCUK) from Hibernia College Ireland.
Tes Institute is an Ofsted-regulated teacher training provider (a SCITT) which provides a range of
online, in-person and combined online/in-person courses and programmes to aspiring and existing
teaching staff.

Within the UK, Tes Institute is delighted to be working with a number of schools to deliver Initial Teacher
Training (ITT) in the UK through its National College for Teaching and Leadership (NCTL) accredited
programme. We have successfully trained teachers on a national basis for the past five years through
its core allocation (maths, physics and chemistry) and School Direct Partnerships in all secondary
subjects, primary and primary with maths. Increasingly provision is through School Direct (all secondary
subjects and primary).
Tes Global has a new office presence in Dubai, covering the Middle East region, and also has a global
sales team which already works with thousands of schools across the world, with a particular focus on
China, SE Asia and Europe.

INTRODUCTION TO THE COURSE

Programme duration and modes of study

The iPGCE is a part-time programme spread across one academic year. The programme includes
a mixture of work-based activity and learning, high-quality online provision, coaching/mentoring,
assessment and independent study.

The two modules - Developing effective subject knowledge and pedagogy and Investigating strategies
for raising pupil learning and achievement - and the calendar of Tes Learn sessions (which together
comprise the programme), run consecutively and across the year. The modules align with the school
year and allow the training to blend effectively with and within the practice context.

Programme aims and objectives

The Programme aims to:

• develop a level of professional competence appropriate to that of a newly qualified teacher;

• develop empowered, reflective practitioners and managers in education who can be agents of
change;

• critically engage with a wide range of education issues from a multi-disciplinary subject/phase
perspective;

• develop models of good practice, drawing on a range of literature, comparing own teaching
practice to models of ‘good practice’ to identify and set potential areas for professional
development;

Course Handbook 2022/23 – Collaborative p. 4

 • build upon the internationally diverse and professional experiences of the students to link theory
with research, policy and practice in international education and development.

Outcomes will include an ability to:

• critically evaluate teaching and research with a view to improving their own teaching and the
learning of the pupils they teach;

• apply their subject knowledge in a form which is appropriate to the needs of the learner both
in terms of content and teaching methodology and meets the curriculum demands of the
institution in which they are based;

• embody the wider role of the teacher, including professional, pastoral and administrative
responsibilities;
• demonstrate an in-depth understanding of the individual needs of learners appropriate to
their age, ability, language and cultural background;

• create, maintain and critically evaluate the impact of a stimulating and appropriate learning
environment;

• develop an understanding of the assessment of pupils and the selection and application of
appropriate assessment techniques and their impact on next steps in learning;

• critically analyse, synthesise, interpret and evaluate a wide range of data, information and
ideas from either primary or secondary sources;

• distinguish and employ a range of quantitative and qualitative research methods;

• demonstrate responsibility and accountability when working as an individual and in groups;

• identify, evaluate and maintain capabilities and qualities to support effective communication
in a range of forms within educational contexts including written form, through formal
presentations, in visual forms. and through email and the world-wide web;

• autonomously implement and evaluate improvements to performance, drawing on innovative

or educational best practice.

Programme structure

The Programme provides you with professional training and experience necessary to develop as an
effective and reflective teacher. The programme is comprised of the following academic modules:

Module Title Number FHEQ Core or

of Credits Level Optional
Developing effective subject knowledge and
pedagogy 30 7 Core
Investigating strategies for raising pupil learning
and achievement* 30 7 Core

*On the modular programme, this is the assignment that will be completed in the first academic year.

Course Handbook 2022/23 – Collaborative p. 5

Students on the iPGCE study professional learning and experience blended learning sessions
which focus on the relevant aspects of the professional role of a teacher aligned to the Teachers’
Standards for QTS in England and which promote a high level of integration between theory and
practice. There are opportunities to explore key aspects of learning and teaching in the context of
international school systems and to develop individual practice through critical engagement and
research on practice.

Programme outcomes

A successful outcome in this programme results in the award of the iPGCE.

The programme specification can be found here:

https://www.uel.ac.uk/postgraduate/ipgce

Induction to the programme:

All students will take part in a series of induction activities to ensure clarity and engagement.

The induction stage is an intensive series of online tasks which include the use of the Subject
Knowledge Audit as well as undertaking Reflective Practice, Safeguarding, Professional
Responsibilities, Working as a Team and Assignment Writing at Level 7 learning sessions. We do urge
you to make the most of this induction and fully embrace each task.

