MA SPLD Course Handbook

Off Campus Provision of London Metropolitan University
DAS Academy
MA in Specific Learning Differences
Course Handbook 2012/13
Course Handbook – MA in Specific Learning Differences

Contents
Chapter Title Page No.
1. Welcome to the MA in Specific Learning Differences 1
2. Study on a London Metropolitan University award 3

Key features of Postgraduate Courses 3
3. London Metropolitan University and its links with the DAS 5

Academy
(a) The course 5
(b) Progression to London Metropolitan courses 5
(c) The University‟s Academic Regulations 5
4. Studying at Postgraduate Level 6

(a) Attendance and employment
(b) Studying 6
(c) Mobile phones 6
(d) Enrolment and re-enrolment 6
(e) Induction Programme 7
(f) Your first semester 7
(g) Credit for previous learning 7
(h) Assessment 8
(i) Reassessment 8
(j) Research Ethics 8
(k) A two-way contract 8
5. Communication 9
(a) Evision 9
(b) WebLearn 9
(c) Contacting staff 9
(d) Contacting University staff 10
(e) Course Committee terms of reference and membership 11
(f) Feedback from students on modules and courses 11
(g) Complaints 11
(h) Module/Award results and transcripts 12
(i) Special tutors and arrangements for international students 12
placements, study abroad etc.
(j) Role of Administrative Services 12
6. Sources of, and access to, information and advice 13

(a) Academic Adviser 13
(b) Course Leader 13
(c) Module Leader 13
(d) Module Tutor 14
(e) Management of your course 14
(f) Institutional and course administration 14
(g) Learning support 14
(h) Pastoral support 14
(i) Disabilities and dyslexia support 14
(j) Careers Service 14
(k) Frequently asked questions (FAQs) 15
7. Course specification 16
8. Module details 23
9. Course timetable 27
10. Marking and Assessment 29

(a) Marking and grades 29
(b) Your rights concerning Assessment 29
(c) Your responsibilities concerning Assessment 29
(d) Handing in Assessments 30
(e) Examination timetable 30
(f) Mitigating circumstances 30
(g) Publication of results 31
(h) Action in the event of failure 32
(i) Academic Misconduct – cheating, plagiarism and collusion 33
11. Study resources and facilities 35

(a) Library
(b) Computers and IT
(c) University access
(d) Web-based resources
12. Academic Regulations 36
13. Useful information 41
14. Suggested Direction of Study 42
15. Glossary of key words 43
A. DAS APL application 44

B. London Metropolitan University’s Appeal Procedure 53
C. London Metropolitan University’s Complaint Procedure 57

1. Welcome to the MA in Specific Learning Differences
This is the Course Handbook for the MA in Specific Learning Differences. All the staff warmly
welcome you to the DAS Academy and to the study of supporting learners with Specific
Learning Differences.
This Master of Arts in Specific Learning Differences (SpLD) is a collaboration between the
DAS Academy and the London Metropolitan University. It came about because of the
increasing demand in the region for higher professional qualification and standards in this
field. This programme is open to all who are interested in providing support for learners with
Specific Learning Differences. DAS houses a multidisciplinary team of psychologists,
educational therapists, speech and language and occupational therapists. This programme
intends to draw on our bank of accumulated knowledge and experiences to provide a
consolidated field of knowledge in SpLD. The programme aims to empower teachers,
educational professionals, parents and those seeking mid-career changes to positively
improve education and learning in their institutions.
It seeks to provide:
 a good theoretical understanding of SpLDs and the practical application of assessment
and teaching approaches for SpLD learners
 a unique opportunity for continuing professional development through critical analysis
and reflection
 a platform to identify, understand, and address educational issues in our local context
The MA SpLD programme is approved by the Council of Private Education in Singapore, while
international recognition has been given by Europe and the United States of America (USA).
London Metropolitan University is accredited by the Middle States Commission on Higher
Education (USA) and is recognised by the European University Association. She is also
recognised by the Register of Educational Therapist (ASIA).
Philosophy of the Programme
The programme employs learning outcomes as a means of specifying the skills, knowledge
and understanding required for proficiency in the field. The outcomes are closely related to the
values of the programme, and the teaching, learning, and assessment strategies demonstrate
a coherence, in which the purpose of learning is clear. The description ensures that the
complexity and autonomy of students‟ learning is also clearly reinforced.
The use of learning outcomes also offers a framework for students wishing to make an
application for Accreditation of Prior Learning.
Learning Outcomes are categorized as:
 cognitive outcomes and

 performance outcomes
General Principles
The general principles adopted for this programme and the underpinning philosophy can be
described in this manner:
 The assessment methods reflect the values, aims and objectives of the programme
and are described in learning outcomes within individual modules,

