Rationale

Evidence based research is central to the education sector and influences and informs developments in practice.  This module provides an opportunity for students to carry out a self-directed research project in a particular area of interest within the context of Early Years. Students will extend their research skills, and demonstrate achievement at level 6 through critical understanding of their chosen topic.

Aims and distinctive features

This module will provide an opportunity for students to develop the analytical skills to carry out an in depth review of the current literature surrounding their chosen topic, supporting students in their ability to apply critical thinking and analysis; transferable skills required to work at level 6. Students may use their topics to influence practice and make valued judgements on recommendations for future developments.

The module aims to support and extend the students’ understanding of an identified topic area. It enables the students to develop their research ideas, methodology and allows them to evaluate and analyse their findings and reflect on their personal practice. Building on knowledge acquired at level 5 students will apply in the context of their own research study the principles of ethical research as defined by the British Educational Research Association and implicit in the principles of children’s rights described by the UNCRC. They will demonstrate this in their dissertation with documentation including any relevant informed consent forms or procedures ensuring their research preserves the ethical rights of the participants and maintains their best interest. The research enables students to follow their interests and focus on a relevant and pertinent area which may support their chosen career path e.g. literacy in primary teaching.

3. Module Learning Outcomes

By the end of the module you are expected to be able to –

	Module learning outcome description
LO1	Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]
LO2	Develop skills and understanding of research processes, particularly in the collation, analysis and interpretation of data as well as in the application of ethical research principles [PO3]
LO3	Critically review and synthesis research materials and literature for chosen topic area [PO1, PO3]
LO4	Discuss and evaluate how carrying out the research has helped to shape and influence professional practice [PO3, PO5]

 

Student time associated with the module	%
Guided independent study including online	60
Placement/Study abroad	30
Scheduled learning and teaching activities	10
Total	100

 

5. Arrangements for revision and private study

Supervision- this teaching method provides students with 1:1 supervision with an academic who is a specialist in their chosen area of research. Guidance will be provided for the literature search and drafts of work will be reviewed and critiqued to ensure the student is able to reach their full potential. A similar approach is adopted for the methodology chapter. 1:1 supervisions allow for deeper question and answer opportunities to challenge the students thinking and justification of adopted approaches.

6. Assessment strategy

Ethical Proposal – Research ethics are the principles that we use to make decisions about what is acceptable practice in any research project. Research participants have moral and legal rights and it is important that as researchers we do not violate these rights.

Dissertation- Literature review. This written method of assessment takes the form of an essay. An essay enables students to develop skills in written communication. It enables the student to demonstrate the ability to construct fluent, logical arguments and bring together different strands of thinking and learning.  Methodology. This assessment method allows students to design and plan their own research. It provides an opportunity to justify the chosen approach and methods as well as considering the sample population and the ethical principles that underpin research. Evidence based practitioner research is at the forefront of early years development and it is important to ensure students are competent in designing appropriate research projects which will inform practice.

Poster-Present– An oral presentation will allow students to articulate their data findings with a conclusion and recommendation, using suitable IT software. They will develop their professional presentation skills which are identified as a transferable skills required to secure employment. The presentations will allow students to consider the implications on practice their research has informed

7. Methods of assessment

Task 1: Ethical Proposal: Students will submit a research proposal which outlines the feasibility of their planned research project considering the ethical principles involved in working with children and young people within early years [1,000 words, 10% weighting].

Task 2: Students will undertake a piece of research from the early years context and critically analyse theoretical concepts and practice drawing key findings from the study [6000 words, 50% weighting].

Task 3: Students will use their IT and presentation skills to design a poster and present the findings, conclusion and recommendations from the findings of the study. They will also be required to discuss how the research has influenced professional practice. This will be presented in a conference event. [10 minutes (3000 words equivalency), 40% weighting].

 

8. Method of re-assessment (if different to 7)

The method of reassessment is laid down for each module and will normally be the same as the method of first assessment, but there are circumstances where an alternative method is necessary for practical reasons. Where this is the case, details will be provided within the module handbook.

 

The University regulations state that, subject to certain criteria, you have a right to be reassessed in the failed component(s) of a module. This being where you have not achieved a weighted average mark of at least 40% in levels 3, 4, 5, and 6.

