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Welcome  


Congratulations on becoming a student.   

The relationship that we have with our students is extremely important to us and we want to make sure that you enjoy the experience of learning with us and that we meet your educational needs in terms of your chosen career and by providing pathways of progression to maximise your learning potential.  

We believe that we have developed a series of modules and a way of working that will enthuse and excite you, and develop the skills and knowledge via the flexibility offered by online learning. 

As such, if there is anything that is preventing you from experiencing and benefitting from this type of learning, then please let us know, so that we can be assured that we are meeting your needs and expectations… 

Introduction  

The purpose of this Handbook is to provide you with information about your chosen programme of study and to direct you to other general information about studying with the college. 

This Handbook should be read in conjunction with other guidelines available on the college website, including all referenced Annexes to this document and other supporting documentation.   

The material in this Handbook is as accurate as possible at the time of production.  Please forward any comments or suggestions relating to the content of this Handbook to the college Administration. 

About Education World Wide Online Business Academy

Affordable study programmes with exclusive online modules fast tracking learners to a University qualification.  

Whether you are looking to enhance your skills, improve your team or pursue a professional education, Education World Wide’s learning pathways can provide you with all you need. 

Education World Wide delivers online university pathway programmes with full Undergraduate and Postgraduate Diploma Awards to learners from all corners of the world. Learners can fast track their way through to a UK University Qualification on campusor bydistance learning. 

Our web based modules allow students to learn what they want, when they want and how they want and have been designed to facilitate a much faster, more affordable and engaging way to learn. With a 24/7 student networking platform, personal dashboards, 1-2-1 online tutorials, group webinars and bank of pre-recorded group webcasts, the Education World Wide provides students with all the support that they need to succeed in developing their professional skill base and achieve a university qualification. 

About ATHE 

ATHE is an organisation established to contribute to education and training by developing business and sector relevant qualifications, which enable learners to achieve and progress.  

Their vision is to become one of the most internationally respected awarding organisations and we are making excellent progress in achieving this ambition. ATHE are known for outstanding contribution to management qualifications and excellent customer service.  

Every year thousands of learners take qualifications leading to ATHE awards from over two hundred recognised centres. These learners are studying in many different parts of the world and in cities such as Budapest, Dublin and Lagos. 

ATHE expect learners to be registered within 28 days of starting an ATHE qualification so that they can provide the college with the appropriate support while you are studying. Registrations must be done through your centre. 

ATHE is regulated by Ofqual (the Office of Qualifications and Examinations Regulation) which is the independent regulator of qualifications, examinations and assessments in England and of vocational qualifications in Northern Ireland. This means you can be assured that we are working to the highest standards. 

Contact Details  

Learners should always contact their centre if they have queries regarding ATHE qualifications however should you need to speak to ATHE you can contact them through the details below. Please have your ATHE Learner ID number to hand so they can find your details promptly.  

                                Tel:                   01603 760 030 

                                Email:               info@atheuk.com 

                                Address:           ATHE 

                                                         13 St Benedicts Street

                                                         Norwich 

                                                         NR2 4PE 

Programme Philosophy 

To facilitate University progression to University top-up degrees, Education World Wide is an Approved ATHE Centre. ATHE are an Ofqual recognised Awarding Body. Ofqual is the regulator of qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland.  

ATHE provide RQF qualifications in Management, Business, IT & Computing, Tourism and Health & Social Care. Details of the qualifications that ATHE offer can be found at www.atheuk.co.uk/   

Programme Structure 

Each Course contains a number of online modules, these have been created by Education World Wide and approved by ATHE. 

The modules have been designed to offer a broad range of skills and knowledge for direct application in the workplace, based on contemporary management practices in real world settings. In addition, they are based on sound pedagogical structures to ensure that the learning is engaging, enjoyable and fun to study.  

These qualifications can be taken on their own or in batches as Continuing Professional Development 

(CPD) Modules. Accessed and studied in this way will not allow you to gain any credit values for Higher Education progressions but it will provide you with skills and knowledge that can be directly applied to the workplace or the enhancement of your career. In addition, you will receive the college Certification to demonstrate that you have completed your chosen CPD modules. 

If however, you undertake all the modules in each series, and pass, the corresponding assessments you will be granted access to apply for University Top-up degree programmes at the relevant level. 