Page 1 of 59
 Assessment will involve a personal professional context linking the focus of study with
the candidate‟s particular working situation and will encourage an emphasis to be
placed on reflective expertise. Assessment should be arranged so that developing
situations can be used,
 Assessment will be comparable in terms of extent and difficulty across all the modules.
There is a considerable amount of information contained in this Handbook, some of which will
be of greater relevance to you as you work through the course than it is at the start of your
course of studies at the DAS Academy.
We recommend that you read this Course Handbook through carefully now in order to save
yourself time. Keep it safely: you will need to use it through your course. The answers to most
of the questions you will want to ask about your Course are in here.
You should note that, occasionally, in order to improve the Course, the details in this
Handbook may be amended or revised.

Page 2 of 59
2. Study on a London Metropolitan University award
Key Features of Postgraduate Courses
The details of your course curriculum and structure are set out in the Course Specification
(see Section 7) and you should study this closely. Many of its features are defined by the
Postgraduate Regulatory Framework, section 4 of the University‟s Academic Regulations): this
set out a number of general features which are common to almost all Masters courses (with a
very small number of exceptions).
(i) The standard Masters award has a total credit point value of 180 credits at level M. This
represents a total volume of 1800 notional learning hours associated with the award, where 1
credit is equivalent to 10 learning hours. This Masters programme is offered part-time, once a
week in the evenings, usually on a weekday. The overall workload is equivalent to a full-time
course, but the learning hours are distributed over a longer period of study, normally at least
two to three years.
(ii) Your Masters course will normally divide between a total of 120 credits for the taught
elements and 60 credits for the Dissertation or Project. Most postgraduate modules are
equivalent to 20 credits, although precise values on specific courses may vary – the credit
values attached to your modules are indicated in the course specification. Typically on a part-
time programme you will study modules equivalent to 60 credits (normally 3 modules) at any
one time in a given year. Generally, you will have 18 weeks of teaching, revision and
assessment activities for each module in the year – including modules which contain teaching
practicums. You will also need to have access to teaching a child with Specific Learning
Differences for the practicum. There are modules that are delivered via „Block Delivery‟ which
means that they are taught over a short concentrated period of 1 to 2 weeks, with a full-day
programme for each day.
(iii) On most courses, the taught elements consist mainly of „core modules‟ which are
compulsory for you to study; your course may also include modules which are „designate‟,
which means the module can be chosen from a designated list of modules, or „elective‟, which
means the module can be chosen freely from a University-wide range of modules available at
postgraduate level (M).
(iv) The proportion of credit (one third) associated with the dissertation/project and its
contribution to your final award is indicative of its importance within a Masters programme, as
evidence of your „mastery‟ of your chosen subject area at an advanced level.
(v) As preparation for work on the dissertation/project, a core element of your taught
programme (normally a separate module) will be concerned with issues of research
methodology, project development and practice, and related issues. This is the Research
Methods in Education and the Dissertation module which is a blended learning module.
Blended learning is combination of face-to-face lectures and e-learning through WebLearn
(see Section 5a) on the University‟s website.
(vi) All taught modules and the dissertation/project module are marked on a percentage scale,
with a pass/fail threshold of 50%.
(vii) Based on the final aggregate average percentage result, the overall Masters award may
be graded as follows:

Page 3 of 59
Award Grading Marks Required
Masters 50 -- 59.99%
Masters with Merit 60 – 69.99%
Masters with Distinction 70% plus
(viii) In addition to the Masters award, all postgraduate courses normally offer the subsidiary
awards of Postgraduate Certificate or Postgraduate Diploma. The full list of awards and their
requirements in terms of credit points and modules passed at level M is as follows:
Award Credits at level M Modules Required
Masters 180 credits 6 modules + dissertation

Postgraduate Diploma 120 credits 6 modules
Postgraduate Certificate 60 credits 3 modules
The Postgraduate Certificate and Diploma awards offer the opportunity to obtain a
postgraduate qualification if you are unable to complete the full programme of study leading to
a University Masters award. They are particularly useful for students in certain circumstances,
for example when a student finds they have to curtail their postgraduate studies unexpectedly,
for personal or employment reasons, or who find that their aims and ambitions change and
they wish to take a different direction. The Postgraduate Certificate and Diploma are available
with Merit or with Distinction grades.
For most students, of course, your goal will be to achieve the full Masters qualification. The
DAS Academy wishes you every success in achieving this ambition and hopes that you have
an intellectually stimulating and personally rewarding time as a postgraduate student at the
DAS Academy.