The landing page in the iPGCE programme provides an overview of the entire programme. From here,
you and your tutor will be able to see all programme objectives, sessions, upcoming task milestones
and the latest programme activity. This will enable you to keep track of and prioritise your work, and
your tutor to best understand when you may need their support.

Each programme objective contains links to the related learning sessions and activities which are
tracked by the system. The first objective “Induction” with the information text “Please begin by selecting
this objective and then completing each of the task milestones within it” will be your starting point.

The Induction objective includes the session “Getting the best from your programme”. This session will
walk you through the platform (in the context of your programme). The objective also contains a series
of short activities that ensure all aspects of the programme and studying with Tes Institute are explored
and that you are familiar with the support available.

Output from the task activities (such as reflective learning diary entries etc) are uploaded and once
these are complete, your tutor will provide feedback.

All uploaded task and assignment outputs are stored in a simple “Asset store” that enables you and
your tutor to filter, view and discuss all work and to align it to the portfolio requirements.

Technical Support

The Learning platform is an important port of call for all information relating to the programme, including
all policies and forms required. E-mail will also be used to formally notify iPGCE students of any key
information, updates or developments, and also to send reminders at specific points in the programme.

Course Handbook 2022/23 – Collaborative p. 6

 Technical support is made available to all iPGCE students throughout the programme. Contact details
for Tech Support: [email protected]

UEL direct (VLE)

All Tes Institute’s iPGCE students are also required to login to the UEL VLE, UEL direct, where they
will receive induction on how to use the related aspects. See section 4 Programme Operation and
Student Registration for further details.

KEY STAFF, CONTACT DETAILS AND STAFF ROLES

The Key Staff and Contact Details are correct at point of publication. You will be notified of any
changes.

Member of Staff Role Contact Details

Joanne Coles Director - Academic Courses -Tes Institute [email protected]

Sophia Susca Programme Officers for iPGCE and contact [email protected]

for all non-academic issues

Marwan Elfallah UEL Link Tutor for iPGCE [email protected]

David Wells Head of ITE at UEL [email protected]

Win Pang UEL Librarian and Research Support for [email protected]

iPGCE

Joanne Knight Deputy Director - iPGCE [email protected]

• Link to the Student Handbook page for When to Contact UEL Directly

COURSE OPERATION AND STUDENT REGISTRATION

Tes Institute, through its Programme Administration Team, takes responsibility for all liaison with UEL
on student registration matters and will provide UEL with such information and data at such times as is
required by UEL on students registering for the iPGCE. All students will complete a UEL enrolment
online.

Course Handbook 2022/23 – Collaborative p. 7

The University’s academic regulations are available at: Manual of General Regulations: Part
3 Academic Regulations:

https://www.uel.ac.uk/about/about-uel/governance/policies-regulations-corporate-documents/student-
policies/manual-of-general-regulations

Initial welcome email (Tes Institute programme admin)

You will receive an invitation email that will provide a login link for your Programme in Tes Learn. In
order to access Tes Learn, you will need to have registered on the main www.tes.com website. If you
do not already have a www.tes.com account then you may wish to do so prior to receiving your Tes
Learn invite email. When registering on the www.tes.com website, we would recommend that you use
the same email address that you supplied when applying for the course and that you ensure that you
use your correct First name and Last name to avoid certification errors. If you already have a
www.tes.com registration, the Profile link (when logged into www.tes.com) will allow you to check and
update your name and email preferences. In the event that you experience difficulty enrolling on the
programme through the invite email, please contact use via [email protected]

It is essential that you log in to UEL direct and enrol with UEL using the UEL student number that you
have be given prior to attending any lectures.

Once you have gained admission to the course you must login to the UEL direct page using your
student username which will be your UEL ID number and password and complete the on-line
enrolment. Enter Partner Name Here will assist and ensure that you complete your online enrolment
task promptly. UEL Direct is available at https://www.uel.ac.uk/students (click on ‘new students’)

For general enquiries concerning enrolment, you must contact your local Student
Support/Administrative Office for guidance in the first instance and then if you are advised to contact
UEL, please send an e-mail to the UEL Academic and Employer Partnerships Office at
[email protected].