Qualifications and Progression 

 Understanding the qualification structure is important in terms of how ATHE/the college qualifications fit within the UK Regulated Qualifications Framework (RQF). The RQF is the national credit transfer system for education qualifications in England, Northern Ireland and Wales. The RQF provides a process by which qualifications can be given a value, where one Credit represents 10 hours of learning time and is prescribed by a level of difficulty from entry level to level 8 at the top. The table below outlines the ‘equivalent’ qualification level compared to ATHE’s. 

Example ATHE   Qualifications  Regulated   Qualifications   Framework*  European   Qualifications Framework  National   Framework of  Qualifications for Ireland  Higher/Further   Education   Qualifications  
ATHE Level 7 Qualifications 7  7  9  Master’s Degrees 
ATHE Level 6 Qualifications 6  6  8  Bachelor’s degrees 
ATHE Level 5 Qualifications 5  5  7  Foundation Degrees 
ATHE Level 4 Qualifications 4  Higher National Certificates 6    
ATHE Level 3 Qualifications  3  4  5  A-Levels 

* Also relates to Credit and Qualifications Framework for Wales.  

University Pathways 

Upon completion of a Diploma with EDUWW, students are able to top up to a Bachelors or MBA degree by distance learning or on-campus through a UK university. Below explains the pathways available: 

University Foundation Level, Level 3 Courses are equivalent to A- Levels and will be accepted by most Universities for entry on to their Undergraduate course, subject to any other entry requirements, such as English Language competency. 

First and second year of a University Degree, Level 4/5 Courses carry 240 credits and most Universities will accept students for top up onto the final year of an Undergraduate Degree either on campus or by distance learning. 

Postgraduate MBA Entry, Level 6 Courses will allow students entry onto most university Postgraduate Management courses, relevant work experience and English language competency may also be required. 

MBA Advanced Entry, Level 7 Courses. Many Universities will accept 120 credits as advanced entry onto an MBA top up. It should be noted that Universities with AMBA accredited MBAs will not accept any exemptions but will usually accept Level 6 or Level 7 as entry qualifications. 

*Please check the website for the most up to date University Pathway options.  

Your Qualification  

ATHE qualifications are made up of units and each unit has a credit value. In order to achieve your qualification you will need to gain a certain number of credits, for example to achieve the ATHE level 7 Diploma in Strategic Management you will need to achieve 120 credits. Education World Wide have chosen the assignments which you will be marked on and these will be provided to you upon completion of the online modules. 

Recruitment and Admissions 

Recruitment 

Details of the available programmes and their structures can be found on the college website. 

To achieve the required entry requirements for each given course, students will be expected to complete a declaration that they have the required level of knowledge and/or experience to embark on their chosen course of study. 

For those who wish to progress to a relevant University top-up programme will be required to have the relevant level of English Level proficiency as prescribed by each University partner and in accordance with the National Recognition Centre for the UK (www.naric.org.uk)  

Application and Registration 

Applications for study should be made through the college website. Those students who wish to have further guidance can speak to the college Admissions Team, where appropriate advice and guidance will be given regarding your chosen programme of study. 

Induction 

Before students can use the online materials, they will be required to undertake an online induction regarding how to use the materials by referring to the college website. 

This will also include an orientation module, so that they can familiarise themselves with the processes and procedures that they will encounter. Students will be able to access the induction module, once they have been provided a unique username and password. 

Learning, Teaching and Assessment Strategy  

Teaching Methodology  

Delivery of learning is through online learning pedagogies with underpinning learner support. 

Online Pedagogy 

Students will be provided with key concepts and theories, which are underpinned by a series of guided interactive and engaging activities. These have been designed using an online pedagogic approach which facilitates synthesis of knowledge, reflection, and practical application to the work-place. In doing so, real world examples and case studies are used to expose students to contemporary issues and settings. This approach also develops the analytical skills of students, their ability to problem solve and to develop comprehensible and structured arguments. Students are also provided with access to web links, articles and recommended texts to further develop and consolidate their understanding through self-study. 

Discussion Forums 

In addition, students are actively encouraged to use Discussion Forums and Bulletin Boards to interact and share information relating to study courses. This is an effective way to develop an appreciation and understanding from differing perspectives, particularly as students will be from a variety of different cultures around the world. 

Recommended Reading 

The module format is such that if you utilise all the content and interactive activities, you will have appropriate knowledge to undertaken the assessments and meet the Learning Outcomes for each module. However, each module descriptor also contains a list of recommended texts. These are included to enable you to broaden your knowledge of the subject areas presented. These texts are provided as a guide; however, you do not need to not restrict yourselves to the provided texts.  Students who wish to embark on University top-up programmes are encouraged to read as widely as possible to demonstrate that they have researched areas from a variety of different perspectives. When completing assignments remember that all books and resources used must be referenced appropriately, so make a note of all references used. 