Page 4 of 59
3. London Metropolitan University and its links with the DAS
Academy (DAS)
Introduction
Students on courses that have been validated by, or are franchises of, London Metropolitan
University, are registered with the University and will receive an award of the University. The
University accepts responsibility for the quality assurance of these courses and employs a
number of mechanisms to ensure quality, namely: course validation and review; the
employment of an external examiner; annual course monitoring; assessment boards and most
importantly, good communication between the two institutions.
The University and the DAS sign a Memorandum of Agreement (a type of contract) whereby
each agrees the remit of the collaboration and in so doing; the University devolves
responsibility for the delivery of the course to the DAS.
(a) The course
This course is validated by London Metropolitan University. This means that by successfully
completing all parts of the course you will receive a London Metropolitan award and may, if
you wish, attend the University‟s Awards Ceremony, normally held at the Barbican in London
in December.
If you do not complete the course, you will be awarded credit for the parts of the course you
have passed. If you have accumulated enough credit you may be entitled to an alternative
award. For further information please refer to the London Metropolitan University Academic
Regulations at: http://www.londonmet.ac.uk/academic-regulations/.
(b) Progression to London Metropolitan courses / further opportunity of study
Progress route to a PhD in an area of research within the field of Specific Learning
Differences; or another PhD at London Metropolitan University; or if you leave at Postgraduate
Certificate; or Postgraduate Diploma level you may transfer to the University‟s Education
programmes.
(c) The University’s Academic Regulations
The University‟s Academic Regulations are available to students on the website shown above.
It is also particularly important that you familiarise yourself with the Postgraduate Regulatory
Framework (Section 4 of the Academic Regulations) and the Procedures for the submission of
Appeals against decisions of Assessment Boards (Section 10.4 of the Academic Regulations).
Section 4 of the Academic Regulations can be viewed in Section 12 (page 36) of this
handbook.
The Academic Regulations governing your course have been determined by the DAS and will
have been considered by the University as part of its validation of your course. However, the
expectation is that they will not differ from the University‟s regulations to the extent that it will
be easier or harder for you to complete your award than it is for University-based students.
Where regulations differ, it is because they have been adapted to suit the subject discipline or
the organisation in which the teaching and assessment takes place.

Page 5 of 59
4. Studying at Postgraduate Level
Your success on your course depends upon full and regular attendance at all classes –
seminars, lectures, workshops, tutorials etc. You should inform your Academic Advisor as
soon as possible if you have problems with attendance. The University recognises the
importance of attendance and its correlation in assisting students to achieve their learning
potential. Experience has shown that students who do not attend all their classes have a very
high risk of failure. We require that you achieve 80% attendance per module i.e. 10 lectures
per module. Non-attendance must be supported by valid reasons. Students who fail to achieve
80% attendance will be subjected to a penalty of S$500 per module, unless there are
mitigating circumstances. The Penalty Charge is a course specific regulation due to the
increased workload caused by supporting students who do not regularly attend their lectures.
(b) Studying
Your course will provide you with constant opportunities to learn new skills and acquire
knowledge in your chosen subject areas.
Prepare for lectures and tutorials by doing any reading or exercises in advance. Always make
some notes – there is usually a handout provided. Review these after the class and ask your
tutor if there is anything you do not understand.
Note assignment deadlines in your diary and remember to begin assignments early. It is your
responsibility to familiarise yourself and comply with all of the relevant assessment deadlines.
You will enjoy researching and planning your work if you allow yourself plenty of time. Make
sure you understand what you need to do and plan how you are going to tackle it. Seek
advice from the module leader if there is anything that needs clarification.
In summary:
 plan your learning strategy

 allocate enough time
 attend all of your module lectures, tutorials and other sessions
 start assignments well in advance
 be aware of and comply with all assessment deadlines
 seek advice and help
 use the learning resources offered
 enjoy the learning experience!
(c) Mobile phones
Mobile phones are disruptive. Please switch off your mobile phone before entering all
classes.
(d) Enrolment and re-enrolment
By now you will have enrolled with the University, your qualifications will have been checked
and you have proved who you are. The year‟s tuition fees have been established and you
have agreed how, and who, is paying those fees. By signing the enrolment form you
confirmed that you accept and will follow the University‟s regulations.

