Pearson BTEC HNC Construction Handbook 2022-2023, Uxbridge College

This document serves as the comprehensive handbook for the Pearson BTEC Level 4 Higher National Certificate in Construction and the Built Environment (Construction) program at Uxbridge College for the academic year 2022-2023. It provides a detailed overview of the course structure, including the program code, frameworks, and unit specifications. The handbook outlines the assessment procedures, covering course structure, RQF levels, unit details, guided and independent study expectations, and the total qualification time. It also details the learning and assessment methodologies, including unit assessments, assignment briefs, submission guidelines, marking and grading criteria, and policies on late submissions and resubmissions. Furthermore, the handbook covers essential aspects of student support, including HE student representation, engagement, rules, responsibilities, learning resources, and support services. Additional sections address disciplinary procedures, academic appeals, and academic malpractice. Appendices include study guides, application forms, and a glossary of terms. This handbook is a crucial resource for students, offering a complete guide to successfully navigating the HNC program at Uxbridge College. This document is available on Desklib, a platform providing students with past papers and solved assignments to aid in their studies.

CONSTRUCTION & THE BUILT ENVIRONMENT
UXBRIDGE COLLEGE
2022-2023
Pearson BTEC Level 4 Higher National
Certificate in Construction and the Built
Environment (Construction) 2022-2023

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Table of Contents Page
1. INTRODUCTION …………………………………………………………………………………………………………………. 4
1.1 A Welcome to the College from the Principal ……………………………………………………………… 4
1.2 Welcome to the College from the Head of School of Engineering ………………………………. 5
1.3 The HE Team …………………………………………………………………………………………....................... 6
1.3.1 Staff Qualifications, Experience and Expertise ………………………………………………. 6
1.3.2 Contact details of the HE Team ……………………………………………………………………… 6
2. COURSE INFORMATION ……………………………………………………………………………………………………. 7
2.1 College Calendar – 2022/2023 ……………………………………………………………………………………. 7
2.2 Programme Code, Frameworks, and Specification ……………………………………………………… 7
2.3 Unit Specification ……………………………………………………………………………………………………….. 12
2.4 HN Global …………………………………………………………………………………………………………………… 17
3. ASSESSMENT …………………………………………………………………………………………………………………….. 18
3.1 Course Structure …………………………………………………………………………………………………………. 18
3.1.1 RQF Levels …………………………………………………………………………………………………….. 18
3.1.2 RQF Units – credits and time …………………………………………………………………………. 19
3.1.3 Guided Learning ……………………………………………………………………………………………. 19
3.1.4 Independent Study ……………………………………………………………………………………..... 19
3.1.5 Total Qualification Time ………………………………………………………………………………… 19
3.2 RQF Pearson Higher National Qualifications (HNs) in Construction and The Built
Environment (Construction Pathway) …………………………………………………………………… 20
3.3 Pearson BTEC Higher Nationals in Construction and The Built Environment
(Construction Pathway) 20
3.4 Learning & Assessment ………………………………………………………………………………………………. 21
3.4.1 Units ……………………………………………………………………………………………………………… 21
3.4.2 Assessment of Units ……………………………………………………………………………………… 21
3.4.3 Assignments ………………………………………………………………………………………………….. 22
3.4.4 Assignment briefs …………………………………………………………………………………………. 22
3.4.5 Submission of Assignments …………………………………………………………………………… 22
3.4.6 Draft submission and feedback ……………………………………………………………………… 22
3.4.7 Turnitin …………………………………………………………………………………………………………. 23
3.4.8 Authentication ………………………………………………………………………………………………. 23
3.5 Marking and Grading ………………………………………………………………………………………………….. 24
3.5.1 Resubmission ………………………………………………………………………………………………… 24
3.6 Late Submission of Work ……………………………………………………………………………………………. 25
3.6.1 Extensions to deadlines ………………………………………………………………………………… 25
3.6.2 Missing deadlines ………………………………………………………………………………………….. 25
3.7 Assessment Boards …………………………………………………………………………………………………….. 25
3.8 Overall Grade Calculation …………………………………………………………………………………………… 26
3.8.1 HNCs …………………………………………………………………………………………………………….. 26
3.8.2 HNDs …………………………………………………………………………………………………………….. 26
3.8.3 Unit and Qualification Points ………………………………………………………………………… 27
3.9 Internal & External Monitoring …………………………………………………………………………………… 27
3.9.1 Internal Verification (IV) of Assignment Briefs ………………………………………………. 27
3.9.2 IV of Assessment Decisions …………………………………………………………………………… 28

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3.9.3 Standardisation …………………………………………………………………………………………….. 28
3.9.4 External Examination ……………………………………………………………………………………. 28
3.9.5 Quality Management Review (QMR) …………………………………………………………….. 28
3.9.6 Academic Standards ……………………………………………………………………………………… 28
3.9.7 Higher Education Academic Standards Committee (HEASC) ………………………….. 29
3.10 Academic Appeals (Against Assessment Decisions) …………………………………………………….. 29
3.10.1 Appeals Procedure ………………………………………………………………………………………… 30
3.10.1.1 Informal Procedure ………………………………………………………………………. 30
3.10.1.2 Formal Procedure …………………………………………………………………………. 30
3.10.2 Exceptions …………………………………………………………………………………………………….. 30
3.10.3 The Office of the Independent Adjudicator …………………………………………………… 30
3.11 Academic Malpractice ………………………………………………………………………………………………… 30
4. HE STUDENT REPRESENTATION & ENGAGEMENT ………………………………………………………………. 31
4.1 Student Representatives …………………………………………………………………………………………….. 31
4.1.1 Tutor Group Reps ………………………………………………………………………………………….. 31
4.1.2 HE Year Reps …………………………………………………………………………………………………. 32
4.2 HE Co-ordinator ………………………………………………………………………………………………………….. 32
4.3 Student Surveys ………………………………………………………………………………………………………….. 32
4.3.1 Unit Reviews …………………………………………………………………………………………………. 32
4.3.2 The National Student Survey (NSS) ……………………………………………………………….. 32
4.3.3 Destinations of Learners from HE (DLHE) ………………………………………………………. 33
4.4 Tutorials ……………………………………………………………………………………………………………………… 33
4.5 Learning Plans ………………………………………………………………………………………………. 33
4.6 Complaints ……………………………………………………………………………………………………. 33
4.7 Office of the Independent Adjudicator ………………………………………………………….. 34
5. RULES & RESPONSIBILITIES ………………………………………………………………………………………………… 34
5.1 Code of Conduct …………………………………………………………………………………………………………. 34
5.2 Attendance & Punctuality …………………………………………………………………………………………… 35
5.2.1 Attendance …………………………………………………………………………………………………… 35
5.2.2 Punctuality ……………………………………………………………………………………………………. 35
5.3 Equal Opportunity – a Simple Guide …………………………………………………………………………… 35
5.4 Religious Observance …………………………………………………………………………………………………. 36
5.5 Learning Support for HE Students ………………………………………………………………………………. 37
5.6 Health & Safety ………………………………………………………………………………………………………….. 38
5.6.1 Fire alarms / evacuations ………………………………………………………………………………. 38
5.6.2 First Aid …………………………………………………………………………………………………………. 38
5.7 Safeguarding ………………………………………………………………………………………………………………. 38
6. LEARNING RESOURCE CENTRES, MOODLE & GOOGLE APPS ………………………………………………. 39
7. STUDENT SUPPORT …………………………………………………………………………………………………………… 43
7.1 The Student Support Team …………………………………………………………………………………………. 43
7.2 Financial Support ……………………………………………………………………………………………………….. 43
7.3 Careers Guidance ……………………………………………………………………………………………………….. 43
7.4 Events, Activities & Facilities ………………………………………………………………………………………. 44
8. DISCIPLINARY PROCEDURE ………………………………………………………………………………………………… 45

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APPENDIX 1 – STUDY GUID ………………………………………………………………………………………………………. 46
A How to Write Essays …………………………………………………………………………………………………… 46
B General Presentation ………………………………………………………………………………………………….. 47
C Referencing Your Reading – Reference Lists & Bibliographies …………………………………….. 47
APPENDIX 2 – EXTENUATING CIRCUMSTANCES APPLICATION FORM ………………………………………… 49
APPENDIX 3 – GLOSSARY ………………………………………………………………………………………………………….. 50

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1. INTRODUCTION
1.1 Welcome to the College from the Principal
A warm welcome to Uxbridge College. I am very pleased that you have chosen to pursue
your studies at Uxbridge College and I wish you every success.
You will have been offered your place on the programme because you have shown the right
ability, attitude and interest. It is really important that you settle into your course quickly
and fully commit to your studies, if you are to fulfil your potential and set yourself up for a
promising career or higher study pathway. It is a competitive world out there and this is your
chance to excel.
Staff at HCUC Uxbridge College are committed to ensuring success for every learner. We
have a very strong track record in achieving this for our learners, but need you to play your
part. Published league tables over the last five years show that the College has performed
consistently highly in comparison to the other 22 FE college corporations in London (we are
rated number 1 for 16-18 Achievement), and indeed we compare very favourably with all
the high schools locally and regionally. Our year-on-year solid track record of achievement
should give you considerable confidence about your decision to study here.
Nowadays to improve your career prospects, it is not sufficient to just obtain your
qualification and so the College is committed to providing you with a wider range of
experiences to develop your employability and work-readiness skills, so sought after by
employers. You should ensure you fully engage with all aspects of your College programme.
Do also seek staff support if you are feeling uncomfortable about any aspect of the College.
In addition to ensuring that students are successful on their courses, we are always trying to
improve things for students at Uxbridge College in other ways. For example, we place a great
deal of emphasis on upgrading the resources and facilities students use, and have invested
a great deal in new technologies to support learning. We also place a priority on developing
our contacts with employers because we know that our students want us to support them
in making such contacts as part of planning for the future.
First and foremost, though, we promote the highest possible standards of teaching, learning
and support by Uxbridge College staff. This academic year, for example, we will again invest
in a number of special projects to support our teaching staff to improve their skills further.
You are now part of this College and I hope you have an excellent experience with us. We
expect behaviour and attitude that is mature and respectful at all times,
so please do contribute well to ensuring we maintain a positive learning
environment. I look forward to meeting as many of our students as
possible during 2022/23
Yours sincerely
Dr Darrell DeSouza
CEO & Group Principal

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1.2 Welcome to the College from the Head of School of Engineering
Welcome to Uxbridge College and to your course. This handbook is designed to give you a
general overview of Uxbridge College and the School of Engineering, Technology, and
Innovation (ENG TI).
We hope that you will enjoy your time of study with us and that the course will provide a
stimulating experience – assisting both your personal development and future progression
to higher levels of study, and employment in one of the most exciting and vibrant areas of
endeavour available.
London continues to provide a wide range of fantastic employment opportunities, as major
construction projects near completion and new ones are announced. Choose Uxbridge and
allow us to motivate and support you throughout your programme of studies.
Asif Khan
Head of School of Engineering, Construction &
the Built Environment, Technology and Innovation

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1.3 The HE Team
1.3.1 Staff Qualifications, Experience and Expertise
Dr Dashamir Marini is a graduate of University Polytechnic of Tirana where he obtained his
master's degree in Mechanical Engineering. He worked for a number of years as a
mechanical engineer with local companies. Dashamir was awarded a PhD degree from
University Polytechnic of Milano in optimization of HVAC systems in a low energy residential
building.
In 2012, Dashamir took up a Postdoctoral position at National University of Ireland Galway.
He worked closely with United Technology Research Centre Ireland on developing building
information modelling energy models. He worked as Research Associate at Loughborough
University and carried out research in several national/international projects related to
building and energy systems. In 2018, he worked as Research Fellow at Brunel University
with the focus on developing test rig and experiments related to air source heat pump
system. Recently, he joined Uxbridge College as lecturer in building services and energy
systems.