Student Workload 

In accordance with nationally accepted codes of practice in the UK, each credit unit represents a total of approximately 10 hours of learning. In this programme, each module represents 50 Hours of Study, which is split into 30 hours of Guided Study and 20 Hours of additional self-study, revision time and online assessment.  

The ATHE assignments will require that you submit assignments of approximately 5,000 words and you will need to allow sufficient time to research, plan, execute and evaluate your assignments before submission. Although this a general guidance students will not be penalised if they exceed the 5,000 word limit if the content is relevant to the subject. 

As such, you will need to balance the time against other commitments and adhere to the principles for effective study found in the Interim Module that you will need to undertake prior to studying with the college as part of your orientation activity.  

Learners with Particular Requirements 

Each student identified is assessed, according to requirements, in line with Annex – Equal 

Opportunities and Diversity Policy and Annex – Reasonable Adjustment and Special Consideration Policy to ensure that the assessment is fair and ensuring that where practicable all necessary support will be provided. 

Building candidate confidence is an essential aspect when undertaking study by distance/flexible learning, particularly when candidates may be studying in remote locations and/or have not been in education for some considerable time. 

As a result, the college ensures that candidates have the opportunity to build confidence in the following ways: 

  • During the advice and guidance stage of the enrolment process  
  • During their induction and orientation 
  • Using clear policies, procedures and ways of working as in the Student Handbook 

  • Using simple unambiguous language in all learning and assessment material 
  • Feedback on progress via the Tutorial process 
  • Social networking and peer support networks/forum 

Assessment 

Students will be assessed in 2 ways:  

  1. Formative assessment – ongoing feedback to monitor and improve student 

Learning, including self-tests and self-assessment. These are designed to check and reinforce learning. Note that undertaking the Multiple-Choice assessments are compulsory, students will not be able to progress to the required formal assessment until they have completed and successfully passed each module.  

  • Summative assessment – this is used to evaluate student learning and is undertaken having completed the required online modules. This includes a Multiple-Choice activity, containing 30 questions, which have been mapped against the corresponding Learning Outcomes for each module and the completion of assignment, which covers the required awarding body assessment criteria derived from the Learning Outcomes. All summative assessment will be subjected to the Internal Verification procedures of EDUWW and the External Verification procedures of the Awarding Body. 

Once completed, students will be able to register with ATHE to seek University top-up progression by completing ATHE set assignments designed to apply the knowledge and skills acquired by students to a practical work-based setting and to achieve the required credits for each given qualification. In addition to providing a comprehensive knowledge of each of the major business functions, the structure of the courses ensure that students have the widest possible range of career, employment and higher education options open to them on successful completion of their studies. 

Note: All aspects of the college assessment are contained in Annex – Assessment Policy 

Assignment Grading 

Unit assignments are assessed as Pass/Merit/Distinction or Fail, depending on the course being studied. A Pass grade is achieved by meeting all the requirements defined in the assessment criteria for each Module as defined by ATHE.Students who do not meet the requirements defined in the assessment criteria for each module will be deemed to have failed.   

Submission of Assignments 

Students will be required to submit assignments electronically. To safeguard against academic malpractice, learners will be required to submit their assignments with a Top Sheet that contains a signed declaration that it is the student’s own work. Refer to Annex – SAF 

All received assignments will be dated upon receipt and will be subject to checks for plagiarism. Any incidents of malpractice will be subject to the conditions and procedures relating to Annex – Malpractice Policy.  

Submission Format 

Word Process, if possible  

We expect that, unless previously agreed, students will submit assignments in typewritten or word processed format   Identify it  

All pages must have the learner name, ID number and page number clearly shown. 

Space it  

We advise that students submit word-processed work at least one-and-a-half spaced, with wide margins. Similarly, hand-written material must be well spaced: often writing on every other line greatly helps clarity. 