Page 6 of 59
At enrolment, you receive your University ID and password. This will grant you entry to the
online learning support system, WebLearn to access learning resources and the marks entry
portal, Evision to access your grades.
If you are a current student and progressing satisfactorily on your course, re-enrolment takes
place at the start of each academic year (September). It involves you confirming that you are
planning to study on your course in the coming academic year and is the point at which tuition
fee arrangements for the year are confirmed. Re-enrolment is necessary to ensure that your
student ID is reactivated for the new academic year. Successful re-enrolment every academic
year will ensure access to WebLearn, the online learning support system, and Evision, a
facility to access your student record. Upon advice by the administrator, it is your responsibility
as a student to submit the re-enrolment form before the start of every academic year.
(e) Induction Programme
The Induction Programme will help you familiarise yourself with the DAS Academy (DAS) and
your course. You will meet staff from the DAS responsible for your course, as well as your
fellow students. You will find out when and where teaching takes place and where your main
learning centre is located. During the Induction Programme you should check that you have
received the following:
 the University Student Handbook

 an email address
 a programme of studies
 the location of DAS Office and the location of your lecture classrooms
 the name of your Academic Advisor
 WebLearn (see Section 5a) user ID and password.
(f) Your first semester
After your induction, you will find yourself in the first week of formal teaching, where you will
meet the module leader, who will often be giving the main lecture for the module, and your
academic advisor, who will be taking the tutorial group that you have been allocated to. You
need to plan your time carefully. Note the deadlines for all assessments in your diary. During
the first term you will meet your Academic Advisor to discuss your academic planning and to
programme your studies for the second and third term, where you can choose some of your
course modules.
(g) Credit for previous learning
If you have any qualification that may exempt you from part of your course, for example from
another college, you may apply for Accreditation of Prior Certificated Learning (APCL).
Similarly, if you have undertaken work, paid or voluntary, that has resulted in learning skills or
knowledge that is equivalent to modules you will be studying here, you may apply for
Accreditation of Prior Experiential Learning (APEL). Collectively these are known as APL and
it means you do not have to duplicate study you have done previously. It does not necessarily
have to be in your chosen subject, but it must be at the same level as your course of studies
here. APL is based around a match against the learning outcomes for a/some module(s). The
maximum claim for APL is up to 50% towards an award. (See Academic Regulations point
number 10 on page 39)
If you wish to apply for Accreditation of Prior Learning (APL) credits, please contact Michelle
Yap, APL Coordinator; DAS Academy. (See Appendix A).
(h) Assessment

Page 7 of 59
Undertaking academic study at postgraduate level may be a new and very different way of
studying from your previous experience. A crucial aspect of this learning involves assessment.
Successful completion of the various coursework assessments will be crucial to your
achievement of your award at the end of your course. There are various types of assessment
on the modules you will take as part of your course. Modules will often involve a combination
of coursework, case studies, oral presentations, reflections, portfolios and teaching
observations as part of the assessment. It is important that you understand clearly the various
expectations and the deadlines for these forms of assessment.
(i) Reassessment
A student shall be entitled to be reassessed for any failed component of assessment

(attempted or not attempted) at the first opportunity (including where the module has been
passed overall). A student shall not be entitled to be reassessed in any item of assessment for
which a passing mark has been awarded. Reassessment for coursework, project or portfolio
based assessments shall normally involve the reworking of the original task. Where
reassessment instruments differ for reassessments, for example group work, the
reassessment instruments would be clearly stated in the Module Booklet. If a student has
failed a module in a semester, reassessment will take place in the assigned assessment
period of the following semester. Reassessments are to be capped at the component level.
(j) Research Ethics
If your proposed research involves work with human participants and data you will need to
carefully consider the ethical issues applying to your project and you may need to apply for
ethics approval.
You should consider the ethical implications of your research in discussions with your
supervisors at the earliest stages of planning. You are expected to be familiar with the
University‟s Ethics Policy, the Code of Good Research Practice and University policy on
Research misconduct and dealing with allegations of misconduct in research, which is
contained within the Code. You are also expected to be familiar with the subject-based ethics
codes relevant to your project.
http://www.londonmet.ac.uk/research/the-graduate-school/research-ethics/home.cfm
(k) A two-way contract
As a student you should:
 follow the regulations as you agreed at enrolment

 attend all the classes on your timetable
 adhere to deadlines
 provide documentation when requested
 look at your College email and the WebLearn (see Section 5a) website, regularly
 register your module choices after advice and on time
The DAS will:
 monitor its standards and procedures to provide a quality service

 ensure that every student is treated with equity and fairness
 provide access to administrative areas at agreed times
 answer queries and provide timely, accurate and clear information