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Dr George Baho has a PhD Degree in Civil Engineering with over 5 years of Industrial
experience in civil engineering in general and in Geotechnical Engineering and Surveying and
Mapping in particular. He has over 20 years teaching experience in Higher Education and
over 9 years in Further Education. His areas of expertise are soil water interaction, soft soil
stabilization, mapping using aerial and satellite imagery, surveying and setting out
engineering.
1.3.2 Contact details of the HE Team
Contact details for individual tutors and the course leader will be given to you in class, by
the tutors themselves. Contact details for your HE Curriculum Leader and Director are listed
below.
Role Name Contact Details
Head of School Asif Khan 01895 475221
[e-mail]
Section Manager Lee Elgy 01895 8533473
[e-mail]
Programme/Course
Leader
Course Lecturer Dr Dashamir Marini 01895 475260
[e-mail]
Course Lecturer Dr George Baho 01895 475260
[e-mail]
2. COURSE INFORMATION
2.1 College Calendar – 2022/2023
HE Induction Day – Friday 30th September 2022
HE programmes start week commencing – Monday 3 October 2022
The calendar below is fixed and all students are reminded that holidays cannot be booked within
the dates below.
Term Dates Starts Ends
Induction Day Friday 30th September 2022
Teaching Block 1 Monday 3 October 2022 Thursday 20 October 2022
Teaching Block 2 Monday 31 October 2022 Friday 16 December 2022
Teaching Block 3 Tuesday 3 January 2023 Thursday 9 February 2023

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Teaching Block 4 Monday 20 February 2023 Friday 31 March 2023
Teaching Block 5 Monday 17 April 2023 Friday 26 May 2023
Teaching Block 6 Monday 5 June 2023 Friday 14 July 2023
2.2 Programme Code, Frameworks, and Specification
The Awarding institution for the qualification is Pearson Education Ltd. The Qualification codes stated
by Ofqual Regulated Qualifications Framework (RQF) qualification numbers is Pearson BTEC Level 4
Higher National Certificate in Construction and the Built Environment: 603/0465/0.
The HNC offer at Uxbridge College provides a progression route for our level three learners who
wish to advance their knowledge and their career prospects in the Construction Industry. It also
allows direct entry from related employment, and to those seeking a career in the technical side of
Construction. Our links with local Construction employers (group Bywaters + Anders, AECOM, Arup,
Atkins, CH2M, CIBSE, Clancy Consulting, Jacobs Engineering, Mott MacDonald, Ruskin Air
Management, Waterman Group, VES Andover Ltd, Sanha UK Ltd, Frese Ltd) will benefit those who
choose to study with us, as Industry related site visits are carried out to further enhance and widen
the range of activities to help you successfully complete your qualification.
At Uxbridge College the units in Construction and the Built Environment (Construction) programme
are designated according to Pearson BTEC Higher National qualifications. They are aligned to the
Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, and
Quality Assurance Agency (QAA) Subject Benchmark Statements. These qualifications are part of the
UK Regulated Qualifications Framework (RQF).
The Level 4 BTEC Higher National Certificate in Construction and The Built Environment
(Construction) programme offers students a broad introduction to the subject area via a mandatory
core of learning (, as well as units within general ‘pathways’, while allowing for the acquisition of
skills and experience through the selection of a further (Level 4) unit across a range of occupational
sectors. This effectively builds underpinning core skills, with general specialisation, preparing the
student for further specialisation at Level 5 and then for further specialisation at Degree level at
Brunel (or other) university.

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The tables below outline the delivery Plan for BTEC Level 4 Higher National Certificate in Construction
and the Built Environment (Construction). The table incorporates both Full time and Part time
learners for a duration of one year and two years respectively.
Pearson BTEC Level 4 Higher National Certificate in
Construction and The Built Environment (Construction)
Unit Credit Level
Core Unit
Mandatory
1 Individual Project (Pearson-set) 15 4
Core Unit
Mandatory
2 Construction Technology 15 4
Core Unit
Mandatory
3 Science & Materials 15 4
Core Unit
Mandatory
4 Construction Practice & Management 15 4
Core Unit
Mandatory
5 Legal and Statutory Responsibilities in
Construction
15 4
Core Unit
Mandatory
6 Construction Information (Drawing,
Detailing, Specification)
15 4
The following 2 additional units will be delivered
Additional Unit
(
Refer to Section
3.3) Optional Unit
7 Surveying, Measuring & Setting Out 15 4
Additional Unit
(
Refer to Section
3.3) Optional Unit
14 Building Information Modelling 15 4

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Delivery plan for Construction pathway
Part Time Full Time
Year 1
Semester 1
Unit 1 Individual
Project
Core Unit
Unit 1 Individual
Project
Core Unit
Unit 4 Construction Practice
and Management
Core Unit
HNC in 1 year
Unit 2 Construction
Technology
Core Unit
Unit 2 Construction
Technology
Core Unit
Unit 5 Legal & Statutory
Responsibilities
Specialist Unit
Semester 2
Unit 3 Science &
Materials
Unit 3 Science &
Materials
Core unit
Mandatory
Unit 7 Surveying, Measuring &
Setting -Out
Unit 6 Construction
Information
Unit 6 Construction
Information
Specialist Unit
Mandatory
Unit 14 Building Information
Modelling
Year 2
Semester 1
Unit 4 Construction Practice and
Management
Unit 5 Legal & Statutory Responsibilities
Semester 2
Unit 7 Surveying, Measuring & Setting -Out
Unit 14 Building Information Modelling
HNC in 2 years
The tentative assessment planning with the assessor’s name, assignment titles and dates related to
the assignments for BTEC Higher Nationals Certificate- Construction and the Built Environment
(Construction), 2022 – 2023 are given in the table below:

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Unit No & Title Hand Out
Date
W/C
Hand In
Date
W/C
Summative
Assessment
Date W/C
Assessor
Assignment No & Title Learning
outcome
Semester 1
1 Individual Project (Pearson-set)
Dashamir
MariniTo be confirmed by Pearson LO1, LO2,
LO3, & LO4 17.10.2022 13.2.2023 6.3.2023
2 Construction Technology
George BahoSite remediation and building services
for construction substructure and
superstructure
LO1, LO2,
LO3, & LO4 19.10.2022 13.3.2023 27.3.2023
5 Legal & Statutory Responsibilities in Construction
Dashamir
Marini
1. Examine the process used to obtain
planning permission for the
construction and alteration of
buildings.
LO1, LO2,
LO3, & LO4 17.10.2022 7.11.2022 5.12.2023
4 Construction Practice & Management
George BahoConstruction Companies, Structure,
and the Practice in Today’s
Construction Projects
LO1, LO2,
LO3, & LO4 17.10.2022 14.11.2022 6.3.2023
Semester 2
6 Construction Information (Drawing, Detailing, Specification)
George Baho1 Construction Document & Drawings
Information
LO1, LO2,
LO3, & LO4 20.2.2023 15.5.2023 12.6.2023
7 Surveying, Measuring & Setting Out
Dashamir
Marini
1 Manage and undertake a sjte survey
and record data correctly
LO1, LO2, 17.4.2023 12.6..2023 19.6.2023
2 Demonstrate the use and
understanding of a site survey and
LO3, & LO4 17.4..2023 12.6..2023 19.6.2023
14 Building Information Modelling
George Baho
1 Understand and explain BIM
modelling in the construction sector
LO1, LO2,
LO3, & LO4 20.2.2023 15.5.2023 12.6.2023
3 Science and Materials
Dashamir
Marini
Material selection and performance
evaluation to fulfil sustainability and
H&S regulation
LO1, LO2,
LO3, & LO4 20.2.2023 15.5.2023 12.6.2023
Students will typically progress within the pathways, as shown in the Figure below:

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Entry requirement to HNC Lvl 4
Our typical offer is UCAS Tariff points 64
(new), or equivalent
BTEC Extended Diploma at MPP/ Diploma MM
and GCSE English and maths grade C or above
(or equivalent point score)
A BTEC Level 3 Extended Diploma/ Diploma in
a construction related topics
A GCE Advanced Level profile that
demonstrates strong performance in a
relevant subject or adequate performance in
more than one GCE subject. This profile is
likely to be supported by GCSE grades at A* to
C (or equivalent)
Other related Level 3 qualifications like
Electrical Installation, Plumbing & Gas, etc
An Access to Higher Education Certificate
awarded by an approved further education
institution
Related work experience
An international equivalent of the above
Uxbridge College will consider applicants’
prior learning when considering their
acceptance on a BTEC Higher Nationals,
through Recognition of Prior Learning (RPL)
For students who have recently been in education
HIGHER NATIONAL
CERTIFICATE LVL 4

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a. Unit Specification
Unit specification are given below to show the aims, Learning outcomes, and brief abstract
about each unit:
Unit 1 Individual Project (Pearson-set)
(Core Mandatory)
Unit code: R/615/1387
Unit level: 4
Credit value: 15
Aim:
The aim of this unit is to support students in using and applying the knowledge and skills they have
developed through other areas of their studies to complete and present an individual project. In
addition, this unit will provide students with key study skills that will support them in further study.
Unit abstract:
This unit will enable learners to define, plan and undertake a project is a critical set of skills needed in
various roles within the construction industry. Identifying appropriate information and analysing this,
to formulate clear results or recommendations, is required to underpin many of the processes that
inform construction projects.
Students will be able to identify, define, plan, develop and execute a successful project by working
through a clear process. They will develop a project brief; outlining a problem that requires a solution,
as well as a project specification, the specific requirements of which the outcome must meet. They will
research the problem, undertaking a feasibility study, and consider a range of potential solutions using
critical analysis and evaluation techniques to test, select and contextualise their preferred solution.
Students will provide a work and time management plan, keeping a diary of all activities, reflecting on
their process and their learning throughout the project.
Learning Outcomes:
By the end of this unit students will be able to:
1. Formulate a project that will provide a solution to an identified problem.
2. Manage a project within agreed timescales and specification; documenting the process throughout.
3. Evaluate potential project management solutions.
4. Produce a project report and deliver a presentation of the final project outcomes.
Unit 2 Construction Technology
(Core Mandatory)
Unit code: Y/615/1388
Unit level: 4
Credit value: 15
Aim:
The aim of the unit is to introduce the different technological concepts used to enable the construction
of building elements; from substructure to completion, by understanding the different functional
characteristics and design considerations to be borne in mind when selecting the most suitable
technological solution.
Unit abstract:
The basic principles of construction technology have not changed for hundreds of years. However, the
materials and techniques used to achieve these basic principles are constantly evolving; to enable the
construction industry to deliver better quality buildings. Scarcity of resources and the continuing
demand of more sophisticated clients, end users and other stakeholder interests, are driving the

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construction industry to provide buildings which facilitate enhanced environmental and energy
performance, and greater flexibility, in response to ever increasing financial, environmental, legal and
economic constraints
Topics included in this unit are: substructure, superstructure, finishes, building services and
infrastructure components. On successful completion of this unit a student will be able to analyse
scenarios and select the most appropriate construction technology solution.
Learning Outcomes:
By the end of this unit students will be able to:
1. Explain the terminology used in construction technology.
2. Describe the different techniques used to construct a range of substructures and superstructures,
including their function and design selection criteria.
3. Identify the different types of civil engineering/infrastructure technology used in support of
buildings.
4. Illustrate the supply and distribution of a range of building services and how they are accommodated
within the building.
Unit 3 Science & Materials
(Core Mandatory)
Unit code: D/615/1389
Unit level: 4
Credit value: 15
Aim:
This unit aims to support students to make material choices to achieve the desired outcomes of a brief.
This is approached from the perspective of materials being fit for purpose; as defined by testing
standards and properties, but also by consideration of the environmental impact and sustainability.
Awareness of health & safety is considered alongside the need to meet legislative requirements.
Unit abstract:
Science and material performance are intrinsically linked through the need to create structures and
spaces that perform in both mechanical operation and in providing human comfort.
The topics covered in this unit include: health & safety; storage and use of materials; handling, and
problems associated with misuse and unprotected use; environmental and sustainable consideration
in material choices; and human comfort performance parameters. Material choice is developed
through the understanding of testing procedures to establish conformity to standards and define
performance properties. The performance of materials to satisfy regulations and provide appropriate
comfort levels is addressed through design and calculations.
Upon successful completion of this unit students will be able to make informed decisions regarding
material choices; based on understanding the structural behaviour of materials established through
recognised testing methods, sustainability, context of build, and health & safety. Students will also be
able to perform the calculations necessary to establish anticipated performance of the materials in-use
and therefore determine their compliance with regulations and suitability.
Learning Outcomes:
By the end of this unit students will be able to:
1. Review health and safety regulations and legislation associated with the storage, handling and use
of materials on a construction site.