Assignment Guidelines 

  1. Read the assignment questions thoroughly and identify key words and points of issue. 
  • Formulate a draft assignment plan featuring the main headings and sub-headings of the  assignment. 
  • Ensure you have good paragraphs of introduction and conclusion with a bibliography reflecting research sources. 
  • Produce a contents list at the commencement of the assignment. 
  • The assignment must be in English and preferably typed with each page numbered.  Appendices may be included to feature tabulations and other specified relevant data. 
  • The sequence of points discussed in the assignment should be logical. 
  • The text should be a rational and analytical commentary. Assignments full of assertions and opinions will receive poor (even failing) grades.  Logical and well-reasoned arguments will receive high grades. Avoid checklists and any slang language. Summary lists should be fully explained in the text. Ideally use shorter sentences rather than longer sentences.  Overall the assignments should have a strategic focus. It should be professionally presented and, where appropriate, be illustrated by examples drawn from your own experiences. 
  • All research data used should be referenced in the text and the bibliography. 
  • The assignment must represent all your own work and not extracts without acknowledgement from research sources or colleagues/students. Assignments, which copy material from the module or textbooks without acknowledgement, will be given a Fail grade. Do NOT copy any material from a fellow students’ assignment. BOTH assignments will be given a Fail grade so don’t give your assignment to another student. 
  1. Keep to the terms of the assignment and do not introduce irrelevant information.  Answer the question set, not the one you wish had been set. 
  1. Ensure the assignment is completed by the date specified and has the required number of words. Diagrams are not considered as part of the word count. 

Marking of Assignments 

All student assignments are required to be checked for plagiarism, in order to ensure that the work is the students own. After checking the work, assignments will be first marked by Study Centre staff and the feedback and grades recorded and provided to students. They will then be Internally Verified (IV) by a member of the college staff. Assessment decision will then be ratified by the college Exam Board.

External Verification (EV) will be undertaken by ATHE in accordance with their Policies and Procedures. 

Assignments will be marked as Pass/Merit/Distinction or Fail, depending on the course being studied. A student may receive a Fail result in the following instances: 

  • Where a piece of work is not deemed to be entirely the students own work. Refer to Annex – Malpractice Policy  
  • In the event of insufficient content and/or misinterpretation of assignment tasks 
  • Where no attempt has been made to answer assignment questions 

Resubmission of Assignments 

In the event of a student failing an assignment they will be provided with feedback from the markers in order to improve their work. They will then be able to resubmit the work for marking again.  

Students will be admitted 8 free resubmissions of assignments, during their course. We provide these so that students can use the feedback in order to improve their assignments. If a student needs to resubmit assignments after this they will be charged at £30 per submission.  

Students will be able to resubmit the same assignment a maximum of 3 times, if by then you have not received a pass mark your involvement in the course would be assessed and you may not be able to continue learning. This assessment would be completed on a case by case basis. 

The Assessment process 

Student Obligations 

Academic Honesty (plagiarism) 

Plagiarism refers to students who cheat in examinations or present someone else’s material as if it where their own 

Very few students commit such offences, but the college believes that it is important that all students understand why academic honesty is a matter of such concern and why such severe penalties are imposed. 

What Constitutes Plagiarism?  

Some examples of plagiarism are:  

  • Reproducing or paraphrasing published material without acknowledging the source.

 Presenting information from electronic sources without acknowledging the source  Passing off ideas, designs, inventions or any other creative work as your own. 

  • Copying the work of another student. 
  • Undeclared collusion with another student. 
  • Getting someone else to do the work for you. 

There are degrees of plagiarism, particularly where published work is concerned. Minor instances of plagiarism are at the discretion of the Assessor, for example; 

  • A student fails to reference work properly. 
  • A student fails to acknowledge the source of a short section of an assignment. 

Where an instance of plagiarism has been treated as minor, a warning will be issued about future conduct. The assignment may receive a lower mark than might otherwise have been awarded. More serious infringements, which cannot be treated as minor, will result in a report to the Programme 

Manager and a record placed on the students’ file. The college Assessment Board will penalise students who are found to have presented plagiarised work for assessment. 

For full details, go to Annex – Malpractice Policy 

Guide to Referencing 

When you write your assignment, you will refer to statements and ideas of Authors you have read. As such, you need to show the marker whose ideas they are. There are several reasons why you need to reference: 

  • To acknowledge and give credit to other people’s work, word and ideas 
  • To allow the reader/marker to be able to locate references easily 
  • To avoid plagiarism 
  • To show evidence of the breadth and depth of your reading, research and evaluative skills 
  • To avoid losing marks 

The most commonly used referencing system is the Harvard system

Referencing is a two-stage process: you need to reference in the text of the report or assignment and at the end in a reference list. 