 

The mark for any component of assessment in which a student is reassessed shall be capped at 40% for modules at levels 3, 4, 5, and 6.

 

9. Ethical issues relating to teaching and assessment

• Students submit a detailed ethical proforma prior to commencing any data collection. All proformas are evaluated in the first instance by the SEND teaching team and if necessary by the department ethics committee. Students will have DBS clearance in order to work with children and gather data in a setting. Any observations or work with children will comply with the settings’ policy and UoH and BERA ethical guidance. Any data collected will be securely stored and only used for assessment purposes.

10. Module learning outcomes/assessment mapping

Programme outcomes	Module outcomes	Assessment method 1	Assessment method 2	Assessment method 3
PO2, PO3, PO7	LO1	Ethical Proposal
PO1, PO3, PO2, PO7	LO1,LO3		Dissertation
PO3, PO5	LO2, LO4			Presentation

 

Current research at the forefront of the discipline

Researching the field of study

Conducting a literature review

Methodology

Sampling

Methods of data capture

Analysis and interpretation through thematic approaches

Ethical research principles

Drawing conclusions

Making recommendations

Constructing an abstract

Presentation skills

Effective time management

12. Course materials/reading
13. a) Key texts

• Albon, D. and Mukherji, P. (2014) Research Methods in Early Childhood: An Introductory Guide. London: Sage Publications.
• Arnold, C. (2012) Improving your Reflective Practice through Stories of Practitioner Research. London, Routledge: Pen Green Books for Early Years Educators.
• Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, 7^h London: Routledge.
• Denscombe, M. (2017) The Good Research Guide, 6^th Maidenhead: Open University Press.
• Grbich, C. (2012) Qualitative Data Analysis: An Introduction.. London: Sage.
• Greig, A., Taylor, J. and MacKay, T. (2012) Doing Research with Children: A Practical Guide, 3rd edition. London: Sage.
• O’Hara, M., Carter, C., Dewis, P., Kay, J. and Wainwright, J. (2012) Successful Dissertations: The Complete Guide for Education, Childhood and Early Childhood Studies Students. London: Continuum.
• Roberts-Holmes, G. (2014) Doing your Early Years Research Project: A Step-by-Step Guide. 3^rd London: Sage.
• Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research. Grounded Theory Procedures and Techniques, 2^nd Newbury Park: Sage.
• Derek Swetnam (Author)
• › Visit Amazon’s Derek Swetnam Page
• Find all the books, read about the author, and more.
• See search results for this author
• Are you an Author? Learn about Author Central

 

1. b) Recommended reading

• British Educational Research Association (2018) Ethical Guidelines for Educational Research. 4^th [Online]. Available from https://www.bera.ac.uk/wp-content/uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research_4thEdn_2018.pdf?noredirect=1 [Accessed 15/10/2018].
• Harcourt, D., Perry, B. and Walker, T. (2011) Researching Young Children’s Perspectives Debating the Ethics and Dilemmas of Educational Perspectives. Oxon:

Robson, C. (2011 ) Real World Research. 2nd Edition.  Oxford: Blackwell Publishers.

Swetnam, R. and Swetnam, D. (2004) Writing Your Dissertation: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work. Oxford: How to Books Ltd.

1. c) Additional reading

• Some useful electronic journals available through the UCD e-library are:

1. British Journal of Educational Studies.
2. Child Language Teaching and Therapy.
3. Global Studies Childhood.
4. Journal for the Education of the Gifted.
5. Journal of Early Childhood Literacy.
6. Journal of Early Childhood Research
7. Journal of Early Intervention.
8. Psychology of Learning and Teaching.
9. British Journal of Special Education.
10. Gender and Education.
11. The Journal of Special Education.
12. Special Children
13. Journal of Further & Higher Education
14. British Journal of Educational Psychology
15. Educational Psychology
16. Early Education and Development
    • The easiest way to access these is to go to LRC eLibrary in student intranet
    • >> eLibrary
    • There is a search bar called ‘search journal titles’.
    • Type in the name of the journal in there and it should come up. Then you will have to browse the issues and see which articles are relevant. Note that some journals have ‘embargo’ on their latest issue so you may not be able to get the year 2009, but you will still be able to get older issues.
    • Staff at the LRC have developed a series of audio guides to help you familiarise yourself with techniques for searching the resources available, including the web catalogue, the e-library, eBrary. Access these audio guides using the following links:

• Finding books: http://webcat.don.ac.uk/uhtbin/cgisirsi.exe/x/0/0/49
• Finding journals via Discover: https://idp.don.ac.uk/idp/Authn/UserPassword
• Using E-Library: http://www.don.ac.uk/lrc/Pages/E-Library.aspx
  • Websites and databases

• School of Human and Health Sciences (2009) Learning Qualitative Data Analysis on the Web, University of Huddersfield, [Online] Available from: http://onlineqda.hud.ac.uk/methodologies.php (Accessed 6^th July 2010).

• UCD students’ experiences of writing a dissertation: http://dissertationwritingchildhoodstudies.blogspot.co.uk/
  • Learning Resource Centre audio guides to accessing sources online:
• Finding books: http://www.don.ac.uk/audio/LRC_Podcast_Chapter_2-Using_the_Web_Catalogue.mp3
• Finding journals: http://www.don.ac.uk/audio/LRC_Podcast_Chapter_3-Using_Find_it_Fast.mp3
• Using eBrary: http://www.don.ac.uk/audio/LRC_Podcast_Chapter_4-Using_eBrary.mp3
• Book on study skills: Cottrell, S. (2013) The Study Skills Handbook, 4^th Basingstoke: Palgrave Macmillan.

13. Learning and teaching schedule

Topic	Preparatory Reading
Bootcamp · What is research and the search for knowledge? –   · Proposal Form.   · What is research, research questions and literature reviews and the importance of ethics.   · Forming a research question and structure of a dissertation   · Research Methodologies (case study, survey and action research) Sampling: • Target populations. • Samples • Sampling Methods and techniques.	Parahoo, K. (2014) Nursing Research: Principles, Process and Issues. New York: Palgrave. (Chapter 2).   Roberts-Holmes, G. (2014) Doing your Early Years Research Project. London: Sage. (Chapter 2).   Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapter 1, 3 and 8).   Or   Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education, 8th Edition. Oxon: Routledge. (Chapters 13, 14 and 18).
Bootcamp   Methods of Data Collection: ·         Questionnaires ·         Interviews ·         Observations ·         Participatory Methods   Data Analysis	Roberts-Holmes, G. (2014) Doing your Early Years Research Project. London: Sage. (Chapters 5, 6, 7 and 9).   Or   Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapters 11, 12 and 13).   Or Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education, 8th Edition. Oxon: Routledge. (Chapters 14, 15 and 17).   Clark, A. and Moss, P. (2011) Listening to Young Children: the Mosaic Approach, 2nd edition. London: National Children’s Bureau.   Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapter 18).
VLE Session – Methodologies and Methods of Data Collection.	See canvas for activities and materials.
VLE Session – Sampling & Ethics	See canvas for activities and materials.
VLE Session – Methods of Data Analysis.	See canvas for activities and materials.
ECS615 Task 1 Ethical Proposal Submission 1.10.19
ECS615 Task 2 and 3 Submission 10.3.20
Poster presentation conference 14.3.20

 

14. Assignment briefs

Assignment	Mode		Tariff	Weighting	Learning Outcomes
ECS615 Task 1	Ethical Proposal		1000 words	10%	LO1
Submission date		Instructions for submission and return of assignment
1.10.19		Complete ethical proposal proforma on Canvas submit through Turnitin on Canvas
Return date
15.10.19

 

 

Assignment 1 brief:

Ethical Proposal (D1)

After your dissertation bootcamp you must research the literature that supports your focus and plan and prepare your ethical proposal document.

 

Project proposal

It is important that you spend some time planning your project to ensure that you use your time and resources as efficiently as possible. This should be done in conjunction with your tutor and where necessary with colleagues where you work.

It is likely that your proposal will be improved by taking into account the views of colleagues. If you are looking for their active participation and involvement then their co-operation will be vital to your project. If you inform them at an early stage of your plans then they may be much more likely to be involved. If they do not want to be involved then you can alter your plans accordingly without too much difficulty.