Page 8 of 59
5. Communication
We will do our best to keep you informed of what you need to know at all times. We use the
WebLearn to provide much of the information you will need so it is essential to familiarise
yourself with the University website. At other times we will use email to contact you so it is
essential that you check your University email on a regular basis. At enrolment, you will be
given a University email account which we will use to correspond with you. It is therefore your
responsibility to check this account regularly. If you prefer to use your own personal email
address(es), it is essential that you set up email forwarding from your University
account in order to ensure that you receive anything sent to your University email
address.
The DAS will need to contact you either by letter, phone, or email, perhaps to arrange a
meeting, to provide you with information, or to respond to a query. It is therefore essential that
you keep your contact details up to date on your student Evision account.
a) Evision
Evision is an online facility that allows you to access your personal student record. You will be
able to view your:
 personal and contact details (can be updated online)
 registered modules
 enrolment and progression
 details of your Personal Academic Adviser
 tuition fee details
 record of your coursework deadlines and submissions
 mitigating circumstances decisions
 module results
 details of final award
www.londonmet.ac.uk/evision
b) WebLearn – Online module resource
WebLearn provides online support for many of you modules, enabling you to communicate
with your tutor and other students. Course materials, information, assessments and
administration are available on WebLearn as well as study programmes, such as “Writing and
Communicating at University”. WebLearn requires your user name and password and can be
assessed at:
www.londonmet.ac.uk/weblearn
c) Contacting staff
Teaching Staff:
June Siew Hui Li (Ms)

Associate Dean (Postgraduate Programmes)
SLA Module Leader
Tel No: 66439 637 Email address: june@das.org.sg
Dr. Thomas Sim

Director of Training, DAS Academy
SDSA, Research Methods & Dissertation Module Leader
Tel No: 66439 648 Email address: thomas@das.org.sg

Page 9 of 59
Geetha Shantha Ram (Ms)
Assistant Director of Training, DAS Academy
SCET Module Leader
Tel No: 66439 631 Email address: geetha@das.org.sg
Albert Lee
Lecturer, DAS Academy
ITFL Module Leader
Tel No: 66439 635 Email address: albert@das.org.sg
Michelle Yap Yuling (Ms)

Associate Dean (Continued Professional Development)
Tel No: 66439 633 Email address: michelle@das.org.sg
Priscillia Shen Peixin (Ms)

SLMD Module Leader
Tel No: 66439 634 Email address: priscillia@das.org.sg
Administrative Staff:
Mervin Mosqueda (Mr)

Administrator, DAS Academy
Tel No: 66439 640 Email address: mervin@das.org.sg
d) Contacting University staff
As a rule, the DAS Academy staff will be able to deal with your enquiries concerning the
course and its administration. However, if you have queries about the quality assurance of the
course you may contact the University‟s Academic Partnerships and Audit Office.
http://www.londonmet.ac.uk/services/apao/apaoh.cfm
For queries on Appeals against decisions of Assessment Boards you should, in the first
instance, email the Student Casework Office at: casework@londonmet.ac.uk or visit the
Student Casework Office web page at: www.londonmet.ac.uk/admin/sco/sco.cfm. Refer to
Appendix B for more information.
e) Course Committee terms of reference and membership
A Course Committee normally convenes each year to review a set of modules and courses
and provides quality assurance. Key staff, including module and course lecturers, attends
these meetings and student input is received via Student Academic Representatives (StARs).
There are terms of reference governing course committees and it is a requirement that action
taken is reported back to the students.
Student Academic Representatives are your voices; they provide feedback from students on
the course and raise any issues on their behalf. You will have the opportunity to stand for
election as a StAR or to elect a fellow student.
The feedback mechanism:
 Feedback to Course Committee