Referencing in the Text 

The Harvard system uses the author’s surname and date of publication to identify cited documents in the text of an essay or report. For example: 

Brown (1994) notes that traditionally occupations within museums have been undertaken on perceived gender roles.  

Or 

Traditionally, occupations within museums have been undertaken on perceived gender roles (Brown, 1994).  

  • When referring generally to the work of several different authors on a topic, put the authors in alphabetical order

Management is the world’s fastest growing industry (Jones, 1998; Pearce, 1991; Walcott, 1999)  

  • When there are two authors, give both names in the order they appear on the publication: 

Smith & Jones (2000) suggest that the concept of appraisal is now widely accepted in management.  

  • When there are more than two authors, use the surname of the first author and ‘et al’ (Latin for ‘and others’): 

According to Cooper et al (2001), management is a key construct in organisations  

  • For corporate authors, for example a company report, use the company or organisation’s name: 

Over 35,000 volunteers worked for the National Trust in 1997 (The National Trust, 1998).  

  • For publications with no obvious author, for example a government publication, give the title: 

Employment Gazette (1999).  

  • For direct, i.e. word-for-word quotes, put the quotation in inverted commas and give the author’s surname, date, and page number from which the quote was taken: 

“A sound tourism strategy will therefore seek a balance between large, tourism-orientated events and local and regional events” (Getz, 1991:128).  

Or 

Markwell et al (1997:96) note that the ‘typical’ historic property is small scale, with “incomes insufficient to warrant full-time professional management”.  

  • If you have several references by the same author, they should be put in the order of date of publication, the earliest first. You can use a, b, c, etc., in the text to differentiate between publications by the same author, but be sure to use them in your reference list and make sure they correspond. For example: 

Binning this data vector gives the fold of the operator in model-space Claerbout (1998a); and its inverse.  

Or 

With the development of the helical coordinate system Claerbout (1998b), recursive inverse filtering is now practical in multi-dimensional space.  

  • Quoting from the Internet

The recently published Global Code of Ethics for Tourism state that tourism should contribute to a “mutual understanding and respect between peoples and societies” (WTO, 1999:1).  

How the Reference Should Look 

The reference list at the end of the work should only include those sources that have been directly referred to in your text, i.e. all texts mentioned in the report or essay should be on your reference list, and vice versa: all the text on your reference list should be in your discussion.  If you wish to include other sources that might be of interest to the reader but which you have not directly referred to you need to include a separate list called the Bibliography. References should be in alphabetical order by authors’ surnames. 

The following sequence ought to be followed when writing a reference for a reference list: 

  1. Author, editor, organisation, artist or corporate author. 
  2. Year of publication. 
  3. Edition as appropriate. 
  4. Editor in addition to author where appropriate. 
  5. Title – in italics and followed by a full stop.  
  6. Translator where appropriate. 
  7. Place of publication. 
  8. Publisher

You MUST be consistent with all your references.  

Common Errors 

  • Check that all the authors/text referred to in the text are in the reference list and vice versa. 
  • Reference the source of statistics, including dates in tables and figures. 
  • Insert the page number when using a direct quotation, and put the quote in “inverted commas”. 
  • In your reference list, put page numbers for journal articles and book chapters.   And remember: be consistent! 

How to Reference at the End of the Text 

To check that all your references contain the correct information in the appropriate format, we suggest that you use a free online tool or refer to the numerous sites that are devoted to this subject and use those as your guide. 

A very good online tool, can be found at: 

http://www.harvardgenerator.com/

To make sure that you have all the information available record the references using the generator as you use them. There is nothing worse than having finished an assignment and not being able to locate the appropriate references. Also, you need to allow sufficient time to record your references as often this will take longer than you think.  

Actions for Achieving your Qualification  

Listed below are six actions you should take, in order to help you successfully achieve your ATHE qualification.  

  1. Develop your knowledge, understanding and skill.  

During your programme of study towards your qualification you must use different sources of information to confirm and develop your knowledge of the topics you are studying.  The sources of information will be wide ranging and include books, the internet, periodicals, lecture notes. The information will be a mixture of factual details and opinions.  You must develop your understanding of the topics you are studying, so you can write assignments in your own words and with clarity and authority.  You will need to use a range of skills to be successful in your qualification for example analysis, planning, synthesis, and communication both oral and written.  

  • Achieve the learning outcomes at the standards set by each of the assessment criteria listed in each unit you are studying.  