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2. Discuss the environmental and sustainability factors which can impact on and influence the material
choices for a construction project.
3. Present material choices for a given building using performance properties, experimental data,
sustainability and environmental consideration.
4. Evaluate the performance of a given building in respect of its human comfort requirements.
Unit 4 Construction Practice &
Management (Core Mandatory)
Unit code: R/615/1390
Unit level: 4
Credit value: 15
Aim:
The aim of this unit is to develop and provide students with a holistic understanding of construction
practice and management processes. Students will investigate and research the modern construction
industry, both from the practical skills embedded within the industry through to its linkage with
development on-site and the connection with construction management; including roles within the
industry.
Unit abstract:
The unit compares and investigates small, medium and large construction companies within the market
place and how construction processes, for development, have evolved.
Students will also explore how health & safety has evolved within the industry, including how the major
stakeholders, from companies to site operatives, have embedded health & safety into their preferred
areas of development and careers. In addition, students will explore Building Information Modelling
and how it fits into construction processes/sequences ranging from domestic to large-scale and design
and build projects.
The knowledge from this unit will provide students with the understanding of modern construction and
management; the skills, management of people and projects, and how health & safety have changed
the perception of the construction industry.
Learning Outcomes:
By the end of this unit students will be able to:
1. Describe the construction industry with reference to company structures and other activities.
2. Explain different types of construction companies in the market and their relationships within the
tendering process.
3. Discuss the key stages in a construction project, and how Building Information Modelling informs the
different stages.
4. Analyse how the construction industry has developed suitable collaboration strategies in support of
greater recognition of health & safety.
Unit 5: Legal & Statutory Responsibilities
in Construction
Unit code: Y/615/1391
Unit level: 4
Credit value: 15
Aim:
This unit will introduce the different areas of law that are relevant to the construction industry throughout the
development process. This includes applying for planning approval to undertake construction activities and
using building control regulations to evaluate building design and alterations at the preconstruction stage.

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The unit will explore the laws of occupiers’ liability, trespass and nuisance to manage construction activities on-
site, and the legal aspects of the sale and leasing process involved in the disposal of buildings; using the law of
contract and land law.
Unit abstract:
Topics included in this unit are: planning law, building control regulations,
insurance, the law of tort and the law of contract and land law.
On successful completion of this unit students will be able to apply legal and statutory requirements and
processes common to the construction sector.
Learning Outcomes:
By the end of this unit students will be able to:
1. Examine the process used to obtain planning permission for the construction and alteration of buildings.
2. Discuss the processes and regulations used to control design and to ensure safe buildings.
3. Assess the laws used to ensure that construction sites operate safely and consider adjoining land-users.
4. Analyse how the law of contract and land law are used to sell and lease land and buildings.
Unit 6 Construction Information
(Drawing, Detailing, Specification)
Unit code: D/615/1392
Unit level: 4
Credit value: 15
Aim:
To enable learners to achieve successful projects in the built environment while acknowledging the
essential requirement of a range of different types of information: to describe the project, quantify the
materials, provide clear instructions for assembly and erection, and to allow for accurate costing and
management. Throughout the process of design, construction and post-occupancy management,
information is critical.
Unit abstract:
Students will develop their awareness of different types of construction information and their uses in
the process. Students will engage in the production, reading and editing of construction information,
in order to understand how this information informs different stages of the process. Using industry
standard tools and systems, students will consider the ways that information may be shared and,
through this, the value of collaboration in the information process.
Topics included in this unit are: construction drawing, detailing, Computer Aided Design (CAD), Building
Information Modelling (BIM), schedules (door, window, hardware, etc.), specifications, schedules of
work, bills of quantities and information distribution and collaboration.
Learning Outcomes:
By the end of this unit, a student will be able to:
1 Evaluate different types of construction information in the context of diverse project types
2 Develop construction drawings, details, schedules, and specifications in support of a given
construction project
3 Interpret different types of construction information in order to explain a construction project

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4 Assess ways in which construction professionals collaborate in the production of construction
information.
Unit 7 Surveying, Measuring &
Setting-out
Unit code: H/615/1393
Unit level: 4
Credit value: 15
Aim:
The unit aim to explore the techniques used to set up controls and conduct topographic surveys. It also
aims to cover communication of results and methods of Setting-out structures.
Unit abstract:
Infrastructure and new buildings are essential requirements of modern life. In both construction and
civil engineering there is a need to conduct initial surveys to assist the design team in establishing a
clearly defined starting point. Once designed, the priority becomes to ‘set out’ the structures to the
required accuracy to facilitate the construction process. Finally, ‘as built’ surveys are necessary to assist
future maintenance and improvements to the built asset.
On successful completion of this unit students will be able to set up and assess the accuracy of control
points. From these or any other control points the students will be able to complete a topographic
survey or set out a structure. The students will also be able analyse errors in Setting-out and
surveying.
Learning Outcomes:
By the end of this unit, a student will be able to:
1 Undertake a survey to establish a station network for horizontal and vertical control
2 Explain the process of undertaking a topographic survey
3 Apply industry standard techniques in the production, transferring and staking out of co-ordinates of
multiple construction elements
4 Prepare a report on the causes of errors and techniques to improve accuracy, including the use of
digital data.
Unit 14: Building Information Modelling Unit code: M/615/1400
Unit level: 4
Credit value: 15
Aim:
The aim of this unit is to provide students with the background knowledge and understanding of
Building Information Modelling (BIM) in the context of the construction industry. Students will be
introduced to the drivers and benefits associated with BIM, as well as the terminology which surrounds
BIM.
Unit abstract:
Topics included in this unit are: the relationship between design, construction and operation, and the
relevance of information management in regard to BIM and how these concepts influence the entire
process of the way an asset is managed and maintained. The knowledge and skills gained in this unit
will allow students to understand the importance of Building Information Modelling in the context of

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current roles and responsibilities that exist within the construction industry, and effectively
understand how this may influence future choices in their professional career.
Learning Outcomes:
By the end of this unit, a student will be able to:
1 Discuss the term Building Information Modelling in the context of local, national and global
developments in the construction industry
2 Describe the basic concepts surrounding Building Information Modelling
3 Discuss the differences in purpose between Building Information Modelling and its associated
outcomes, and traditional forms of construction information
4 Assess ways in which the design and construction process of an asset influences the way that asset
is managed and maintained.
Pearson BTEC Higher Nationals are supported by a specially designed range of digital
resources, to ensure that tutors and students have the best possible experience during their
course. These are available from the HN Global website, www.highernationals.com.
The HN Global is an online platform for all students studying their Higher National qualifications. It
is free for students to use and contains 4 key sections:
1) Textbooks for core units – containing selections from textbooks chosen to cover the learning
outcomes of the core units.
2) Study skills modules – resources and exercises to help develop your skills in areas like essay and
report writing, giving presentations and critical thinking.
3) Career Development – access to online career services, including guidelines on CV writing,
interview skills and a jobs board.
4) Forum – for you to discuss your subject with or ask questions of students and tutors from around
the world.
To sign up, go to www.highernationals.com and complete your registration.

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3 ASSESSMENT
3.1 Course Structure
It is important you know the structure of your course as this affects the units that you will study and
how your grade is calculated.
The course you are on is a Regulated Qualifications Framework (RQF) qualification. It is made up of
units, each at a set level and with a certain number of credits.
3.1.1 RQF Levels
There are 9 Levels ranging from Entry (the lowest) 8 (the highest). The table below shows some
qualifications and their levels. BTEC HNs levels have been highlighted.
Level 8 Doctorates (e.g. PhD / DPhil)
Level 7 Master’s degrees (e.g. MA, MSc, MEng)
Postgraduate diplomas
Postgraduate Certificate in Education (PGCE)
Level 6 Bachelor’s degrees (e.g. BA, BSc, BEng)
Professional Graduate Certificate in Education
Graduate certificates and diplomas
Level 5 Pearson BTEC HND
Foundation Degrees (e.g. FdA, FdSc)
Diplomas of Higher Education (Dip HE)
Level 4 Pearson BTEC HNC
Certificates of Higher Education (Cert HE)
Level 3 BTEC Nationals (e.g. Level 3 Extended Diplomas, Diplomas)
A Levels
Level 3 NVQs
Level 2 BTEC Firsts (e.g. Level 2 Diplomas, Extended Certificates)
GCSEs (Grades 9 to 5 or A* to C)
Level 2 NVQs
Level 1 BTEC Level 1 Diplomas, Certificates and Awards
GCSEs (Grades 4 to 1 or D to G)
Entry Level Entry Level (1, 2 and 3): Pearson BTEC Entry Level Diplomas, Certificates
and Awards
‘Higher Education’ refers to the courses that are on this list at levels 4 to 8.
3.1.2 RQF Units – credits and time
Each RQF qualification is made up of units. On HNCs and HNDs units are usually 15 credits in size - or
a multiple of 15 (e.g. 30, 45).
These units have been designed from a learning time perspective, and are expressed in terms of Unit
Learning Hours (ULH). ULH represent the total hours that a student needs to achieve the required
learning outcomes, for a given Unit.
The ULH for a 15-credit unit is 150 – which includes 60 hours of Guided Learning and 90 hours of
independent study.

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3.1.3 Guided Learning
This is when a tutor is with you, giving you specific guidance towards learning aims. This includes:
• lessons, lectures and tutorials in class, workshops or the LRC with a teacher
• live webinars or telephone tutorials led by a teacher
• E-learning supervised by a teacher
• work based learning supervised by a tutor
• Any supervised assessment activity (for instance exams with invigilators, or observation of
you making a presentation etc.).
Guided Learning Hours are usually on your timetable and you are expected to attend 100% of
them.
3.1.4 Independent Study
For a 15-credit unit there are 90 unit learning hours that are not guided learning. This is the time you
are expected to spend working on your own – e.g. reading up on the subject, conducting research,
e-learning, watching podcasts / webinars / videos etc. or work based learning. It also includes the
time you spend completing the work by your teachers.
You can complete independent study anywhere – inside the college (e.g. in the LRC) or outside. If
you need to access specialist equipment, please talk to your teacher to help arrange it. Please note
that there may be some that you are not permitted to use without supervision (e.g. engineering
workshops).
You can still communicate with teachers and other students during your independent study time,
but you will have to arrange this yourself. You should find out from your teachers when you can see
them in their office, or best communicate with them outside timetabled classes.
An important part of Higher Education is being organised so that you attend all of your guided
learning and spend enough time completing independent study on your qualification.
3.1.5 Total Qualification Time
If you add up all of the ULH on your qualification you get the Total Qualification Time (TQT). This is
an estimate of the amount expected to be required for a student to achieve the qualification.
Remember that this includes both guided learning and independent study.
The Total Qualification Time (TQT) for a Higher National Certificate (HNC) = 1,200
The Total Qualification Time (TQT) for a Higher National Diploma (HND) = 2,400
NB:
Total Guided Learning for a Higher National Certificate (HNC) = 480 hours
Total Guided Learning for a Higher National Diploma (HND) = 960 hours
3.2 RQF Pearson Higher National Qualifications (HNs) in Construction and The Built
Environment (Construction Pathway)
Pearson publish specifications which give the details of the units available and the rules of how they
must be combined to make a valid qualification.