Page 10 of 59
 Feedback in preparation for Course Committee
 Feedback on outcomes of Course Committee
f) Feedback from students on modules and courses
Informal feedback from students is sought by staff. Students‟ views are obtained by a variety
of means such as web-based questionnaires, tutorials and end of class discussions. Module
Leaders will produce formal monitoring reports which cover areas such as teaching and
assessment. Reports and action points agreed are available from both module and course
reviews.
g) Complaints
Student Complaints Procedures
The DAS complaints procedure forms part of the University‟s Student Complaints Procedure
attached (Appendix C). That procedure covers complaints about your course or centrally
provided services and/or complaints about members of staff of the University/DAS. It does not
cover appeals regarding assessment and does not provide for any alteration of academic
outcomes. At any stage in the procedure a student wishing to complain may seek the
assistance of a fellow student, a StAR, or a member of staff in pursuing the complaint. In the
first instance the complaint should be raised with the DAS.
The DAS Academy Complaints Procedure
We would normally expect complaints to be made in writing:
i A copy of every complaint received by any member of staff should be passed to the DAS
Academy Administrator.
ii The complaint will be entered into the department‟s complaints log with date of receipt and
agreed responsibility for investigation and response.
iii A reply would be sent to the complainant within 5 working days of receipt of the complaint
indicating the date by which the investigation will be completed.
iv Oral complaints would be written up by the relevant staff member, specifying how the
matter was resolved forwarded to the Director and Administrator for filing.
v Details of all complaints will be forwarded to the Director for monitoring purposes.
vi Where it has not been possible to resolve a complaint locally the complainant may refer
the matter to the University Secretary.
h) Module/Award results and transcripts
At the end of each semester, you will receive provisional grades. These provisional grades will
be made available to you via electronic feedback from Module Leader. It will also be published
on Evision. These grades will then be confirmed by the Assessment Boards at a later date.
Once approved, confirmed grades will be published on Evision and awards (if applicable) will
be recommended to the University‟s Awards Board. Please note that the interim awards,
Postgraduate Certificate or Postgraduate Certificate, are only conferred if a student withdraws
from the Master programme and fulfils 60 or 120 credits respectively. It is the student‟s
responsibility to communicate his or her intention to withdraw from the programme by
submitting the withdrawal form available from the administrator. The form is available from:
http://www.londonmet.ac.uk/fms/MRSite/psd/AR/Services/Being%20a%20Student/Withdrawal
%20Form.pdf

Page 11 of 59
i) Special tutors and arrangements for international students, placements, study
abroad etc
International students in Singapore have to find their own accommodation, however if you
need advice, the DAS can assist. Where there is a significant number of international
students, block delivery of modules may be offered.
j) Role of Administrative Services
The Administrative Services can provide advice on:
 Enrolment, re-enrolment and withdrawal processes

 external funding available, if any
 payment methods and financing from credit cards vendor
 services for disabled and dyslexic students
 employment opportunities while you are studying
 volunteering and mentoring opportunities with external agencies

Page 12 of 59
6. Sources of, and access to, information and advice
a) Academic Adviser
Every student on the MA will have an Academic Adviser. In the first instance, contact your
Academic Adviser when you need help, advice or information on the course you are
undertaking. They are able to:
 provide you with advice on aspects of your studies and course;

 help you plan your academic progression;
 advise you on the feedback you received about your academic work;
 help you plan your studies and manage your workload;
 advise you whether a two or three year programme is suitable for you, and what
optional tutorial workshops to attend
 advise you on planning and managing your studies
 withdrawing from a module
 applying for mitigating circumstances
 helping you to obtain additional learning support
They will keep a written record of your meetings with them.
b) Module Leader
Module leaders lead the modules you are attending. They should be your first port of call for
advice on any topics you do not understand following a lecture or if you have any concerns or
seek clarification on aspects of the module or assessment. They will be in charge of making
sure that you are informed of assessment dates. They will also be the first marker of the
assessment. For each module there will be a Module Booklet.
SCET Geetha Shantha Ram

SDSA Dr. Thomas Sim
SLA June Siew
SALS Dr. Angela Fawcett
SLMD Priscillia Shen
ITFL Albert Lee
ISU Michelle Yap
RM Dr. Thomas Sim
Dissertation Dr. Thomas Sim
c) Module Tutor
Module Tutors are part of the module team who lecture on the module and may also be
involved in the assessment of the module.
d) Management of your course
Your course is managed by the DAS Academy. The academy is headed by the Director who
reports to the Board of Directors of the organisation. The Director and a team of
academic/administrative staff oversee the running of your course and all course related
matters.
e) Institutional and course administration
The DAS Academy is responsible for course administration. Its functions are:

Page 13 of 59
 Enrolment, re-enrolment and withdrawal processes
 resolving queries related to fees or student grants
 receiving course work and providing receipts
 providing and receiving mitigating circumstances forms
 collects feedback
 managing assessment activities
 confirmation of awards
 providing standard letters
 publishing results
 processing applications for grants
f) Learning support
The following optional workshops are designed to support your learning and enable you to
enhance your academic success for the MA course:
1. Academic writing
2. Critical analytical thinking and writing.
3. Effective presentational skills using power-point.
4. Structuring and completing your thesis.
5. Using SPSS.
6. Managing and handling referencing and effective note taking.
7. Using WebLearn
8. Accessing library and other sources of information.
g) Pastoral support
Each student will have an Academic Advisor whom you should meet once every term.
h) Disabilities and dyslexia support
This Course has been designed with the anticipatory duty in mind. At implementation and at
delivery, the need of individual students will be taken into account. Reasonable adjustments
will be made where practicable, in the light of the assessment of student need.
i) Careers Service
A mail blast advertising the course and the availability of PG Cert, PG Dip and MA graduates
from the course will be sent to all relevant educational agencies. Any job vacancies
will be posted to students through WebLearn.
j) Frequently asked questions (FAQs)
How much does it cost?
The fee for the Masters programme is S$27,000.

Each individual module is at S$3,000 and the Dissertation at S$9,000.
The above fees are correct as at the time of printing. The DAS reserves the right to change
these fees at any time without prior notification
What is the duration of the course?

Page 14 of 59
Normally it will take approximately 2 to 3 years to complete.
Is there a full-time course and can I do it in shorter period of time?
This programme is offered only as a part-time course of study. It is possible to shorten the
period of study if you take some modules concurrently. Please seek the advice of your
Academic Adviser or Course Leader.
What are the career prospects and will I be able to teach?
Yes, you will be able to support dyslexic learners. The demand for specialist educators is
increasing.
Is there a professional body I can join after completing the PG Cert, PG Dip or the MA?
Yes. You can join the Register of Educational Therapists (Asia) whose aims are to:
 establish and maintain a directory of Educational Therapists that is available to the

public
 develop a code of standards and ethics for professional practise
 provide professional guidelines to members of the public who seek the professional
services of educational therapists
 provide opportunities for the professional exchange of knowledge, research and
experience
 encourage and support Continuing Professional Development with the field of dyslexia
and related learning differences.

Page 15 of 59
7. Course specification
 Name of course and highest award
MA in Specific Learning Differences
 Scheme
Postgraduate
 Total credit for course

180 M Level Credits
 Possible interim awards

Post Graduate Certificate in Specific Learning Differences
Post Graduate Diploma in Specific Learning Differences
 Awarding/validating institution/body
London Metropolitan University
 Teaching institution
DAS Academy
 Course also accredited by
 Professional body exemptions/accreditation
 External subject benchmarks
 UCAS code (undergraduate only)
 London Met course code
 Route code
 JACS code
 Source of funding
 Approved to run from

September 2009
 Mode of attendance

Part-time, evening; one or two days per week
 Expected duration of course

Part-time, two to three years
 Organised work experience/sandwich year/year abroad

The MA requires 10/12 hours teaching practicum in three of the modules where parts of
these modules will be applied on teaching SpLD learners in Literacy; Mathematics; and/ or
Supporting Adult Learners.
 Career education, information and guidance

Page 16 of 59
Request for trained Educational Therapists when received by the DAS, will be passed on
to students on the MA programme.
 Admissions
Admission from September 2009
 Teaching location

DAS leased facility at Rex House, 72 Bukit Timah Road, #05-01 S(229832)
 Home academic department

DOED (Department of Education, London Metropolitan University)
 Course Coordinator

June Siew
 Main educational aims of the course

The overriding aim of the MA in Specific Learning Differences is to provide an
understanding of the theoretical background to Specific Learning Differences which is
rooted in classroom practice aimed at enabling a person with a Specific Learning
Difference to academically succeed.
 Course learning outcomes
Knowledge and understanding
On successful completion of this course students will:
 understand what does Specific Learning Difference (SpLD) mean from view point of
learners with SpLD;
 be able to choose, utilize and evaluate a range of appropriate assessment systems
and strategies;
 be able to effectively employ a literacy based teaching approach to support a learner
with SpLD with regards to his literacy development;
 have an extended teaching knowledge and experience with regard to supporting an
adult learner; or a learner with Mathematics difficulties; or a learner with Speech and
Language difficulties; and the use of Information Technology to facilitate learning;
 understand the emotional impact on a learner who has a Specific
Learning Difference;
Cognitive/intellectual Skills
The most important intellectual skills developed in this course are the abilities to:
 make critical judgements of the techniques and concepts related to assessment,

teaching, and learning with regard to a learner with SpLD;
 evaluate and articulate a rationale for assessment , teaching, and learning based on
their own practical teaching experience which references the contemporary debates
within the field of SpLD;
 to provide reflective learning to a learner with a Specific Learning Difference thus
enabling him to develop effective thinking skills and strategies from his learning;
 critically evaluate the current theories around the nature and causes of SpLD within the
larger framework of educational theory.