You will be provided with a proposal proforma and it is vital that you use this sheet to complete this part of the module. Below are the key points on this proforma.

Project Proposal Proforma – Key Points

 

Student number:

1. Identify a working title. This may not be the title you end up with in your final version but it is important you have a working title to help your focus.
2. Indicate the research focus and state the research question. Include detail on the following:
3. • the topic to be researched, leading into the specific research question(s) you intend to explore
   • The aims and objectives of the project

 

1. The literature

Briefly discuss the key ideas, concepts, debates and issues involved in researching this topic. Identify the key publications, theories, current research informing your study. Organise this section in themes.

 

1. Research ethics

Do you need permission from anyone to conduct your research? Whom do you have to inform? What other ethical issues do you need to consider? Is the research question itself ethical?

1. The methods of data gathering you will use.

Detail how you might approach these. Which of the following will you use and why have you selected them?

1. Analyzing your data. What approaches have you considered? (grounded theory, thematic analysis, statistical analysis) Provide details of this.
2. Time scale

Provide information on how long you expect each of the stages to take and thus the overall piece of work to take. Detail [if possible] why you are doing certain parts of the piece at a certain time in the academic year. This is to provide you with a framework to operate with and to provide some detail of your thinking in this area. In practice, this time scale may turn out to be impossible to meet but remember the time scale for this study and your other course commitments. Do not be too ambitious here. You have a limited time to organize and deliver the project.

1. Outcomes

Provide an outline of the anticipated outcomes from the project. These could involve recommendations for practice, policy or further research. These could also be plans for practical change in a setting or plans for disseminating the findings of the study.

Guidance for the Dissertation Proforma (See Canvas for the document)

Below are a few pointers when completing the Ethical Proposal form. Remember that you must use the document and not create your own.

1. Identify a working title. This may not be the title you end up with in your final version but it is important you have a working title to help your focus.
2. Indicate the research focus and state the research question. Include detail on the following:
3. the topic to be researched, leading into the specific research question(s) you intend to explore
4. The aims and objectives of the project
5. Describe your arrangements for selecting/sampling and briefing potential participants
6. Describe any possible negative consequences of participation in the research along with the ways in which these consequences will be limited. This should include details of any withholding of information or misleading of participants along with a justification of why this is necessary.
7. Describe how participants will be made aware of their right to withdraw from the research. This should also include information about participants’ right to withhold information.
8. Describe the arrangements for obtaining participants’ consent. This should include copies of the information they will receive and written consent forms where appropriate. If children or vulnerable people are to be participants in the study, details of the arrangements for obtaining consent from those acting as loco parentis or as advocates should be provided.

If you intend to undertake research with children or other vulnerable participants does the data collection involve you being alone with the participant(s)? Please provide details.

1. Describe the arrangements for debriefing the participants. This should include copies of information that participants will receive where appropriate. Describe the arrangements for ensuring participant confidentiality. This should include details of how data will be stored and how results will be presented. Are there any conflicts of interest in you undertaking this research? For example are you undertaking research on work colleagues? Please supply details.

 

 

References:

O’Hara, M., Carter, C., Dewis, P., Kay, J. and Wainwright, J. (2011) Successful Dissertations: The Complete Guide for Education, Childhood and Early Childhood Studies Students. London: Continuum.

Learning outcome:

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

LO1	Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]

 

Assignment	Mode		Tariff	Weighting	Learning Outcomes
ECS615 Task 2	Dissertation – Literature review, methodology		6000 words	50%	LO1 LO3
Submission date		Instructions for submission and return of assignment
10.3.20		!.5 line spacing Aerial Font 11 Follow the Dissertation Format from Dissertation Handbook Submit through Canvas
Return date
After exam board

 

 

Assignment 2 brief:

Students will undertake a piece of research from the Early Years context and critically analyse theoretical concepts and practice drawing conclusions and recommendations from the findings (6000 words) [50% weighting].

When allocated a dissertation tutor you are given at total 12 hour supervision throughout the duration of this module, these can be used in a number of ways such as, e-mailing, face to face, Google Hangouts, Skype (if available). However please use these throughout the module and not all at the start or end.