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The Pearson BTEC Higher National Certificate (HNC) in Construction and The Built Environment
(Construction) is a Level 4 qualification made up of 120 credits.
• This is usually made up of 8 level 4 units, each worth 15 credits.
• There may be fewer units if some are worth more credit.
The Pearson BTEC Higher National Diploma (HND) in Construction and The Built Environment
(Construction) is a Level 5 qualification made up of 240 credits. 120 credits are at level 4 and 120 at
level 5.
• This is usually 8 level 4 units, each worth 15 credits
AND
• 8 level 5 units, each worth 15 credits.
• There may be fewer units if some are worth more credits.
Note that the HNC is equivalent to the first year of an HND – Level 4 units have to be studied before
progressing onto Level 5 units.
In the specification, there are core units, specialist units and optional units:
● Core are mandatory for all students studying the qualification
● Specialist units are mandatory for students studying a Construction pathway within the
qualification.
These are aligned to professional body standards or vendor accredited certification. Note that these
units may also be available as optional units to students on other pathways or a general route.
● Optional units can in theory be completed by any student as part of their programme.
3.3 Pearson BTEC Higher Nationals in Construction and The Built Environment
(Construction Pathway)
Pearson BTEC HNs qualification in Construction and The Built Environment (Construction) has been
designed by selecting units from the Pearson specification. The programme will include all the
mandatory core and specialist units, and then a selection of optional units. The optional units
selected have been chosen because:
• They match the strengths of Uxbridge College (both staff expertise, resources including
equipment and lab experiments)
• To ensure you have a good range of knowledge to allow progression to a range of
employment or further study
• To enable you to apply for specific job roles once completed
• To meet entry requirements for university top-up degree programmes
• To meet the requirements of employers / sponsors of students
The combination of units chosen will provide you with the correct amount of credit and TQT, at the
correct level(s) to mean that successfully completing them will earn you the HNC or HND
qualification.
Your tutors’ choice of units is outlined in section 1 and 2 of this handbook. If you think that different
additional units should be delivered, please talk to your tutor as soon as possible. They may not be
able to offer everything you want but we have changed programmes before to include units
requested by students – especially where these are required for progression to employment or
University.

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Section 2.2 cover the delivery Plan for BTEC Level 4 Higher National certificate in Construction and
the Built Environment. The table incorporates both Full time and Part time learners for a duration of
one year and two years respectively. The flow chart given in the same section the typically progress
within the pathways.
Pearson BTEC Level 5 Higher National Diploma in Construction and The Built Environment consists of
the Level 4 Higher National Certificate from the Construction pathway plus an additional 120 credits
at Level 5 delivered via corresponding specialist pathway. At Level 5, the pathway will be:
• Civil Engineering
3.4 Learning & Assessment
Information in the following pages includes extracts from Uxbridge College policies on Assessment,
Internal Verification, Student Submission of Internally Assessed Work and Academic Malpractice. Full
copies of these policies are available if you require further information.
3.4.1 Units
Each unit on your qualification has a specification written by the awarding body. These are available
from the Pearson website and your tutors may make them available to you. Every unit specification
includes:
• The unit title and code number.
• Unit type, level and credit value.
• Introduction – a summary of the purpose, aims and focus of the unit, as well as highlighting
the key knowledge, skills and understanding gained while studying.
• Learning outcomes - this is a list of all you need to know, understand or be able to do to pass
the unit.
• Essential content – identifies the key phrases or concepts for each learning outcome. Your
tutors use this to plan the teaching on your course and they will deliver all of this content to
you as part of your course.
• Assessment Criteria – these are statements of the evidence you need to produce. Each
learning outcome will have several criteria linked to it. Your tutors use criteria to create
assignments.
• Recommended resources – suggested reading (including journals and websites) and links to
other related units.
Your tutors use these unit specifications to complete a Scheme of Work, showing the topics you will
cover in every week of your programme. The Scheme of Work will closely match the unit content
and may indicate how it is to be delivered (e.g. classroom teaching, distance learning, lectures,
seminars, practical sessions, work experience etc.).
3.4.2 Assessment of Units
Assessment checks that effective learning of the unit content has taken place. Assessment on HNC
and HND qualifications is mainly through the completion of assignments, designed by your teachers.
Pearson may offer pre-approved assignments which your teachers can opt to use instead of writing
their own.

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For one Core unit of the HNC and two Core units of the HND, Pearson set a theme. This does not
mean you will have to sit an exam. You will still be completing assignments - either written by your
teachers or suggested by Pearson.
3.4.3 Assignments
Assignment briefs for each unit will be issued to you while you are studying those units. This allows
you to get guidance on how to complete the assignments from your tutors while you are working on
the unit content they refer to.
3.4.4 Assignment briefs
• Set you particular tasks or activities to do (e.g. an essay, presentation, project or experiment)
and tell you what evidence you need to produce (e.g. a written report, a presentation to
group, a completed product). These tasks or activities will be representative of those
undertaken in the vocational sector relevant to your programme. If you complete the task
or activity as required, you will have provided evidence that you have met one or more
assessment criteria.
• State the assessment criteria they are designed to assess. There are usually one, two or three
assignment briefs for each unit, with each assignment covering one or more assessment
criteria.
• May be broken down into separate Tasks requiring you to produce various different forms
of evidence.
• Will cover all of the assessment criteria for one or more learning outcomes (i.e. you won’t
get separate assignment briefs for Pass, Merit and Distinction criteria – though there could
be different tasks).
It is important that you understand what evidence assignments are asking you to produce. To
help use the glossary of terms and evidence at the back of this handbook (Appendix 3).
3.4.5 Submission of Assignments
Assignment briefs will have a deadline for submission of the work. You must submit all of your
assignments by the submission dates given. Your teachers may have additional rules regarding
submission of assignments – for example a particular place where they must be by the deadline.
Make sure you know these rules. Failure to do so will affect your grades and possibly your
completion of the qualification.
Your tutors will give you further information and guidance on completing assignments during
timetabled sessions and often provide you with resources (e.g. notes on Moodle, videos on Google
classroom, reading lists etc.) that will help you to do so.
3.4.6 Draft submission and feedback
To help you achieve the highest grade you can, your teachers will give you feedback on draft
assignments before the deadline.
Teachers will tell you when to bring in your drafts and when you will get feedback on them. For every
assignment you will get one opportunity to have your draft work looked at – for some longer
assignments you may be given a second opportunity.
The feedback on draft assignments will include:
• comments on your attempts to meet assessment criteria

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• actions for you to complete to improve your work.
Please note that the deadline on the assignment brief does not change – you must complete any
actions identified by your tutor before the submission date.
NB: This is your only opportunity to use your teacher’s feedback to improve your work. Make sure
that you read it carefully and if you don’t understand it, ask.
If you do not bring in drafts when asked, teachers do not have to give you another opportunity to
do so, or provide you with any feedback before you submit the work.
Feedback is usually written so that you can refer back to it throughout the year, and use it to help
you improve any assignments that you are working on.
3.4.7 Turnitin
All written work that you submit must first have been uploaded to Turnitin – a piece of software that
has been developed to check student submissions for accurate referencing of sources. Work
uploaded to Turnitin will generate an ‘originality report’. This report will highlight occurrences of
other people’s work that has been used or quoted in your assignments and will give you an overall
‘originality’ percentage.
Although you must not plagiarise other people’s work, when writing assignments, it is good academic
practice to correctly use referenced sources to support your ideas. Referencing is expected and
necessary at this level of study. (See ‘Appendix 1 – Study Guide’ for more information.)
An originality report should show that you have correctly referenced all of the sources used in your
work. It is recommended that you use Turnitin reports to check your assignments before they are
submitted for marking. If you check and find you have not correctly referenced all of the sources
used in your work, you should update it and check again before submitting it for marking.
Any assignments submitted for marking that contain incorrect referencing or suspected cheating will
be dealt with under the College Academic Malpractice Policy (see section K for more details)
If you have a written assignment due, you must remember to upload it to Turnitin before
submission.
3.4.8 Authentication
When you submit finished work for marking you must sign it to confirm that it is your own work and
has been completed according to the rules of the qualification.
If you sign work which is not your own then you have committed academic malpractice, which
Uxbridge College treats very seriously (see section K for more details).
3.5 Marking and Grading
Once your assignment has been submitted it will be marked and returned to you within 3 (working)
weeks. Marked assignments show you which assessment criteria you have met, which you haven’t
met, and why.

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Marking and feedback will show where in your work, or how, you have met criteria. If not all criteria
have been met, feedback will state why you did not meet them.
Feedback must not tell you how you can improve your evidence to meet any criteria you haven’t
achieved.
This is because you may be able to submit the assignment again – see Resubmissions (below).
Feedback may give you advice on how you could improve future assignments.
When you have completed all the assignments for a unit and they have been marked you will receive
a unit grade. This reflects the highest level at which you have met all of the assessment criteria in the
unit.
Units are provisionally graded Unclassified, Pass, Merit or Distinction. Grades are only confirmed at
the end of the academic year by the Assessment Board.
• To achieve a Pass you must have met all of the Pass criteria for the unit
• To achieve a Merit you must have met all of the Pass and all of the Merit criteria
• To achieve a Distinction you must have met all of the Pass, Merit and Distinction criteria
Just completing your assignments doesn’t mean you will get a Pass (or better) for the unit.
You have to meet all of the Pass criteria to achieve a Pass – if you complete all assignments for a unit
but do not meet all the Pass criteria the unit will be graded as Unclassified.
If you do not complete all the assignments for a unit then you do not automatically get an unclassified
grade. You will instead have failed the unit – see Section H) to see what this means.
If you don’t pass a unit, then you do not earn the credits associated with it and so may not achieve
the minimum amount of credit at the level required to achieve the HNC or HND qualification.
3.5.1 Resubmission
If your work met all of the Pass criteria contained in the assignment brief, you may not resubmit it
to get higher grades. You have only one opportunity to achieve Merit and Distinction grades.
If your work was submitted on time but did not meet all of the Pass criteria contained in the
assignment brief, you will be expected to re-submit it.
You will be asked to re-do the assignment wherever possible but you may have to complete a new
one – for example if the original assignment was an exam.
No further guidance or support can be given to you while you complete a resubmission and only
one resubmission per assignment is permitted.
If you need to resubmit any assignments for a unit, then your unit grade will be capped at a Pass.
If your resubmission still does not meet all Pass criteria, then the unit grade is Unclassified.
If your assignment was submitted late, you cannot resubmit it. See section F).

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3.6 Late Submission of Work
3.6.1 Extensions to deadlines
If you know that you are going to be unable to meet the submission date, you must speak to your
teacher at least 3 working days before the deadline.
If you are unable to meet an assessment deadline due to accident, illness or severe emotional or
mental stress you should complete an extenuating circumstances application form (see back of
handbook) and submit it with supporting evidence (e.g. a Doctor’s letter).
Only the Head of School and Section Manager may give extensions to deadlines. These will only be
granted on an individual basis depending on the specific circumstances.
If you are given an extension to the deadline you have until this date to complete the assignment. If
your work is submitted by this date, it will be marked and graded as described in section E.
3.6.2 Missing deadlines
If you submit an assignment after the submission date without an agreed extension or an accepted
extenuating circumstances claim, it will still be marked but:
• late work may not be marked at the same time as other students, and may take longer than
usual to come back to you
• feedback on late work may also be reduced
• no re-submission is permitted. If you don’t achieve a Pass (or higher) you have failed, the
unit and possibly the whole course.
Also remember that if you submit work late you may not be able to achieve Merit or Distinction
grades depending on the requirements of the assignment.
3.7 Assessment Boards
To ensure that assessment is conducted with rigour, probity and fairness, the final decision on unit
grades (and therefore progression onto the second year of a course and overall qualification grade)
are taken by Assessment Boards. Assessment Boards ensure that rules have been consistently
applied across all HE programmes and are a requirement of the awarding organisations.
At Assessment Boards the team that delivered your qualification present the grades they have
awarded for every unit for every student to an independent panel. Students do not attend. The panel
examines the grades awarded in the light of internal and external monitoring reports. They will then
either ratify the grades awarded or, if there are doubts about the quality of assessment, ask for
further internal verification (IV) to confirm them.
Any refer grades (where you haven’t completed or passed a unit) and defer grades (where you
weren’t able to complete a unit because of valid extenuating circumstances) will be individually
discussed.
The Board will then make the recommendations for awards and progression.
The Assessment Board meets at the start of July. If at the Assessment Board your record shows
that you have work outstanding or units with a referral grade you may not be recommended for
progression (to the HND / Year 2) or for an award. There is no guarantee you will be able to
complete missing work after this time.