EQUALITY AND DIVERSITY

Links to Tes Institute’s policies:

Equal Opportunities Statement

Equal Opportunities Policy

• Link to the UEL Equality and Diversity Strategy

• Student Protection Plan

Course Handbook 2022/23 – Collaborative p. 8

COURSE MANAGEMENT

Information on how the programme is managed on a daily basis

The course is divided into a series of fortnightly sessions each with its own focus and suggested/
recommended activities. The course calendar will set out the recommended sequence in which these
sessions are undertaken. Individual needs or circumstances may mean that the learning sessions are
not followed in exactly the same order as set out in the course calendar, however it is strongly
recommended that all sessions are covered at some point during the course until directed to do so by
the Pathway tutor.

The teaching will be a combination of online interactive study sessions/lectures, learning tasks, virtual
seminars, self-learning, work-place learning and online supported learning. Interaction with tutors
and other students may also take place online using the Tes Learn online learning environment. This
system facilitates discussion forums, collaboration, access to online course information and materials
as well as electronic messaging.

Programme Committee

The Programme Committee provides a formal structure for student participation and feedback on their
programme of study. Programme committees provide a forum in which students can express their
views about the management of the programme, and the content, delivery and assessment of modules,
in order to identify appropriate actions to be taken.

• Course Committee Terms of Reference

Tes Institute aims to offer high quality of teaching and learning experiences for its students. Through
student representation the students’ feedback on the quality of teaching, their learning experiences and
processes with Tes Institute help to identify areas of improvement. The committee meets termly. This
is organised virtually, providing a forum for staff and taught students to discuss matters related to
teaching, programme matters and student feedback. The UEL link tutor will be invited to attend.

In addition, Tes Institute will contact all students to participate in a confidential survey at two points
during their programme. These usually take place at the mid-point and end of programme. The
surveys offer students the opportunity to provide open and honest feedback about their experience
with Tes Institute and the relevant programme. Feedback is shared with Directors to support
programme evaluations and improvement.

ATTENDANCE AND ENGAGEMENT

Local Attendance and Engagement policy

Course Handbook 2022/23 – Collaborative p. 9

Every Tes Institute student signs a Student Agreement agreeing to certain responsibilities in relation
to their programme, including a responsibility to engage with the programme. Engagement with the
programme is defined in the following ways:

Engagement with the Programme

1) Successful completion of the Programme is dependent not only on both parties to this Agreement
fulfilling the roles and responsibilities as set out in this Agreement but also upon the Student
using their best endeavours to fulfil their potential by making the necessary progress towards
meeting, and demonstrating they meet, the requirements of the Programme.

2) The Student has significant personal responsibility for successful completion of their Programme.
They are expected to be able to critically reflect, analyse and self-reflect on their own progress
and to be proactive in identifying developmental and other issues, and solutions to them.

3) The Student is responsible for meeting, and ensuring they meet, all of the criteria for successful
completion of the Programme within the time provided by the Programme and for complying
with the Code of Conduct, together with any other Programme documentation.

4) The Student is also responsible for ensuring that they:

● have read, understood and are familiar with the Programme Handbook and other
Programme related guidance, rules and regulations;

● attend all webinars and other Programme-related events organised by Tes Institute, unless
exceptional and unforeseen circumstances prevent him/her from doing so;

● inform Tes Institute immediately if they are aware of any issues or personal circumstances
which will, or may, impact on their ability to complete their Programme successfully;

● liaise, cooperate and collaborate fully and effectively with all who are involved in delivery of
their Programme, including Tes Institute, school colleagues and third parties where applicable;

● prepare properly for lessons, meetings and other sessions;

● play a key role in the evaluation of their own professional practice and are proactive in
finding answers to any queries they may have;

● demonstrate high standards of professional behaviour and demeanour at all times;

● respond appropriately and in a timely fashion to all communications, whether orally or in

writing, from Tes Institute or any representative of Tes Institute and, in particular, meet all
deadlines for providing a response to a communication from Tes Institute or any representative
of Tes Institute; this includes attending any meetings requested by Tes Institute;

● meet their Student obligations and responsibilities to their School where applicable.’

Engaging with the learning sessions and tasks

Students on the iPGCE study professional learning and experience blended learning sessions which
focus on the relevant aspects of the professional role of a teacher as well as the related Teachers’
Standards and promote a high level of integration between theory and practice. There are
opportunities to explore key aspects of learning and teaching in the context of international school

Course Handbook 2022/23 – Collaborative p. 10

systems and to develop individual practice through critical engagement and research on practice.
Students should engage with the sessions and upload their activities in the relevant section of the
learning platform and use them for discussion points in their mentor meetings. Note that these
sessions should be completed and are learning experiences that should be discussed with your
mentor or pathway tutor.