You must ensure you understand the meaning and implications of the learning outcomes and the assessment criteria for all of the units that make up your qualification.  Read them carefully.  You will need to demonstrate that your completed work achieves these learning outcomes and each stated assessment criterion. 

  • Understand and take account of the command words in the assessment criteria.  

The assessment criteria always begin with a command word.  There is a large range of command words and they vary between the different levels of qualification.  They include evaluate, explain, review, plan, report, assess and analyse. It is essential that you understand what these command words mean.  Check your understanding with your tutor. Your work must demonstrate that you have done what is required by the command word in each criterion. The definitions of command verbs used in ATHE qualifications on page should help you understand these terms.  

  • Take account of the feedback provided by lecturers and tutors.  

You must do this in order to build on the successes you have made and improve on any aspects of your work that do not meet the standards required. If you are unsure about what the feedback is saying or it does not relate sufficiently closely to the assessment criteria, you must seek clarification. 

  • Review the way you work.   

It is good practice for you to personally review on a regular basis how you are progressing on your programme of study, in order to identify what works well and the issues which are impeding your success.  In your review you should take account of information gained from your tutor and others. You can then plan any improvements which are required. 

  • Produce successful assignments.  

Use the information provided in the following section in this Handbook to help you produce assignments that meet the required standards. 

What makes a successful assignment?  

The following is a list of general features which characterise successful assignments. They are provided to help you reflect on what you need to do to achieve a pass standard in your work.  However each assignment which is issued to you, as part of the assessment programme for your qualification, is unique. So you must use this information as a general guide and always follow the instructions given to you by your tutors.  You should also seek your tutor’s guidance if you are unsure how to proceed with an assignment. 

  1. You must complete the tasks which are given in the assignment to the correct standard. Ignoring the assignment and addressing only the individual assessment criteria provided in the ATHE units is insufficient. 
  • You must plan your work carefully. Do not leave things to the last minute as work completed quickly may not meet the standards required for success.  As there are no assignment deadlines with Education World Wide. 
  • You must present the work appropriately so that it is easy for the assessor to read.  Some tasks in assignments expect work to be presented in a particular way. You may be asked to draft a report, produce a booklet or prepare slides and other materials for a presentation. You must follow the instructions in the task and present the work as required for the target audience.  If you are unsure about the features of a report or how to produce slides or a booklet for a presentation, please ask your tutor for guidance.  
  • Fundamentally your completed work must show that you have achieved the stated learning outcomes tested in the assignment.  These learning outcomes must be achieved at the standards set by each of the assessment criteria for that learning outcome.  

Look at the unit specification for the assignment you have been given and you will see the link between the specification and the tasks in the assignment.  You must achieve the standards set by each of the assessment criteria.  Check that you have done this, as failure to do so will compromise the success of your work. 

  • In each of the assessment criteria there is a command word such as ‘evaluate’, ‘analyse’ or

‘critically assess’. You must follow the direction given by the command words. You could check with your tutor what these words mean if you are unsure what is required. 

  • The best work is produced from the synthesis of data and ideas.  Data has been processed, problems have been solved, decisions taken and the conclusions justified. 
  • The completed assignment must be coherent, have a logical development of information, ideas, principles and concepts and demonstrate effective thinking. 
  • Some tasks may require self-reflection and you need to produce a balanced analytical response which is detailed, factual and wide ranging. 
  • As stated above, all of your work must be planned and organised but large projects such as a piece of research must also be managed carefully. You must gather sufficient and reliable information and be able to accommodate any unforeseen developments.  You should evaluate the validity of results in assignments against stated criteria. 
  1. Wherever possible you should try to apply innovative thought in your work.  This can be applied to a wide range of tasks but there are certain tasks in assignments which require creativity such as the production of marketing materials or materials for a presentation.  All of your work must take account of the target audience and the communications must use appropriate media. 
  1. Your completed work must have a range of sources of information, which need to be relevant and reliable.  Where you are quoting specific sources you must use a standard referencing system and include a bibliography.  You should not copy large sections of text written by others, even if you attribute this, unless there is a clearly justifiable reason for doing so.  Colleges can use different referencing systems depending on what it considers best for learners and tutors so please follow the instructions provided. 

Personal Development Planning 

Managing your Study Time 

We strongly advise you to ‘manage’ your study time carefully.  You should clarify your aims, identify your strengths and weaknesses, consider the context in which you will be studying and generate a broad strategy for successfully covering the material and completing this course. 