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If you know that you will not have achieved at least a Pass grade in all units by the Assessment Board,
you should write to your tutor explaining why, so that the assessment board can consider your
request.
The board could decide to give you more time to complete this work, or a final resubmission
opportunity. If so they will decide what conditions apply (e.g. new deadlines). The decision on any
further opportunities also depends on whether original work was submitted on time and if you made
use of feedback opportunities.
If you have not achieved a Pass grade in any unit, the board can – in exceptional circumstances -
recommend that you repeat it the following year. You would have to attend all lessons in the unit
and complete all of the assignments again, and the highest grade you can achieve for the unit will be
a Pass. There will be additional fees to pay for any repeated units, and these will depend on the size
and content.
Following the assessment board meetings, decisions will be sent to you by your tutor.
Appeals against the decisions made by assessment boards can be made using the procedure for
appeals against your assessment decision. See Section J for more detail.
The confirmed unit grades are sent to the Awarding Organisation who will produce a certificate for
you. The Awarding Organisation sends certificates to the Examinations Department at Uxbridge
College who will forward them to you as soon as possible.
Students recommended for progression (to the next year of their programme or to the HND diploma)
will be written to by their tutors with details of how to enrol.
3.8 Overall Grade Calculation
Each qualification has an overall grade of Pass, Merit or Distinction.
3.8.1 HNCs
To achieve an HNC you need to have:
• Completed units with 120 credits at level 4
• Achieved at least a Pass grade in units with a total of 105 credits or more at Level 4
This means that you can still gain the overall qualification if you have:
• an Unclassified grade in one level 4, 15 credit unit
• at least a Pass grade in all the others.
3.8.2 HNDs
To achieve an HND you need to have:
• Completed units with 120 credits at level 5
• Achieved at least a Pass grade in units with a total of 105 credits or more at level 5
• Completed units with 120 credits at level 4
• Achieved at least a Pass grade in units with a total of 105 credits or more at Level 4
You can still gain the overall qualification if you have:

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• an Unclassified grade in one level 5, 15 credit unit
• an Unclassified grade in one level 4, 15 credit unit
• at least a Pass grade in every other unit.
3.8.3 Unit and Qualification Points
If you have failed any unit (i.e. not got at least an unclassified grade), then you have not completed
it and will not have earned enough credits to complete the qualification.
Completed units are allocated points per credit:
• Unclassified 0 points
• Pass 4 points
• Merit 6 points
• Distinction 8 points
So a 15 credit unit will total 0 points for U, 60 for P, 90 for M and 120 for D.
For the HND, only level 5 units earn points.
Points are totalled and the overall qualification grade awarded based on the following boundaries:
Pass 420-599 points
Merit 600-839 points
Distinction 840 points or more
NB – if you have achieved a Distinction in 7 units worth 15 credits and Unclassified in 1 unit worth 15
credits, then you would still earn enough points to be awarded an overall Distinction grade.
Please note that Universities and Employers may have entry requirements that require you to
achieve high grades in specific units or even across all of your units.
3.9 Internal & External Monitoring
Uxbridge College engages in numerous activities to maintain the standard of assessment on your
qualifications and to ensure that they meet national standards.
3.9.1 Internal Verification (IV) of Assignment Briefs
Before assignment briefs are issued to students they will be internally verified. An
Internal Verifier (a member of staff with specialist subject knowledge) will examine the assignment
briefs to ensure that:
• they enable students to achieve Awarding Body criteria
• they are fit for purpose
• the context is relevant to the students
• the guidelines and instructions are clear
• they do not discriminate against students as a result of gender, race, disability, sexuality, age
or faith group.
You may see a stamp, signature or date on assignment briefs to confirm they have been IVd.
3.9.2 IV of Assessment Decisions

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A proportion of assessed work from your qualification will be internally verified. The internal verifier
(IV) – who must not be the person who assessed the work – will check that the assessment decisions
made are justifiable and that the written feedback and guidance given to you is appropriate. Work
must be internally verified from every unit of the qualification, from every person assessing work on
the qualification and from every student on the qualification. The IV gives feedback to the assessor
about their assessment decisions – they do not communicate directly with students. This process
should be completed within the three-week turnaround for marking assignments and should not
delay the return of your marked work.
You may see a stamp, signature or date on marked work to confirm it has been IVd.
3.9.3 Standardisation
If different teachers mark work for the same unit (e.g. if there are two or more groups studying the
same unit with different teachers), they meet and complete marking exercises to ensure that they
all apply assessment criteria consistently across units and qualifications and that their marking agrees
with awarding organisation requirements.
3.9.4 External Examination
External Examiners are subject specialists, employed by the awarding organisation to make sure that
Uxbridge College is running qualifications correctly. External Examiners visit the College annually to:
• ensure that the national standard of the qualifications is maintained.
• check the accuracy and consistency of assessment decisions by sampling those made by your
tutors.
• evaluate the effectiveness of the delivery of the qualification and of the assignment briefs.
• examine Uxbridge College’s commitment to maintaining and improving quality.
When they visit External Examiners will want to talk to students. You should be asked if you would
like to meet with them although you are not required to. External Examiners will want to check your
understanding of the assessment and grading requirements and to ask you about the assessment
and resources on your qualification. External Examiners complete a report sent to both the College
and the awarding organisation which will contain any actions that we are required to take. Copies of
external examiner reports will be made available to students.
3.9.5. Quality Management Review (QMR)
A reviewer from the awarding organisation visits Uxbridge College every year to provide advice and
guidance and to check that qualifications are being delivered correctly by checking course plans and
records (including student work). They do not usually meet students during QMR.
3.9.6 Academic Standards
The Academic Standards section of Uxbridge College monitors the quality of the qualifications being
delivered and the effectiveness of strategies in place to raise standards and improve quality. It does
this by inspecting each department within the College every year and then making and monitoring
recommendations. Academic Standards are also responsible for managing the External Examination
process and monitoring the College’s work in meeting any action plans.
3.9.7 Higher Education Academic Standards Committee (HEASC)

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The HE Academic Standards Committee is part of Uxbridge College’s Academic Board, which oversees
the development and quality monitoring of all programmes. Chaired by the Vice Principal –
Curriculum and Standards, the HE Academic Standards Committee meets at least once a term where
it monitors all HE provision in the College.
Key duties include:
• reviewing and assessing key performance indicators such as achievement, attendance and
punctuality on HE qualifications
• receiving reports (from Unit Review questionnaires, the National Student Survey, External
Examiners, Academic Standards and Pearson) and monitoring the actions taken to address
any issues raised
• working to identify and address any common themes running across all HE qualifications.
Staff representatives from every higher education course attend HEASC, as do Academic Standards
staff, the Head of Guidance & Information Services, the Head of Marketing and the HE student year
representatives. See the section on student representation and engagement for more information.
3.10 Academic Appeals (Against Assessment Decisions)
We take great care to ensure that work is marked fairly and within the national standard.
If you are unhappy about your marks please see your Tutor first – they will explain your grading
decision further. Remember, you are only awarded marks for results, not effort, and you must ensure
you have met all the assessment rules in this handbook.
If you are still unhappy about your grade, the College has a formal Appeals Against Assessment
Decisions Procedure. In simple terms it means that if you disagree with any of the assessment
decisions that have been made on your course (including those by the assessment board), in some
circumstances you can appeal for the decision to be changed. This does not necessarily mean that
the assessment decision will be changed but that someone will investigate for you and tell you the
decision.
Appeals must be based on one or more of these reasons:
• the assessment procedures were not conducted in accordance with the requirements of the
Awarding Body, the College’s Higher Education Assessment Policy or in accordance with
College requirements
• the assessment was based on inadequate, incorrect or biased information
• your performance was adversely affected by illness or other circumstances which was for
good reasons unable to be made known to the assessor at the time of assessment against
which appeal is being made
• the assessment decision may seriously hinder full accreditation or progression.
If you are going to make a formal appeal you must do so as soon as possible after you get your result
and not more than 30 calendar days after you do so.
3.10.1 Appeals Procedure
3.10.1.1 Informal Procedure (full policy Page 2, Section 5.0)
I have an appeal. What can I do? Talk to my course tutor, Course Team Leader/ Section
Manager or Head of School. Their names are:
Tutor………………………………
CTL/SM……………………………

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3.10.1.2 Formal Procedure
You are not satisfied with the decisions that
were made in the informal stage
3.10.2 Exceptions
There are certain circumstances under which the College Appeals Against Assessment Decisions
Procedure is superseded. Details of this are contained within the full policy (available on the Intranet
and College internet).
3.10.3 The Office of the Independent Adjudicator
If you are still not satisfied after the formal appeal has been completed, you can complain to the
Office of the Independent Adjudicator – we will give you the details of how to do this. The OIA is an
independent body that runs the student complaints scheme for all organisations in England and
Wales delivering Higher Education. The OIA cannot re-mark the work or change the grade, but they
can make sure that College assessment and appeal procedures were carried out correctly and fairly.
3.11. Academic Malpractice
The College has an Academic Malpractice Policy which deals with all forms of cheating in assessment
(the full policy is available on request). Types of cheating include:
• directly copying or paraphrasing the work of others and presenting it as your own
(plagiarism)
• getting someone to produce all or part of your work (personation)
• working together with other students to produce work and submitting it as your own
individual work
• copying another student’s work with or without permission
• knowingly allowing a student to copy your work
• resubmitting previously graded work
• using forbidden notes or books in producing work or tests
Write formally to the Vice-Principal stating your name,
the name of the assessor and course tutor of your
course, details of the assessment decision and why you
think it is wrong (refer to Grounds for Appeal).
Appeal Dealt With
NO
YES

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• presenting work downloaded from the internet/online sources as your own
• fabrication of results (including experiments, research, interviews, observations)
• deliberate destruction of another student’s work
• giving your work to another student so that they can copy from it.
By signing work submitted for marking you are confirming that it has been completed according to
the rules of the qualification. It is important that you ask your tutor if you are not sure about any of
the rules as anyone caught cheating will face penalties as described in the College Academic
Malpractice Policy.
Uxbridge College may use Turnitin to look for evidence of academic malpractice in any of your
assignments.
Possible penalties include disqualification from units or even the entire qualification. This could
affect your ability to successfully complete your programme of study and could lead to exclusion
from the College.
4. HE STUDENT REPRESENTATION & ENGAGEMENT
Uxbridge College believes that the best way of constantly improving our higher education courses is
by collecting and acting on student feedback. Student views are given the highest priority and so we
want to hear from you. There are several ways that you can get involved:
4.1 Student Representatives
Being a student representative is a great way to help improve the quality of higher education at
Uxbridge College (and to improve your CV and UCAS personal statement).
4.1.1 Tutor Group Reps
Every HE group is asked to elect a Rep. The role of Tutor Group Reps is to collect the views (both
good and bad) of everyone in their group, discuss these with College staff and to feedback responses
to the group.
Tutor Group Reps’ contact details are supplied to Student Support so that they are included in whole
college (i.e. including FE students) activities - such as tutor group rep training events and student
council meetings.
Tutor Group Reps will be invited to termly meetings with the Head of School (with the Reps from all
other courses in the school) and to termly meetings with the HE Year Reps (with the Reps from all
other HE courses in the College).
After these meetings the Tutor Group Reps should share with their group the details of what was
said and any information they may have been given.
4.1.2 HE Year Reps
The role of HE Year Reps is to collect the views of the HE Tutor Group Reps at termly meetings and
to report them formally at the HE Academic Standards Committee (held three times a year) to senior
College staff. They will then feedback to the HE Tutor Group Reps what was said at HEASC.