KEY DATES
All academic calendars are available through the learning platform at www.tes.com/learn in the
‘Resources’ section of your main programme.

MODULE SPECIFICATIONS
Module specifications define each module of study on the course. They will include learning
outcomes and the aims for each module. These documents form part of the ‘definitive’
documentation for the course. It is important to note that reading lists and indicative content are likely
to change.

The following two modules comprise the Tes Institute iPGCE:

● Developing effective subject knowledge and pedagogy (Module code PE 7004)

● Investigating strategies for raising pupil learning and achievement (Module code PE
7003)

Both modules below run concurrently across the year, aligning with the school year so allowing the
training to blend effectively with and within the context. The reading lists align with each of the taught
sessions on the Learning Platform and will be further explained on Induction and within each session
as studied. Digital extracts of the necessary reading and research are included with the taught sessions
and can be downloaded and with signposted access to the full texts which are usually available from
the e-libraries (Tes Institute and UEL).

Click here for the Module Specification for PE7004

Click here for the Module Specification for PE7003

AWARD CERTIFICATES

The iPGCE Award is given by UEL. Learners will receive a transcript of their results and a certificate
following formal recognition of completion at the relevant Award Board. Certificates can take up to
twelve weeks to be dispatched to Tes Institute for distribution to learners.

• Link to the University’s academic regulations

Course Handbook 2022/23 – Collaborative p. 11

Teachin g, L earning an d A ssessm ent

Teaching and Learning

The iPGCE in a blended programme involving a mixture of online learning and face-to-face support
from UK-based tutors and in-country support mentors. The teaching will be a combination of online
interactive study sessions/lectures, learning tasks, virtual seminars, self-learning, work-place learning
and online supported learning. Interaction with tutors and other students may also take place online
using the Tes Learn online learning environment. This system facilitates discussion forums,
collaboration, access to online course information and materials as well as electronic messaging. All
course materials are reviewed and approved by appropriate external and internal specialists in the
field.

Teaching strategies may include:

● online interactive study sessions – providing the opportunity for the presentation of an
extended and coherent line of argument;

● synchronous/asynchronous collaborative learning/discussion forums - to generate group

and individual creativity, discussion and reflection;

● work-based collaboration and feedback e.g. paired work, peer review;

● work-based activities and focused tasks – to allow participants to undertake enquiry

and/or development work and for students to consider the implications of educational
issues for specific subject specialisms and phases;

● guided reading and independent study - to enable participants to engage with relevant
and appropriate debate;

● supported self-study using relevant materials - to promote individual enquiry and

development;

● individual online support - to enable a more extended, in-depth analysis;

● e-learning opportunities – involving the use of interactive packages and virtual learning
environment;

● formative feedback on work in progress, submitted electronically;

● face-to-face support from in-school mentors;

● face-to-face workshops and lectures from Tes Institute through webinars.

Course Handbook 2022/23 – Collaborative p. 12

Details of local assessment arrangements

Assessment for the iPGCE award is through the written portfolio for each of the two modules,
completion of the core calendar of Tes Learn sessions and a number of lesson observation records
decided according to the experience of the learner.

All assessment will be conducted in accordance with Tes Institute’s assessment policy. Formative
assessment methods are intended to provide feedback to the student about their progress and
development through the module, with key formative assessment progress points. Formative
assessment includes feed up (goals), feedback (progress in relation to goals) and feed forward (where
to go next to reach the goal). Formative feedback is given at task level, process level and self-regulation
level. There are a variety of formative assessment modes across the programme including: draft written
tasks, self-evaluation, reflective tasks, peer review and feedback. Reflective tasks and collaborative
learning can be formatively assessed by tutors and Directors through the learning platform.

Summative assessment methods are intended to test student achievement of the Intended Learning
Outcomes of each module, as specified in the module specifications and detailed in the module guides.
Summative assessment for all modules will be in the form of a portfolio of work-based tasks, work-
based enquiry and academic writing. Knowledge, thinking skills, practical skills, professional role skills,
and skills for life and work are all assessed through work-based tasks where the knowledge, thinking
skills and application are integrated in each task.