You should take a broad overview of the requirements of any module and unit; consider your situation, workload and home responsibilities in the relevant study-period, then develop specific and realistic plans for active study and writing. 

You should bear in mind the overall aims that we suggest for each module, but you may also find it useful to formulate more personal and specific objectives for yourself.  These will help you to focus your study, assess material and apply ideas. 

For example, in relation to the process of studying, you might want to set yourself targets for: 

The amount of time within which you will seek to complete a task 

The quantity of work you aim to do in a particular week 

Progress through the modules and units, bearing in mind your other responsibilities and tasks  Progress on assignments 

You should plan and monitor what you do, and where necessary, act to improve the process, quantity and quality of your work. You should make decisions about the importance you will attach to tasks, the time you choose to allocate to them, and the sequence in which you will do them. 

People learn in different ways. We do not expect that all students will approach the business of study in the same way, or in a way we prescribe. We advise and expect you to be able to manage your study and to be disciplined about how you do it. 

Preparing to Read and Study 

When you are faced with any study-task or reading, it is helpful to spend a couple of minutes making notes on what you currently know about the topic, or think about the question.  This will bring your own ideas and experience into focus. It could remind you of previous relevant information from the course. It will prepare you to respond critically to what you read and to integrate whatever you learn into your current knowledge and practice.  

Brainstorming is sometimes a useful way to start such notes and to ensure that you generate a comprehensive range of points.  By this we mean the rapid gathering of ideas, which seem relevant to a particular topic or problem, within a brief time limit and without judgement. You can then reflect on each idea, develop and analyse the material and make connections. Brainstorming is a technique you can use on your own as well as in groups. 

Effective Reading 

There are various styles of reading, which are appropriate for different purposes. For studying in depth, learning and remembering, you should not necessarily start at the beginning and finish at the end of something you plan to read. 

First, look briefly at the whole item to see what is there. Look at headings and tables.  Read any introduction or introductory paragraphs, any summary, and any concluding section.   You will already be developing an understanding of what is said, without any detailed reading.  Skim read each section to amplify your understanding. Finally, read the text in detail.  Using these styles of reading, you gradually build up your understanding. 

Evaluating Ideas, Action and Learning 

People generally seem to find it easier to focus on weaknesses and negative points when they are evaluating propositions, people and projects. However, evaluation should cover positive points and strengths, too. To counteract this tendency, and to explore a range of factors relevant to analysis, it is useful at the beginning of a period of evaluative thought to brainstorm (say for a minute each) first the positives, then the negatives and then the interesting things about the matter in question.  This approach will bring key ideas to the surface before you consider them in more depth. Of course, the same idea may fall under more than one category however, at this stage that does not matter as you are simply examining ideas. This process is a tool and a technique to support a certain type of thinking, which you will find helpful throughout this course. 

Note: There is further guidance on Study Skills and additional resources available as part of the Online Induction Module  

Consolidate your Learning  

It is important to “consolidate” periods of reading and study to gain maximum benefit from them.  At stages along the way, summarise key things you have learned, both about the topic under discussion, and the process of thinking and learning. It is easy to forget new ideas.  New tools, methods and skills require practice.  To aid your memory, you should review your notes regularly to help develop your skills.  

Command verbs used in modules and assignments 

The verbs used in the assessment criteria in ATHE units and assignments are very important. The evidence you provide via your assignment needs to show that you have met the assessment criteria so it is important that you understand what the criteria expect you to do.   

Here is a list of verbs used in ATHE assessment criteria and assignments. The explanations for the verbs provide alternative words or phrases that help to clarify the verb used. It is also important to take into account the level of the unit when reviewing the command verbs.  