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One HE Year Rep (usually from the 2nd year) is also invited to attend the Governors’ Stakeholder and
Scrutiny Committee meetings, where they should advise the Principal and Corporation of HE Student
needs and how well these are being met.
For the summer term HE class rep meeting, the HE Year Reps prepare an annual report for discussion
and ratification. HE Year Reps then formally present this to the Vice Principal - Curriculum and
Standards.
Uxbridge College recognises that this is a significant role and therefore formally recruits (and
rewards) HE Year Reps from the new first year students each October. HE Year Reps will usually
continue in the role in their second year.
NB: HE Year Reps do not have to be HE Tutor Group Reps too.
4.2 HE Co-ordinator
The HE Co-ordinator is a member of staff who helps the HE Tutor Group and Year Reps in their roles.
The Co-ordinator can suggest discussion topics, provide an agenda and help arrange HE Rep
meetings, record student views, suggest formats for Reps’ reports, proofread the annual report and
help with presenting views at HEASC.
The HE Co-ordinator may also send important or interesting information out to HE Reps for them to
share with their group.
4.3 Student Surveys
Students will be invited to share their views and opinions of their course, tutors and the college
regularly. This includes:
4.3.1 Unit Reviews
Twice a year students will be asked to complete a review questionnaire. You will be asked to evaluate
the teaching and learning, assessment and feedback, resources and environment and the content of
the units you are studying. These results are presented at HEASC where your tutors will be asked to
comment and state what they are going to do to improve the course.
4.3.2 The National Student Survey (NSS)
The NSS is an external survey run on behalf of the government by a marketing company. It runs every
year between January and April and is for students on the second year of a full-time HND.
These students will be asked to complete an online survey, the results of which will be published on
the Unistats website to help advise prospective students. Results are published in September every
year and are used to judge Student Satisfaction at every University, College and private provider that
delivers Higher Education in the UK.
4.3.3 Destinations of Learners from HE (DLHE)
The Government runs DLHE surveys that take place about 6 months after you finish any HE
qualification and then several years afterwards as well to see what you have gone on to do.

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If you complete an HNC Diploma and then return to study on an HND Diploma you will be contacted
as part of the DLHE whilst still at college.
iv) Pearson Annual Student Survey
Each year Pearson will ask all students around the world who are studying BTEC Higher National
Qualifications to complete a survey about their student experience. Results will help Pearson to
continue to develop these qualifications.
4.4 Tutorials
Your timetable may include tutorial and / or study skills sessions. These are to support and guide you
through your studies. This will include identifying and developing the higher level skills needed on
your course.
4.5 Learning Plans
There will be profiling periods throughout the year when you will receive feedback from your tutor
on all aspects of your progress, including assignment and unit achievement. You will work with your
tutor to review your progress and set targets for yourself, committing yourself to achievement and
identifying support issues.
4.6 Complaints
At Uxbridge College, we try to get things right every time but on occasion things may go wrong. If
this happens, we want to hear from you so that we can improve things.
If you have a complaint or concern you should first speak to your tutor. If you feel unable to do this
or are not satisfied with their response, you can make a formal complaint. Complaints Forms are
available from Reception, the Learning Centres or the Student Support Centre.
One of the Student Support Officers will be able to explain the process to you and help you complete
the form.
On receipt of your complaint we will:
• acknowledge your complaint within five working days
• investigate your complaint and provide a written response by an appropriate manager.
When you complain please supply as much information as possible to help us investigate (e.g. date,
time, location, names / descriptions of people involved, what the problem was, what anyone present
said / did).
You can submit complaints anonymously, or as part of a group.
If you feel able to provide your contact details though we will be able to respond to you or ask for
more detail if required.
4.7 Office of the Independent Adjudicator
If you are not satisfied with the response to a complaint you can complain to the Office of the
Independent Adjudicator – we will give you the details of how to do this. The OIA is an independent

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body that runs the student complaints scheme for all organisations in England and Wales delivering
Higher Education.
5. RULES & RESPONSIBILITIES
5.1 Code of Conduct
This Student Code of Conduct applies to all students of the College. Students are required to abide
by the Code of Conduct and College Rules and Regulations.
Uxbridge College expects all students to:
• Help to maintain a pleasant environment for everyone
• Show respect for others and uphold the Equality and Diversity Policy
• Be polite and behave in a manner which will not cause offence to others
• Show respect for property and possessions
• Uphold the good reputation of the College, either on site or off site
• Follow health & safety and evacuation procedures
• Wear and display a college ID card at all times, and never lend an ID to anyone else
• Observe the College no smoking rule which applies indoors and outdoors in all areas of the
College (except designated outdoor places)
• Conform to the College’s policy on the use of Information Technology Facilities
• Dress appropriately for undertaking College activities, and observe the no hats and hoods
rule.
The College will not tolerate:
• Acts of vandalism, spitting and dropping litter
• Bullying, threatening or abusive behaviour, whether verbal or physical or via electronic
means such as text messaging, e-mails or online forums
• Harassment in any shape or form
• Swearing or language that is offensive to others
• Fighting or any form of loud or aggressive behaviour
• Any form of criminal activity
• Attempts to convert individuals to religious faiths or political causes
• Use of the premises to promote a political or religious cause
• Use, possession or being under the influence of illegal substances
• Possession and/or misuse of alcohol during the College day
• Use of mobile telephones, personal music systems or other electronic equipment in class,
unless approved by the teacher
• Eating or drinking in non-designated areas of the College
• Unauthorised use of hardware, software, student email or data belonging to or used by the
College
• Action which is likely to promote or increase the potential for disruption to the College, its
students, staff or property
• Any activity which is likely to bring the College’s name into disrepute.

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Those found in breach of this code will be subject to disciplinary action, which may lead to exclusion
from the College.
5.2 Attendance & Punctuality
5.2.1 Attendance
Students admitted to any course of study in Uxbridge College are required to attend regularly and
punctually. Students should be active participants in their own learning and as such, many units
depend upon full student participation and interaction.
It is the students’ responsibility to make sure they understand their timetable and they know where
and when their classes will take place. Students who miss a significant number of lectures normally
obtain poor end of year results. Picking up a set of notes after the lecture or copying somebody else’s
lecture notes is a poor substitute for actually attending a lecture and absorbing its content.
If you are absent for periods of longer than three days please notify your tutor, and in the case of
illness you should obtain a medical certificate where appropriate, particularly if you wish the illness
to be considered as an extenuating circumstance in respect of coursework or examinations.
Attendance is monitored and students who are not participating in lectures, tutorials, seminars and
practicals on a regular basis may be withdrawn.
5.2.2 Punctuality
All students are required to arrive on time for all classes and other scheduled activities and should
remain for the duration of the teaching session. Not only does late arrival and early departure from
lessons impact your own learning, it is also disruptive, impolite, and unprofessional. The disruption
caused is also unfair to your peers and tutors.
Failure to attend regular lessons without providing satisfactory reasons is deemed to be
unsatisfactory.
5.3 Equal Opportunity – a Simple Guide
You will hear the phrase ‘equal opportunities’ many times at College, and throughout your life. It’s
an important phrase for us and for you, so please take a moment to read this section.
Uxbridge College has a written ‘Equality and Diversity policy’ about equal opportunities, which is
available in the Learning Centres. Its message is that:
• All learners are equally important to us
• All learners need different sorts of help
• We will give whatever help we can to ensure that everyone has an equal opportunity to
achieve their qualifications and reach their goals.
We encourage and expect respect between all students, staff and visitors to the College. We refuse
to allow discrimination (unfair treatment) against anyone because of their age, gender, ethnic origin,
disability, sexuality, gender reassignment, or faith. We welcome and celebrate the diversity of
students and staff in the College.

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Please help us make sure everyone at Uxbridge College feels valued, and no-one is discriminated
against. Treat staff, students, visitors and neighbours with respect. Do not allow yourself to get
involved in any form of bullying or harassment, including name calling and insults. If you feel that
you are not being treated fairly and with respect, or if you think that discrimination is taking place,
please let a tutor, someone in Student Support or any other member of staff know.
5.4 Religious Observance
Our Statement on Religious Diversity states:
“Uxbridge College is a secular college devoted to embracing diversity and tolerance. All faiths are
treated equally in accordance with our policy on Equality and Diversity and Code of Conduct. Our
resources are dedicated to learning and therefore we do not provide any specific facilities related to
one religious activity.”
College resources exist primarily for the delivery of learning activities, but where practicable,
arrangements will be made for people to carry out essential religious observance. Vacant rooms are
notified to reception for the purposes of prayer but there are no dedicated prayer rooms and
students should not pray in corridors.
Wherever possible rooms will be allocated for prayer at lunchtimes. Timetables of these rooms will
be made available on Moodle.
You are asked to pray either before or after classes.
Ramadan lasts for approximately one month. In respect of our students the Principal advises that,
during this period, Muslim students who are fasting at this time may bring water into classes and
also biscuits to break their fast.
Students must attend classes as normal.
Please also remember that students who are unwell, pregnant or breastfeeding can become weak
and are normally exempt from fasting.
The College will consider formal requests for absence for students wishing to observe essential
religious celebration, up to a maximum of two days per academic year. The application for absence
must be made to the Head of School a minimum of a week in advance on the form below:
PART A (to be completed by student and forwarded to Attendance Co-ordinator
STUDENT NAME (print)
STUDENT ID NUMBER
COURSE / CODE
DATES / TIMES FOR WHICH EXCEPTIONAL LEAVE IS REQUESTED:
DATES(S) TIME(S)

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REASON FOR REQUEST
SIGNATURE OF STUDENT
SIGNATURE OF AC:
DATE:
Students receiving permission for such leave of absence, should be aware that classes will be run as
normal and that responsibility rests with them, their independent study, and liaison with their
teachers to ensure they are not disadvantaged by any lost learning opportunity.
For purposes of bursary claims and register of attendance students will not be penalised for absence,
where permission has been properly sought and granted, for religious observance.
5.5 Learning Support for HE Students
The College welcomes students with disabilities and / or learning difficulties. Students may be able
to get support with their studies if they have a:
• long-term health condition
• mental health condition
• specific learning difficulty, e.g. dyslexia, dyspraxia
To get this support you must apply for and be granted Disabled Students Allowance (DSA). DSA is a
grant that covers the additional study related costs that you will incur because of your disability or
specific learning difficulty. DSA is not means tested and doesn’t have to be repaid.
Applications for DSA can take several weeks so if you have not already applied, you must do as soon
as possible. However, you can apply for DSA even if you have already started your course.
You can get information about DSA - and an application form - from the DSA website. Use the links
below:
DSA Website - www.gov.uk/disabled-students-allowances-dsas
DSA Application Form - www.gov.uk/disabled-students-allowances-dsas/how-to-claim
Please read this information carefully as it gives details of the evidence of your disability or specific
learning difficulty that you will need to supply when you apply.
Please speak to the Information Centre for further information about applying for DSA.
When you are granted DSA you will receive a Notification of Entitlement, stating the support they
will pay for. DSA may help with the costs of:
• specialist equipment, e.g. a computer if you need one because of your disability
• non-medical helpers, e.g. Note Taker, Communication Support Worker, Proof Reader
• extra travel because of your disability
• 1:1 specialist study skills support
• other disability-related costs of studying.