In accordance with Tes Institute’s policy all student submissions for summative assessments will be
submitted through Tes Learn and through Turnitin. Turnitin is an internet based text-matching service
that has been developed by a commercial company. It is used, under licence, by most UK universities,
including UEL. Work that is submitted to Turnitin generates a Turnitin originality report, showing which
parts of it have been reproduced from which sources.

Where Turnitin submission is required of work that will contribute to summative assessment and the
student fails to submit, s/he will be awarded a mark of 0 for the component in question. An originality
report should never be advanced as the sole reason for suspecting that a piece of work is plagiarised,
because the judgement as to whether work is plagiarised must always be an academic judgement.

We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will
be expected in employment. However, in our regulations, UEL has permitted students to be able to
submit their coursework up to 24 hours after the deadline. The deadline is published in the iPGCE
calendar on the learning platform. Coursework which is submitted late, but within 24 hours of the
deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as
opposed to marks obtained). If you submit twice, once before the deadline and once during the 24-hour
late period, then the second submission will be marked and 5% deducted. This rule only applies to
coursework. It does not apply to examinations, presentations, performances, practical assessments or
viva voce examinations. If you miss these for a genuine reason, then you will need to apply for
extenuating circumstances, or accept that you will receive a zero mark. Further information is available
in the Assessment & Feedback Policy at:

https://www.uel.ac.uk/about/about-uel/governance/policies-regulations-corporate-
documents/assessment-and-feedback-policy

Where a student submits extenuation for a major element of work that contributes to a portfolio, the
student will submit the whole portfolio at the 2nd opportunity. Deadlines only for the final submission
will be provided – there will be no interim deadlines for elements of work in the portfolios.

Student policies

Course Handbook 2022/23 – Collaborative p. 13

All Tes Institute student policies can be assessed through the learning platform.

All UEL student policies can be accessed from:

https://www.uel.ac.uk/about/about-uel/governance/policies-regulations-corporate-
documents/student-policies

See also Appendices, which provide full information on referencing and the avoidance of plagiarism.

Assessment and Feedback Policy Assessment and feedback are fundamental

parts of your learning experience. Tes Institute procedures align with those
from UEL.

The UEL Assessment and Feedback Policy seeks to:

● actively promote student success and academic achievement;

● provide clear, accurate, accessible information and guidelines to all staff and students on
assessment and feedback;
● maximise the potential for consistency and fairness in assessment;
● locate assessment and feedback as an integral part of learning and teaching processes.
Marks (grade) and Feedback: Assignments are marked by Pathway Tutors, headed by the module
leader. Samples are second marked and moderated in line with the UEL’s rigorous Quality Assurance
procedures. Samples of assignments are also externally examined.
Normally, we aim to complete this process in four working weeks, but your programme administrator
will state exactly when you will be able to access your mark and feedback.
Every component of assessment that contributes to an award, at all levels, is subject to internal and
External Examiner moderation. This ensures the maintenance of standards both internally and in
comparison with similar programmes delivered at other higher education institutions.

• Link to the Student Handbook page on Assessment and Feedback

• Link to Student Policies
Assessment criteria

All work will be assessed against the learning outcomes for each module. There will also be a set
of grade descriptors for each module that will be derived from the criteria below.

It is essential that you read the assessment details and requirements for each of the modules you
are studying. In particular, you should note the submission deadlines for any course work including
the submission arrangements.

Course Handbook 2022/23 – Collaborative p. 14

A. Knowledge and understanding of issues, concepts and theories in the subject area

The text shows advanced critical understanding of all key issues, concepts and
70%+ Distinction theories. There is clear evidence of the ability to analyse, synthesise, evaluate
and critique ideas with originality and to present a coherent argument.
The text shows advanced critical understanding of key issues, concepts and
60-69% Merit theories – although some key points may be missed or under-addressed. There
is evidence of the ability to analyse, synthesise, evaluate and critique ideas and
to present a coherent argument.
The text shows general understanding of issues, concepts and theories. The
50-59% Pass ability to analyse, synthesise, evaluate and critique ideas is evident but may be
uneven or limited. The ability to present an argument is evident but may be limited
or not sustained.
The text shows little or poor understanding of issues, concepts and theories. The
Below 50% Fail ability to analyse, synthesise, evaluate is superficial or lacking. Little or no
evidence of ability to present an argument.