Verbs                                      Explanation  
Agree   Have the same opinion about something; concur 
Analyse     Break the subject or complex situations into separate parts and examine each part in detail; identify the main issues and show how the main ideas are related to practice and why they are important; reference to current research or theory may support the analysis 
Apply     Explain how existing knowledge, practices, standards etc. can be linked to new or different situations  Use information to determine outcomes/conclusions /recommendations 
Appraise  Assess the value or quality 
Assess  Use available information to make a judgement 
Calculate  Determine or ascertain by mathematical methods 
Carry out  Implement; do; execute 
Close   Bring to an end 
Collaborate  Work jointly with 
Collate  Collect and present information arranged in sequence or logical order which is suitable for purpose 
Communicate  Convey or exchange spoken or written information 
Compare  Examine the subjects in detail looking at similarities and differences 
Compare and contrast  Examine the subjects in detail, identify similarities and differences , consider these from different perspectives 
Conduct   Carry out 
Consider   Ponder, contemplate or study in order to make a decision 
Construct  Form by bringing together various elements 
Convey   Communicate (information) 
Create  Bring something into existence 
Critically assess  Use available information to make a judgement; produce a convincing argument for a judgement 
Critically evaluate  Examine strengths and weaknesses, arguments for and against and/or similarities and differences; consider the evidence and discuss the validity of evidence from opposing views; produce a convincing argument to support the conclusion or judgement. 
Critically review  Look back over the topic or activity, analysing the positive and negative aspects 
Define  State or show clearly and accurately 
Demonstrate     Clearly show by giving proof or evidence; give a practical exhibition and explanation 
Describe  Provide an extended range of detailed factual information about the topic or item in a logical way 
Design     Decide on the look and function of something by making a detailed visual or written document of it 
Determine  Ascertain or establish exactly by research or calculation 
Develop   Identify, build and extend a topic, plan or idea 
Devise  Plan or invent (a complex procedure, system or mechanism) by careful thought 
Differentiate between     Discuss identified differences between more than one entity, item, product, object or activity 
Discuss  Give a detailed account including a range of views or opinions which includes contrasting perspectives 
Distinguish between  Discuss identified differences between more than one item, product, object or activity 
Document  Record something in written, photographic or other form 
Draw conclusions  Arrive at judgements or opinions by reasoning 
Establish  Set up; show something to be true by determining the facts 
Evaluate  Examine strengths and weaknesses, arguments for and against and/or similarities and differences; Judge the evidence from the different perspectives and make a valid conclusion or reasoned judgment; Apply current research or theories to support the evaluation when applicable 
Examine  Inspect (something) thoroughly in order to determine its nature or condition 
Explain  Make something clear to someone by describing or revealing relevant information in more detail 
Explore  Investigate or examine a range of issues from different perspectives 
Formulate  Draw together; put together in a logical way; express in systematic terms or concepts 
Identify  Ascertain the origin, nature, or definitive characteristics of 
Illustrate  Explain or make something clear by using examples, charts etc. 
Interpret  Explain the meaning of something 
Investigate  Carry out a systematic or formal inquiry to examine the facts 
Justify  Give a comprehensive explanation of the reasons for actions and/or decisions 
Lead  Be responsible for taking people, organisation or a piece of work in a direction 
Make recommendations     Use conclusions to suggest ways forward. Revisit & judge the merit of; endorse a proposal or course of action; advocate in favour of 
Manage  Be in charge of; control or direct people/resources  
Match  Correspond or cause to correspond (something with something else) 
Measure  Assess the importance, effect or value of something 
Monitor  Maintain regular surveillance 
Negotiate  Discuss with a view to finding an agreed settlement 
Outline  Identify accurately and describe clearly – the main points 
Plan     Decide on something and make arrangements for it in advance; Design or make a plan of something 
Prepare  Make something or someone ready for use 
Present  Show for others to scrutinise or consider; Formally deliver (e.g. in verbal, written or graphical format) 
Produce  Make, create or form something 
Propose  Put forward (a plan or suggestion) for consideration by others 
Provide   Identify and give relevant and detailed information in relation to the subject 
Recommend /Make recommendations   Use conclusions to suggest ways forward. Revisit & judge the merit of; Endorse a proposal or course of action; Advocate in favour of 
Record   Put in writing or some other permanent form for later reference 
Reflect   Consult with oneself or others, recognising implications of current practice with a view to changing future practice 
Reflect critically  Learners should consider their actions, experiences or learning and the implications of these in order to suggest significant developments for future action, learning or practice, producing a convincing argument to support the conclusion or judgement. 
Report (on)  Give a spoken or written account of something that has been EduWWerved, heard, done or investigated 
Request   Politely or formally ask for 
Research  Conduct a detailed study of a subject to discover new information or reach a new understanding 
Review  Revisit and consider the merit of analysing the positive and negative aspects 
Select   Make informed choices  
Self-analyse  Examine methodically in detail to explain and interpret oneself and one’s actions  
Set up   Establish; place something in position 
Specify   Identify clearly and definitely 
Suggest   Put forward for consideration 
Summarise  Give the main ideas or facts in a concise way 
Synthesise   Combine into a coherent whole 
Translate   Convert 
Validate  Demonstrate or support the truth, accuracy or value of something