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If you haven’t already, please discuss your needs with your tutor as soon as possible. Your tutor may
need time to put arrangements in place for you.
For information about Learning Support please contact the Learning Support Team helpline on 01895
853308/853415.
5.6 Health & Safety
Uxbridge College complies with the Health & Safety at Work Act 1974 and it is the duty of everyone
to comply with this Act.
Health and Safety procedures will feature very strongly throughout your course. We make no
apology for this, as safety is one area that we cannot allow you to learn by experience!
At no stage should you be asked to operate a machine or piece of equipment or use potentially
hazardous chemicals and other substances without risk assessment and adequate training.
You must wear appropriate protective clothing in certain workshops, kitchens, laboratories, craft
rooms or leisure facilities. If, during your course you fail to wear the required clothing you will not
be allowed into these areas.
5.6.1 Fire alarms / evacuations
Both staff and students are required to evacuate the building when the fire alarm sounds. Each
classroom details the nearest fire exit and displays the college fire procedure. Security barriers
automatically deactivate throughout the college so an immediate escape can be made.At the
Uxbridge Campus, people are required to gather on the lawn near the staff car park, over the
pedestrian crossing. The Fire Department will send two fire engines to the college so staff must
ensure that the road remains clear of standing people. No-one may re-enter the building until the
alarms have been turned off and the Fire Department have declared the premises to be safe. The
Duty Manager will indicate when people can begin to re-enter the building
Occasionally the fire alarms are tested whereby a brief alarm signal will sound. These are the only
occasions when evacuation is not required and staff will be notified of these prior to the testing via
email.
5.6.2 First Aid
The College does not have a First Aid department. Instead, some staff with First Aid qualifications
have volunteered to be First Aiders. The list of First Aiders is kept with the reception staff at both the
Hayes and Uxbridge campuses.
If a First Aider is required, please contact the main reception desk who will then get a First Aider for
you.
5.7 Safeguarding
We want all students at Uxbridge College to feel safe. Types of issues you may feel worried about:
• Physical / Sexual abuse
• Self-harm
• Bullying (including online)
• Domestic violence

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• Forced marriage
• Radicalisation / Terrorism.
If you are worried about anything, please contact a member of the Student Support Team:
At Uxbridge Campus
Room A011 (situated off the Mall)
Or telephone [phone].
At Hayes Campus
The Student Lounge (situated off the Refectory)
Or telephone [phone].
Confidentiality
All information about you and your personal life is treated with complete confidence at all times. If
exceptional circumstances arise that give us good grounds for believing that you will cause harm to
yourself or others, then it is possible we may need to share information with someone else. In such
circumstances we would talk to you first.
Safeguarding…… Everyone’s Responsibility
6. LEARNING RESOURCE CENTRES, MOODLE & GOOGLE APPS
Learning Resource Centres (LRCs)
The Learning Resource Centres are located on the second floor at both sites. At Uxbridge use the
stairs located in B block. At Hayes proceed up the main stairway in the refectory.
Opening hours for Uxbridge and Hayes sites:
Term time - Monday to Thursday: 8.30am - 7.00pm and Friday: 10.00am - 4.00pm.
Holiday opening - please see notice boards for information as this may vary.
Resources available:
Essential subject specific resources are available for all courses studied at Uxbridge College including:
course books, magazines, newspapers, CDs and DVDs.
LRC e-resources are available 24/ 7 from Moodle including e-books (ebrary and Dawsonera), e-
journals (Infotrac) and reference material from Britannica Online and Oxford Reference.
If you need help accessing any of our resources, hardcopy or electronic, please ask at the desk.
There are over 100 PCs available at both LRCs. Silent room PCs need to be booked at the desk. If you
need any IT or Moodle help please ask.
LRC Events
The LRCs run a series of student centred events to promote literacy. These involve author visits,
poetry performances and world book night. Get involved and make the most of your time at the
college!
Debating Club

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Do you want to improve your presentation and debating skills? Why don’t you join our debating
club? We enter national debating competition and last year won the regional Debating Matters
competition. Ask at the LRC for more details.
Study Skills Sessions
Research and study skills help is always available in the LRCs, please ask for assistance whenever
required to find the most useful resources for your course and use them correctly.
Tutorials are available on time management, essay writing, exam revision and techniques. Please see
the LRC page on Moodle for details.
HE students have the following LRC privileges:
• up to 8 books are allowed to be taken out at one time
• clearly marked dedicated HE resources
• free British Library inter library loans
• a dedicated HE Study Room with PCs for HE student use only.
Logging into College PCs
When logging into college PCs your username is your ID number, your first password is College50.
Username: 4000001
Password: College50
The first time you login you will be prompted to choose a new password, your new password must
be at least 8 characters long, contain at least one capital letter and one number.
Logging into Chromebooks and Google Apps
Google Docs is the standard way to create and store documents at Uxbridge College. Your Uxbridge
College Google account gives you unlimited storage for the duration of your study programme. When
the time comes to graduate you can take your Google account with you!

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Google Apps includes Google Drive, this App allows you to create and store documents in the cloud,
providing you with unlimited free storage. Creating and storing documents within Google Drive
means you never have to use a memory stick again!
Why Google Apps?
Google Apps are used by hundreds of local employers including Transport for London, Waitrose and
millions worldwide!
When logging into Google Apps and Chromebooks your username is your college email address
([e-mail]), your password is the same as you use for college PCs
Username: [e-mail]
Password: College50
It is recommended that all students download the Google Drive App to access their college
documents on the go.
Download here - https://www.google.com/drive/download/
You can access your college Google Apps via My Uxbridge, your homepage or by heading to
Google.com, clicking 'Sign In', then entering your college email address and network password.
Your college Google Apps account also includes access to your college email account.
Throughout your study programme you will also have access to Chromebooks, laptops that allow you
to directly access the web and your Google Docs. Chromebooks can be borrowed directly from the
LRCs at Uxbridge and Hayes, and must be returned same day by 7pm.

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For help and support with using Moodle or Google Apps, please contact the eLearning team
on 01895 853522 (Monday to Friday 9am to 5pm).
Google Classroom and Moodle
Throughout your study programme your teacher will post information, updates and assignments
online via Google Classroom.
It is recommended that all students download the Google Classroom App as this will be used
extensively throughout your course, available here -
https://support.google.com/edu/classroom/answer/6118412?hl=en

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Your lecturer may also post assignments via a system called Moodle, particularly if you are enrolled
on a HND course. Moodle can be accessed by searching the web for ‘Uxbridge College Moodle’ or
directly here - http://vle.uxbridge.ac.uk/
My Uxbridge
You can access your timetable, gradebook and attendance information from anywhere via the ‘My
Uxbridge’ App.
7. STUDENT SUPPORT
7.1 The Student Support Team
The Student Support Team is here to help you with any problem or difficulty that might be having an
effect on your learning or success at College. We are not here to judge but to listen and help. The
problem may not be directly linked to your studies to have an effect on your happiness or success at
College, for example:
• Financial support such as bursaries and accessing the hardship funds
• Travel and transport i.e. applying for Oyster cards
• Difficulties with your course and workload
• Personal and relationship difficulties
• Health, including diet, smoking cessation and sexual health
• Support is offered to all students who get into trouble and reach Stage 3 of the College’s
Disciplinary process.
We offer the highest standards of confidentiality, however sometimes we may have to break this if
we feel that you or others are at risk, but we will keep you informed if this is the case.
We have external agencies that we may refer you to if required e.g. counselling or support agencies.
The Student Support Officers can be found in Student Support on both campuses – off the Mall in
Uxbridge and in the Student Lounge next to the Refectory in Hayes. They can be contacted on 01895
853380.
7.2 Financial Support
Resolving your worries and leaving you free to concentrate on your studies is something that
Uxbridge College will endeavour to assist you with. Specialist advisers can help you to deal with issues
such as housing, finance, childcare, student grants and benefits or other concerns. For students who
are experiencing financial difficulties, assistance towards course costs may be available.
7.3 Careers Guidance
Uxbridge College is committed to helping individuals achieve their full potential.
We provide student-centred and impartial information, advice and guidance (IAG) to all learners at
the College who want to find out more about their career options or continuing education.
The service offers advice and support to help you to:

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• Financial support such as bursaries and accessing the hardship funds
• Travel and transport i.e. applying for Oyster cards
• Difficulties with your course and workload
• Personal and relationship difficulties.
You can access the services in a number of ways:
1) Drop in to the Information Centre, near main reception, between 10:00am-5:00pm
2) Ring the IAG team on 01895 853309
3) E-mail you questions or request an appointment to [e-mail]
4) Online services via Moodle.
College Learning Resource Centres hold a range of careers-related resources which can support your
progression.
7.4 Events, Activities & Facilities
HE Lounge
There is a room exclusively for the use of HE students located in The Mall on Uxbridge Campus.
Sports
We have a range of sporting activities available to everyone in the College including Football,
Basketball, Badminton, Netball, Cricket and much more. Look out for the activities schedule
advertised around the College or pop into Student Support to ask. Also, the More Energy fitness gym
offers discounts for students.
Health and Fitness Facilities
There are More Energy Fitness Centres at both the Uxbridge and Hayes campuses. A special reduced
membership rate is available for students. Facilities include multi-gyms with machine weights,
Olympic weights, rowers, steppers and treadmills. Fitness classes are available at the Hayes Campus.
OPENING TIMES
Hayes Campus Monday to Friday 7.00am – 5.00pm
Uxbridge Campus 8.00am – 5.00pm*
*usage may be restricted at times.
For more information, please call 01895 853753 or visit www.more-energy.co.uk
Distinction Hair & Beauty Salons – Hayes Campus
Come along to have your hair done or for beauty treatments provided by our students. They offer
top quality treatments at amazing value, in our professional standard salons and are fully supervised.
To book an appointment call 01895 853666.
Revisco Restaurant
Our catering students produce and serve great quality food, at fantastic prices, in our bistro-style
training restaurant at Hayes. Open for lunch Tuesday to Friday between 12-2pm (during term time)
and for occasional gourmet evenings.
For menus or to book a table please call 01895 853730.

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Refectories
Both campuses have a refectory, open from breakfast to dinner, offering a wide selection of
reasonably priced daily specials, cooked meals, sandwiches, snacks, and drinks to suit every taste.
Car parking
The College has limited parking on both sites and parking permits are available to purchase when
you enrol.
8. DISCIPLINARY PROCEDURE
In the unfortunate event of a student not complying with the rules and regulations set out in this
handbook, disciplinary action will take place. In summary the procedure is as follows:
The formal stages are:
• Stage 1 – First Written Warning - Course Team Leader / Section Manager (chairperson) -
Academic Tutor (presenting person) - Attendance Co-ordinator.
An agreed plan for improvement and realistic deadlines are set and if the deadlines / targets are
not met the student will be moved to:
• Stage 2 – Second Written Warning - Section Manager /Head of School (chairperson) - Course
Team Leader / Section Manager (presenting person) - Attendance Co-ordinator.
If the targets agreed at stage 2 are not met, then:
• Stage 3 – Formal Disciplinary Hearing - Curriculum Director (chairperson) - Student Support
Manager (or other nominated officer).
Prior to the disciplinary hearing the Student Support Manager will ensure the student:
• is given written notice of the hearing date and time
• is informed of the date at least five working days in advance
• is notified of his/her right to bring a parent or other appropriate adult
• is informed of his/her right to call witnesses
• has a copy of all documents which the panel intends to consider
For Stage 3 disciplinary hearings and appeals, students under the age of 19 are expected to be
accompanied by their parent(s) or appropriate adult (e.g. carer or guardian).
Possible outcomes of stage 3 disciplinary hearings:
• no further action
• written warning
• final written warning
• exclusion.
• Stage 4 – Appeal- Principal or Vice Principal (chairperson).
If the student fails to attend a disciplinary hearing or an appeal hearing, a decision will be made
in his/her absence. The student will be notified within 5 working days of the hearing.
ALL DISCIPLINARY HEARINGS WILL BE CONDUCTED FAIRLY AND WILL SEEK TO ESTABLISH THE
TRUTH.