B. Knowledge and understanding of the philosophical, methodological and ethical principles in

research

The text shows advanced critical understanding of the

70%+ Distinction philosophical, methodological and ethical principles underpinning research.
There is clear evidence of the ability to link these principles with research
methods and to critically evaluate research design.
The text shows advanced critical understanding of the
60-69% Merit philosophical, methodological and ethical principles underpinning research
– although some key points may be missed or under-addressed. There is
evidence of the ability to link principles with research methods and to
critically evaluate research design.
The text shows general understanding of the philosophical,
50-59% Pass methodological and ethical principles underpinning research. There is
evidence of the ability to link principles with research methods and to
evaluate research design – although this may be limited or not sustained.
The text shows little or poor understanding in general. The ability to link the
Below 50% Fail philosophical, methodological and ethical principles of research with research
methods is superficial or lacking, as is the ability to evaluate research design.

C. Engaging with, planning or implementing a research project

The text shows the ability to discuss and critically evaluate the appropriateness of
70%+ Distinction a range of data gathering methods to answer clearly defined research questions
or a clearly articulated hypothesis. It also demonstrates the ability to plan and carry
out the research with appropriate consideration of the practical and ethical issues
involved. The ability to analyse, present and critically evaluate the outcomes of
the research shows sophistication, clarity and originality.
The text shows the ability to discuss and critically evaluate the appropriateness of
60-69% Merit a range of data gathering methods to answer clearly defined research questions
or a clearly articulated hypothesis. It also demonstrates the ability to plan and carry
out the research with appropriate consideration of the practical and ethical issues
involved. The ability to analyse, present, and critically evaluate the outcomes of
the research shows some sophistication, clarity and originality - although some
implications may be missed or under-discussed.

Course Handbook 2022/23 – Collaborative p. 15

 The text shows the ability to discuss and evaluate the appropriateness of a range
of data gathering methods to answer the research questions or hypothesis. It may
50-59% Pass
also demonstrate the ability to plan and carry out the research with appropriate
consideration of only some of the practical and ethical issues involved. The ability
to analyse, present, and critically evaluate the outcomes is competent - although
some implications may be missed or under-discussed.
The text shows little or poor understanding in general. The research questions or
Below 50% Fail hypothesis may be poorly expressed and the ability to analyse, present, and
critically evaluate the outcomes of the research is limited or poor.

Formative feedback

D. Construction of academic discourse

The quality of the writing (in terms of syntax, cohesion, coherence, clarity,
70%+ Distinction organisation, punctuation and logicality), and the expression of ideas and
conformity to conventions of referencing are consistent with the quality required
for publication in an academic/ professional journal.
The quality of the writing, expression of ideas and conformity to conventions of
60-69% Merit referencing are good overall – but there may be some infelicities in academic
usage/style and minor inaccuracies in referencing.
The quality of the writing is generally coherent but there may be
50-59% Pass syntactic inaccuracies, organisational weaknesses, infelicities in academic
usage/style and inaccuracies in referencing.
The quality of the writing is poor overall and may be
Below 50% Fail syntactically erroneous, stylistically inappropriate and weak or lacking
in cohesion, coherence, organisation and logicality.

A pass mark (grade) is normally set at 50% (but aim higher than this of course!). You will see, from
the outline above that work awarded a mark higher than 70% is considered to be excellent.

Receiving a mark lower than 50% results is a referral which normally requires a resubmission of all or
part of the assignment, or completion of a different assignment. The relevant module leader will contact
you with precise instructions on how to proceed. You will be offered support on how to improve your
work and students who take advantage of this are usually successful at the second attempt. The mark
for the referred second attempt is capped at 50%.

You may be deferred in a module if you are unable to complete it in the given time due to illness, for
example, or some other extenuating circumstances (for which you will have had to officially apply). In
such a case, you will be given more time to complete and the submission will be open to the full range
of marks. All marks and decisions are made and recorded at the relevant Academic Assessment
Board.

Course Handbook 2022/23 – Collaborative p. 16

Refer en cing

As a student you will be taught how to write correctly referenced essays. UEL's standard Harvard
referencing system is from Cite Them Right. Cite them Right is the standard Harvard referencing style
at UEL for all Schools, however professional body requirements will take precedence for instance the
School of Psychology which uses the APA system.

• Link to the Student Handbook page on Cite Them Right

Acad em ic Miscond uct and Plagiar ism

For the purposes of University regulations, academic misconduct is defined as any type of cheating
in an assessment for the purposes of achieving personal gain. Please follow the link below to learn
more.