Proposed structure for the dissertation:

Abstract: about, 300 word summary of the aims of the dissertation and key outcomes. (not counted in the overall word count)

Introduction: about 700 words. A brief summary of the aims and objectives of the study and its scope.

Literature review: about 3000 words. Provides background to the research that reveals the issues to be researched and the work which has already been done on the subject. The literature review should lead to a statement of the research problem (a research question). You should aim to review no less than 10 sources. These should include books, academic journal articles and web sources.

Methodology: about 2000 words. In this section you will identify what strategies and methods you plan to use in order to answer the research question which you have posed. This includes methods of data gathering, methods of data analysis. The methodology strongly depends on the research question formulated through the literature review. In this section you have to also show how you have considered the ethics of your research study.

 

(Total 6000 words)

For further guidance please also refer to the Dissertation Handbook

Learning Outcomes

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

LO1	Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]
LO3	Critically review and synthesis research materials and literature for chosen topic area [PO1, PO3]

 

Assignment	Mode		Tariff	Weighting	Learning Outcomes
ECS615 Task 3	Poster and Presentation		3000 words equivalency	40%	LO2 LO4
Submission date		Instructions for submission and return of assignment
10/3/20		Poster designed on PowerPoint Print this poster off to present 14 March Submit poster through canvas
Return date
After exam board

 

 

Assignment task 3:

Students will use their IT and presentation skills to design a poster, synthesising your findings, conclusion and recommendations in a poster.  This will be presented within a conference context to professional people from the sector.  You will also be required to discuss how the research has influenced professional practice [10 minutes (3000 words equivalency), 40% weighting].

 

You will present your poster in a conference context to professional people on the 14 March.

 

Proposed Structure

You will design a poster on PowerPoint to clearly represent the findings, conclusion and recommendations from your dissertation research. The poster and presentation is a discussion of what the findings of your research mean in the broader context of your area of interest.

 

You have to identify:

• What would be the potential benefits to practice emerging from this research?
• How could your ideas and findings be used in practice?
• Could they inform policy?
• Who would be the intended audience for this research and how would you communicate the findings of your research to them?
• It would be beneficial to include a brief overview of the research as a whole to set the background context to the audience.

 

Learning Outcomes

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

 

LO2	Develop skills and understanding of research processes, particularly in the collation, analysis and interpretation of data as well as in the application of ethical research principles [PO3]
LO4	Discuss and evaluate how carrying out the research has helped to shape and influence professional practice [PO3, PO5]

 

16. Assignment information

Regulations

1. Presentation conventions

Unless specified otherwise, written assignments must be presented on white paper with 2.5 cm margins. All written work should be word processed, left justified, 1.5 spacing, 11 pt Arial font with a footer indicating page numbering and date. Other forms of submitted work should be clear and understandable. Audio and video recordings must be high quality and always labeled.

You should observe the presentation conventions for your discipline (details in your Programme Handbook). Work may be returned to students unmarked if presentation is not of an appropriate standard.

2. Over length assessments

The University and University Centre Doncaster have in place a standard system of penalties for summatively assessed work deemed to be over length:

(i) Penalties are a percentage of the maximum mark available for the assessment element which is over length

(ii) Over length assessment penalties apply only to word counts and exclude charts, graphs, tables etc

(iii) Unless otherwise specified the published word limit excludes references in footnotes, appendices, references and bibliography lists

(iv) Your coursework assessment rubrics will tell you to declare a word count on the cover sheet where a word limit is specified. If you do not submit a cover sheet or do not include a word count on the cover sheet, you may be awarded a mark of zero

(v) An erroneous word count declaration will be dealt with as suspected use of Academic Misconduct.

(vi) The penalty for over-length work is:

1.10-20% over the specified word or duration (e.g. performance, composition, presentation, etc.), a penalty of 10%

2. More than 20% over the published word limit, the work will be awarded a mark of zero.

(vii) Other penalties will not be applied.

 

3. Turnitin

Assignments should be submitted via Turnitin on Canvas, unless otherwise stated in the assignment brief. This will provide a plagiarism report visible to students and tutors. Students therefore acknowledge that they are aware of the nature and consequences of plagiarism as set out in the Undergraduate Handbook. If a paper copy only is required, a Turnitin receipt should be placed at the front of each piece of work as evidence. Failure to submit a Turnitin receipt with your assignment will result in the assignment being regarded as incomplete and a maximum mark of 40 being awarded.