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APPENDIX 1 – STUDY GUIDE
A) How to Write Essays
Writing an essay is important for you for a number of reasons:
1. It gives you the chance to research a project in depth
2. It helps you to focus your thinking on a topic.
The plan
A plan is essential for good essay writing. The type of plan and the amount of detail you include is
your personal choice. The plan is important because:
• your ideas and resources are brought together and displayed before you
• your plan gives an outline and shape to your essay
• you can establish a line of argument in the plan
• your plan can prevent errors, repetition and unnecessary waffle
• using a plan enables you to produce your essay much quicker
• with a plan, you can concentrate on expressing ideas and writing with confidence, before
committing yourself to the final details.
Points to consider in the plan:
1. use plenty of space - it will be easier to read follow and add to
2. plan in pencil with a rubber - you can then rearrange and correct
3. leave a margin - still more notes can be added
4. analyse the questions - this leads to a line of argument
5. state the line of argument - this gives a direction to the essay and helps with the introduction
6. separate out the main idea or areas of knowledge and make them subheadings - they may provide
paragraphs
7. fill in any facts, figures, quotations, comments, ideas which fit subheadings - these form main body
of essay
8. keep your notes at hand - you need them to look up details
9. use text books - to check notes and to get extra information.
The introduction
The introduction introduces the essay or argument. It should be a statement of intent, wherein you
say how you are going to proceed. It is important to you, the writer, because it gives direction. It is
also important to the reader and for the impression it first gives.
The introduction should give the following information:
1. an assessment of the topic – to show that you are aware of what you are going to discuss
2. a line of argument, theme or idea – outline how you intend to proceed
3. a transition to the start of the argument – smoothly linked to the first paragraph.
• Do not use your best or most important points in the introduction
• Do not start with an answer to the question.
You might also consider writing your introduction to a pattern, for example, about two sentences for
each of the three points suggested above.
Structuring the essay

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To begin with you must think in paragraphs. Some people suggest the six paragraph rule – that you
should be able to find six areas to discuss (this can be expanded to seven, eight etc. depending on
required length of the essay).
Selecting information
You should have at your disposal more facts and knowledge than you need to answer any particular
essay. It is important to be selective, and to use only relevant information. A few things can help:
1. reading/lots of research
2. discussing ideas and points with others
3. thinking and note-taking as ideas come to you.
For each piece of information, you choose to use, you must be sure why you are using it.
Logical argument
Information must be used in a logical way. Every idea, comment and observation must be supported
by evidence (facts or reasons). Giving reasons and evidence leads to building up a logical argument.
Where there are opposing pieces of information or a conflict of view, express them both. It is your
duty to do justice to all sides of the argument.
B) General Presentation
All work must be submitted with a cover sheet. Ensure that each assignment is submitted in a
transparent protective cover for marking. Do not insert each page of the essay in a plastic pocket.
For final presentation of all coursework in a file at the end of your programme of study – all
assignments should then be hole punched and separated by clearly labelled dividers.
Typing - all essays should be word-processed. Word-process on one side of A4 paper only. Always
prepare two copies – keeping one for yourself in hard copy as well as electronically.
Sequence - the essay should have a cover sheet, main body of writing which should include an
introduction, argument/discussion, conclusion, appendices (extra things and illustrations) and a
reference list/ bibliography.
Pagination - page numbers should begin on the first page (not cover sheet) of the text, following the
preface (if used) and continue to the end of the work. They should be placed at the bottom of the
page.
Headings - section and chapter headings (in bold text) should always begin on a new page – you can
use subheadings to introduce new topics and these should also be identified in bold text. Subsections
should be differentiated from the main text by using extra spacing.
Illustrations - must be captioned and numbered. They may be placed throughout the text or placed
at the end of the essay. They must be good quality and they should be preferably scanned in to your
essay, but if that is not possible then they must be good photocopies, neatly trimmed and spray
mounted. A list of illustrations must be included with your work with references to source.
C) Referencing Your Reading – Reference Lists & Bibliographies:
What’s the difference between a reference list and a bibliography?
The reference list is used to cite all the items you have made direct reference to in your text (by the
author’s name and year of publication). The list is organised alphabetically by the names of the
authors (or originators) of the work.

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During the course of your reading you may have used material for extending your knowledge of the
subject, but from which you do not make specific reference.
A bibliography lists all these items, again alphabetically by author. This is generally included after the
reference list. Both may also contain research evidence taken from electronic material such as the
Internet.
(the above paragraph is taken from: Bucks and Chilterns University handbook (2006) who
acknowledge Learning Resources Services, University of Northampton).
Where do you put it?
The reference list and bibliography should come at the very end of the essay. Essays without
references and bibliographies will be considered incomplete, and in some cases will not be marked.
The reason for the harsh stance is because of the danger of PLAGIARISM (see section 4 Part K)
Academic malpractice.
All essays must include a bibliography as well as a reference list.
How do you compile them?
Keep a list of the full bibliographical details of every work consulted during your research. Prepare a
notebook in alphabetical order so that you can add new items without any trouble. Make a note of
which you have directly used in your text and those you have not so that you can separate them
later.
The Harvard Method
The preferred system for referencing is the Harvard Method which is thought to be more student
friendly. The Harvard Method is sometimes known as the “author/date” system. In it a work is
referred to by its author’s name, year of publication and page number in the text in brackets, while
its full reference appears only once in a reference list or bibliography at the end of the essay. The
need for footnotes is therefore not necessary.
EXAMPLE
Bayley, S, (1991)
Taste, London, Faber and Faber
Note: Book or journal titles should be underlined or italicised.
The order is: Author, surname/first name, date, title, place, publisher.
Periodical entry:
Periodical entries must give exact references to journal issue numbers and page numbers.
Jones, Lynn (1987) “Literature Review” in British Journal of Occupational Therapy, 50, 9 September,
308
If more than one book by an author appears in the bibliography these should be listed in order of
publication (earliest first).
Citation of electronic sources – the Internet
The most important thing to remember when using any electronic source is that it is ephemeral by
nature. That means that the source may not be there when a revisit is made. The date is therefore
necessary at the end of the citation. These can be placed alongside your book lists.
EXAMPLE

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References:
Bayley, S, (1991)
Taste, London, Faber and Faber
Lifelong Learning Uk. (2008) New Overarching Professional Standards for Teachers, Tutors and
Trainers in the Lifelong Learning Sector. [Online]
Available
from:<http://www.standardsverificationuk.org/documents/professional_standards_for_itts_02010
7.pdf> [accessed 4th October 2008].
Bibliography:
Keeley-Browne, L (2007)
Training to Teach in the Learning and Skills Sector, Harlow, Essex, Pearson
Education Ltd.
APPENDIX 2 – EXTENUATING CIRCUMSTANCES APPLICATION
FORMPlease complete this form (in full) and return it to the School Office together with any supporting
evidence within 5 working days of the event for which the extenuating circumstances are claimed.
Forms returned after this deadline will only be considered at the discretion of the Head of School
under exceptional circumstances.
Student Name:…………………………………………… Student Ref: …………………….......
Programme of Study: …………………………………… Year: ………….
Assignment/assessment (s) affected by claimed extenuating circumstances
Unit
Number
Unit Title Tutor Assignment /
Assessment Title
Deadline
Reason for the claimed extenuating circumstances
(Please give a brief overview of the reasons – further detail can be appended on a separate sheet if
necessary)
………………………………………………………………………………………………………………………….………………………………
………………………………………………………………………………………….………………………………………………………………
………………..
Additional evidence supplied
(e.g.: medical certificate, solicitor’s letter, copy of death certificate, police report)
………………………………………………………………………………………………………………………….………………………………
………………………………………………………………………………………….………………………………………………………………
…………………

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Please note: It is the responsibility of the student to ensure that all documentation to support their
claim is attached to this application form.
Student Name: …………………………………… Student Signature: ………………
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Please tear off this strip and return to the student
Student Name: ………………………………… Assignment/Assessment: ……........
Date Application Received: ……………......
School Representative Name: ……………………… Tutor Name and Signature………….
APPENDIX 3 – GLOSSARY
Glossary of terms used for assignments. This is a summary of the key terms used to define the
requirements within units.
Analyse Present the outcome of methodical and detailed
examination either:
● breaking down a theme, topic or situation in order to
interpret and study the interrelationships between the
parts and/or
● of information or data to interpret and study key trends
and interrelationships.
Analysis can be through activity, practice, written or verbal
presentation
Apply Put into operation or use. Use relevant
skills/knowledge/understanding appropriate to context
Arrange Organise or make plans
Assess Offer a reasoned judgement of the standard/quality of a
situation or a skill informed by relevant facts
Calculate Generate a numerical answer with workings shown
Compare Identify the main factors relating to two or more
items/situations or aspects of a subject that is extended to
explain the similarities, differences, advantages and
disadvantages. This is used to show depth of knowledge
through selection of
characteristics
Compose Create or make up or form
Communicate Convey ideas or information to others
Create/construct Skills to make or do something, for example, a display or set
of accounts
Critically analyse Separate information into components and identify
characteristics with depth to the justification

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Critically evaluate Make a judgement taking into account different factors and
using available knowledge/experience/evidence where the
judgement is supported in depth
Define State the nature, scope or meaning
Describe Give an account, including all the relevant characteristics,
qualities
and events
Discuss Consider different aspects of a theme or topic, how they
interrelate, and the extent to which they are important
Demonstrate Show knowledge and understanding
Design Plan and present ideas to show the
layout/function/workings/object/system/process
Develop Grow or progress a plan, ideas, skills and understanding
Differentiate Recognise or determine what makes something different
Discuss Give an account that addresses a range of ideas and
arguments
Evaluate Work draws on varied information, themes or concepts to
consider aspects, such as:
● strengths or weaknesses
● advantages or disadvantages
● alternative actions
● relevance or significance.
Students’ inquiries should lead to a supported judgement
showing relationship to its context. This will often be in a
conclusion. Evidence will often be written but could be
through presentation or activity
Explain To give an account of the purposes or reasons
Explore Skills and/or knowledge involving practical research or
testing
Identify Indicate the main features or purpose of something by
recognising it and/or being able to discern and understand
facts or qualities
Illustrate Make clear by using examples or provide diagrams
Indicate Point out, show
Interpret State the meaning, purpose or qualities of something
through the use of images, words or other expression
Investigate Conduct an inquiry or study into something to discover and
examine facts and information
Justify Learners give reasons or evidence to:
● support an opinion
● prove something is right or reasonable
Outline Set out the main points/characteristics
Plan Consider, set out and communicate what is to be done
Produce To bring into existence
Reconstruct To assemble again/reorganise/form an impression
Report Adhere to protocols, codes and conventions where findings
or judgements are set down in an objective way
Review Make a formal assessment of work produced. The
assessment allows learners to:
● appraise existing information or prior events

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● reconsider information with the intention of making
changes, if necessary.
Show how Demonstrate the application of certain
methods/theories/concepts
Stage and manage Organisation and management skills, for example, running
an event or a business pitch
State Express
Suggest Give possible alternatives, produce an idea, put forward, for
example, an idea or plan, for consideration
Undertake/carry out Use a range of skills to perform a task, research or activity.
This is the summary of the type of evidence you may be
asked to produce
Case study A specific example to which all students must select and
apply knowledge
Project A large scale activity requiring self-direction of selection of
outcome, planning, research, exploration, outcome and
review
Independent research An analysis of substantive research organised by the
student from secondary sources and, if applicable, primary
sources
Written task or report Individual completion of a task in a work-related format, for
example, a report, marketing communication, set of
instructions, giving information
Simulated activity/role play A multi-faceted activity mimicking realistic work situations
Team task Students work together to show skills in defining and
structuring activity as a team
Presentation Oral or through demonstration
Production of
plan/business plan
Students produce a plan as an outcome related to a given
or limited task
Reflective journal Completion of a journal from work experience, detailing
skills acquired for employability
Poster/leaflet Documents providing well-presented information for a
given purpose