• Link to the Student Handbook page on Academic Misconduct and Plagiarism

Course Handbook 2022/23 – Collaborative p. 17

Research Int egrit y

The University adheres to its responsibility to support and promote the highest standards of rigour and
integrity and embed a culture of honesty, transparency and care and respect for all participants and
subjects of research. The University is committed to ensuring that research is conducted with integrity
and good research practices are upheld. Please follow the link below to learn more.

• Link to the Research Integrity and Ethics Document page

Support for Stud ents

The entitlement of disabled students has been met in the curriculum and assessment design, which
allows work to be completed in the student’s own time through an on-going portfolio. The regulation of
disability in terms of fitness to teach will be dependent on in-country statutes.

All Tes Institute students who are in school have access to a confidential telephone counselling service
for any support that may be required.

The number for students to call is: Freephone: 0800 030 5182 or outside the UK +44 161 836 9498.
The service is available 24/7.

Students also have access to the online portal, via www.healthassuredeap.co.uk

Access to the online portal is via: Username: tes Password: eap

Tes Institute’s Policies:

Course Handbook 2022/23 – Collaborative p. 18

Disability & Inclusion Policy

Disability Statement

Student Support Policy

There is extensive support available, including Equipment/Assistive Technology and software - such
as digital recorders or text to speech software. All students have access to a Tes Institute confidential
helpline. Support can be accessed via e-mail, skype or telephone.

Disclosure and Confidentiality

Tes Institute understands that the decision to disclose your disability or condition can be difficult. We
strongly encourage you to disclose at the earliest possible stage so that you can benefit from as much
support as possible. We keep your information and will only share relevant information with your
permission.

Library Archives and L earning Ser vices

We have two great libraries at UEL – Docklands and Stratford – and a range of services
and resources that can help you make the most of your studies.

UEL resources

Participants will be provided with a UEL network ID and initial password, allowing them to access UEL
Direct, Moodle, email, and a range of software. Details of how to access these resources can be found
in the module handbook. All participants will have access to electronic texts through ATHENS and the
UEL journal database. All key texts are available as e-texts through the UEL library portal, or will be
included in a module specific digital library on the module area of the Virtual Learning Environment
(VLE).

Tes Institute resources

Tes Institute provides students with continuous access through the pedagogical learning sessions to
high quality resources to enhance and enrich their learning experience. Students will be provided with
a log-in to the learning platform and learning space. The available resources include electronic books,
journals, articles, course specific web sites and documents, online newspapers and databases,
conference papers, book reviews and trade publications. Learning sessions typically contain reading
and research extracts with links to the resource.

Course Handbook 2022/23 – Collaborative p. 19

 Reading lists may also contain some ‘hard copy’ material because feedback from previous students
suggests that this format is still required. What you need to remember is that you will be actively
encouraged to research material specific to your needs, so simply reading the contents of a list of
references provided by the module leader may not be sufficient. While you may not always be able
to acquire a chapter of a hard copy book, you can easily access an electronic journal article on the
same subject. So, by adopting a flexible approach to research, we feel we are able to cater for
everyone’s needs and areas of interest.

Quality and St andards

You are enrolled on a course of study leading to the award of a degree of the University of East London
(UEL). As such, you are regarded as a student of the University of East London as well as Tes Institute
and both institutions work together to ensure the quality and standards of the course on which you are
registered.

The final responsibility for all quality assurance, validation and standards’ matters rests with UEL.

• Link to the Student Handbook page on Quality and Standards

Ext enuat ing Circu mst ances

Extenuating Circumstances are circumstances which:

• impair your examination performance or prevent you from attending examinations or

other types of assessment, or
• prevent you from submitting coursework or other assessed work by the scheduled
deadline date, or within 24 hours of the deadline date

The University of East London has agreed, through Academic Board, procedures governing
extenuation for students concerning the assessment process.

Course Handbook 2022/23 – Collaborative p. 20

This course will be subject to equivalent procedures, with the process being administered by, and the
panel being held within Tes Institute

To apply for extenuation, please complete the form via this link:

Link to Extenuating Circumstances Form

You will be notified of the outcome of the request within 10 working days of receipt .