Together with a corresponding copy of the assignment brief your submitted work must also include your student number.

4. Late submissions

The University of Hull and University Centre Doncaster have in place a standard system of penalties for summatively assessed work which is submitted after the published deadline:

• Penalties are a percentage of the maximum mark available for the assessment element which has been submitted late;
• All your coursework assessments must have a published submission deadline which should be no later than 12 noon
• The late submission penalties which will be applied to coursework submitted after the published deadline are:
• Up to and including 24 hours after the deadline, a penalty of 10%;
• More than 24 hours and up to and including 7 days after the deadline; either a penalty of 10% or the mark awarded is reduced to the pass mark, whichever results in the lower mark;
• More than 7 days after the deadline, a mark of zero is awarded.

5. Mitigating Circumstances

Students should recognise that there is only one method by which non-submitted or late-submitted work can be considered, i.e. through ‘mitigating circumstances’. The method by which non-submitted or late-submitted work can be considered requires evidence that you have mitigating circumstances according to criteria approved by the University of Hull (details in the undergraduate and postgraduate handbooks).

 

Process for assessments:

You must decide before you attempt an assessment whether you feel capable of undertaking it. If you do not feel capable because of the personal circumstances that you have experienced, then you would at that point decide not to take the assessment and complete a mitigating circumstances form.

MITIGATING CIRCUMSTANCES CANNOT BE APPLIED FOR IF YOU UNDERTAKE THE ASSESSSMENT

If you consider that your studies are being affected by mitigating circumstances, you should discuss these circumstances with your module or programme leader. The earlier University Centre Doncaster is made aware of any impacting circumstances, the earlier support options can be made available. Some of these options may become limited, or not be available at all, if you wait until after an assessment period or until the end of an academic year before disclosing any mitigating circumstances.

 

If you consider that your ability to complete any type of assessment might be, or has been, adversely affected, a mitigating circumstances form should be completed. Forms must be submitted no later than 10 working days after the examination or submission deadline. The Mitigating Circumstances form must include a clear explanation of the circumstances. All mitigating circumstances requests must be supported by appropriate documentary evidence.

Information outlining the criteria for mitigating circumstances can be found on the ‘mitigating circumstance guide’ on the VLE in HE Students 19-20. Students who wish to apply for mitigating circumstances should complete the form found in HE Student 19-20 and submit to mit.circs@don.ac.uk.

Late applications will go to the Student Progress Committee for consideration of the reason given for the lateness. Applications will be considered late if submitted more than 10 working days after the assessment. Rejected applications will result in a mark of zero for the assessment. Approved applications will allow the student’s department to decide if a new first attempt will be given.

Exceptional Circumstances

Many student support needs can be met by reasonable adjustments or can be catered for through either the extensions process or the mitigating circumstances outlined above. There are however, some exceptional circumstances which may need further support measures to be implemented. In such circumstances, students may not be in a position to engage with the above processes either because of a sudden deterioration in a physical or mental health issue or because of a traumatic event/series of events which may make it extremely difficult to engage with the above processes. Further details can be found in the Student Handbook 2019_20.

Coursework Extensions

If you have started the coursework but have experienced problems leading up to the deadline that has affected your ability to submit the assessment on time, then you can submit a coursework extension form. This application must be made no later than 24 hours prior to the published submission deadline, and supported by appropriate documentary evidence. Requests received after the submission deadline will not be considered.

An example when this would be used is if a student experienced a bereavement 3 days before a deadline. This student wants to submit the assessment but will need a few extra days to be able to submit.

Coursework extension forms are available on Canvas in HE Student 19_20 and submit it to

Recommendations:

• Pay attention to the assessment and grading criteria as you compose and check your work;
• Check that your work fulfils both the module learning outcomes and the assessment criteria specified for critical essays in the discipline;
• Make sure that your work accords with the regulations on word limits;
• Observe the conventions set out in the section on referencing, quotations and presentation of assessment work in the Programme Handbook. Failure to observe these conventions will result in loss of marks.