• Link to the Student Handbook page on Extenuation

Key Lin ks

• Academic Appeals
• Academic Integrity
• Academic Tutoring
• Accreditation of Experiential Learning
• Assessment and Feedback Policy
• Complaints procedure
• Counselling
• Disability support
• Engagement & Attendance Policy
• Extenuation Procedures
• IT Support
• Library Resources
• Manual of General Regulations
• Mentoring
• Office for Institutional Equity
• Referencing guidelines
• Student Engagement, Retention and Success
• Suitability Procedure
• Student Protection Plan

Course Handbook 2022/23 – Collaborative p. 21

APPENDIX A: ACADEMIC APPEALS

Students who wish to appeal against a decision of an Assessment/Progression Board may appeal in
accordance with the procedure for Appeals against Assessment Board decisions (Manual of General
Regulations: Part 7 Appeals Against Assessment Board Decisions).

Disagreement with the academic judgement of a Board of Examiners’ decision cannot, in itself
constitute a reason to Appeal. Academic judgement is a judgement that is made about a matter where
only the opinion of an academic expert will suffice. For example, a judgement about assessment or
degree classification or a judgement about a decision where a student is required to repeat or take
further assessment will usually be academic judgement, and a student cannot appeal simply because
they believe they ought to have received a higher grade or mark. For further information on the scope
of this procedure, please refer to Part 7 of the Manual of General Regulations.

Further information about the UEL appeals process, including copies of the formal Notification of Appeal
Form, is available to view at
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies/Student-Appeals

To help you decide whether your query would be an Appeal or Complaint, please refer to
https://bit.ly/3tWo2ky

If you would like to lodge a formal appeal or have any queries, please email the Institutional Compliance
Office at [email protected]

Course Handbook 2022/23 – Collaborative p. 22

APPENDIX B: COMPLAINTS

If you feel that you have not received the standard of service which it would be reasonable to expect,
you may be entitled to lodge a complaint. Complaints should be used for serious matters, and not for
minor things such as occasional lapses of good manners or disputes of a private nature between staff
and students

Separate procedures exist for the following, which therefore cannot form the substance of a complaint:

• appeals against the decisions of Assessment Boards (Manual of General Regulations

: Part 7 Appeals Against Assessment Board Decisions);
• appeals against annual monitoring reviews, transfer of research degree registration or
oral examination decision for postgraduate research students (Manual of General
Regulations: Part 9 Research Degrees);
• appeals against the decisions of the Extenuation Panel (Manual of General
Regulations: Part 6 Extenuating Circumstances);
• complaints against the Students' Union (see the Complaints Procedure in the
Students' Union constitution);
• appeals against decisions taken under disciplinary proceedings (Manual of General
Regulations: Part 12 );
• complaints about businesses operating on University premises, but not owned by our
university (contact the Deputy Vice-Chancellor and Chief Operating Officer);
• complaints about the behaviour of other students (see Part 12 of the Manual of
General Regulations this Manual );
• appeals against the decisions of Academic Misconduct Panels (see Part 8 of the
Manual of General Regulations)
• appeals against the decisions of Attendance Appeal Panels (see the University’s
Attendance Policy).

Students wishing to submit a complaint must, in the first instance, follow the complaints policy of which
aligns to the Office of the Independent Adjudicator’s good practice framework
(https://www.oiahe.org.uk/media/96361/oia-good-practice-framework.pdf ). The Tes Institute
complaints policy is available at: [insert link to collaborative partner complaints policy]

Tes Institute will administer all stages of its complaints policy and, upon exhaustion of this policy, will
issue a formal letter to the complainant notifying them that its complaints policy has been exhausted. If
the complainant is still not satisfied with the outcome they will be entitled to request that the University
of East London undertake a review of their complaint.

The University of East London will conduct a review of the complaint in accordance with Stage 3 of its
own Complaints Procedure. The University of East London Complaints Procedure is available at:
https://bit.ly/3NEcvyl

The University of East London will administer the Stage 3 review in accordance with its Complaints
Procedure and, upon completion of the review, will issue a Completion of Procedures Letter. If the
complainant is still not satisfied with the outcome they will be entitled to make a complaint to the Office
of the Independent Adjudicator.

Complainants are strongly advised to make every reasonable effort to resolve their complaint informally
through meeting with the member of Tes Institute staff most directly concerned with the matter, such as
the Course or Module Leader, before submitting a formal complaint.

Complaints must normally be lodged within the set time limits outlined in the relevant complaints policy.
This ensures that the people involved still remember the case, and the facts can be established.

If you would like to request that the University of East London undertake a review, following the
exhaustion of the Tes Institute complaints policy, please email the Complaints and Appeals Office at
[email protected]

Course Handbook 2022/23 – Collaborative p. 23