Page 17 of 59
Transferable skills including those of employability and professional practice
On completing this course students will:
 have specific transferable skills that will enable them to meet the demands of the
employment market;
 be equipped to meet any future academic development within education or training;
 develop effective evidence based research skills that link the students research skills
to their theoretical and practical understanding of assessment, or teaching, and
learning;
 to demonstrate that within the student's teaching of other people that all learning has
an emotional element contained within the experience of learning of the learner.
Subject-specific practical skills
On completing this course students should be able to:
 critically evaluate the current theories around the nature and causes of SpLD within the
larger framework of educational theory;
 examine the theoretical perspectives of “What is Specific Learning Difference?”;
 offer a definition of SpLD, which is relevant to student's specific work with a learner or
learners with SpLD;
 to show an understanding that a learner with SpLD has both strengths and
weaknesses;
 to evaluate SpLD with regard to the medical or social model of disabilities and offer a
clear rationale to how SpLD fits in with regard to these models;
 to be able to interpret a Educational Psychologist report with regard to the above
theoretical issues and models;
 examine the issues relating to diagnosing SpLD with regard to multi-lingualism;
 successfully conduct and evaluate a screening assessment to diagnose SpLD;
 design and measure successfully the learning for a learner with SpLD;
 have successfully taught a learner with SpLD language skills to help him achieve
academically.
. Course structure diagram
DIAGRAM FOR POSTGRADUATE COURSES

Course Title: MA in Specific Learning Differences
Course Type: Postgraduate
Course Coordinator: Siew Hui Li, June
Award Semester Code Title Status Credit Notes

Points
PG Cert Term 1 EDP113SN SpLD: Context and Core 20 Prerequisite for all
Educational Theory modules for an award
Term 2 EDP114SN SpLD: Diagnostic Designate 20 Need to assess a student
Screening Assessment /Core with SPLD
Term 3 EDP115SN SpLD: A Literacy Designate 20 10 hours of teaching
Approach /Core practicum

Page 18 of 59
PG Dip Term 1 EDP116SN Supporting Adult Designate 20 10 hours of teaching
Block Learners with SpLD practicum
Term 2 EDP112SN Information Designate 20 10 hours of teaching

Technology to practicum
Facilitate Learning
Term 3 EDP117SN Supporting Learners Designate 20 10 hours of teaching
with Mathematics practicum
Difficulty
Term Designate 20
1,2, 3 Independent Study Unit
EDP038SN
Term 1 EDP006SN Research Methods in Designate 20 pre-requisite for
Education and /Core Dissertation
Dissertation
Master Term 1, EDPA1SN Dissertation for MA Core 60
2, 3
Key:
SPLD Specific Learning Differences
DIAGRAM FOR POSTGRADUATE AWARD TITLES
Level Title of available award Notes

PG Cert PGCert in Specific Learning Differences PG Cert
PG Dip PGDip in Specific Learning Differences PG Dip
Masters MA in Specific Learning Differences Masters

Page 19 of 59
 Assessment diagram
DIAGRAM FOR POSTGRADUATE COURSES
Modules
EDP114SN:
EDP113SN: EDP115SN: EDP116SN:
SpLD Diagnostic
Assessment SpLD Context and SpLD A Literacy Supporting Adult
Screening
Educational Theory Approach Learners with SpLD
Assessment
Submission Submission Submission Submission
Weighting week no Weighting week no Weighting week no Weighting week no
Unseen exam EXU

Seen exam EXS
Open book exam
EXO
Coursework CWK
In class test CST

Oral presentation 30% 3
ORL
Practical PRA
Group Project
GRO
Seminar
performance SEM
Dissertation/Project
DIS
Other (specify)
OTH
reflections 2 20% 12 20% 13
essay 70% 15 30% 15
portfolio 50% 15 70% 22 30% 13
screening report
Teaching 30% 13,22 20% 13
observations
case study 30% 13
Modules
EDP117SN: EDP112SN:
EDP006SN: Research
Supporting Learners Information EDPA1SN:
Assessment Methods in Education
with Mathematics Technology to The Dissertation
and the Dissertation
Difficulties Facilitate Learning
Submission Submission Submission Submission
Weighting week no Weighting week no Weighting week no Weighting week no
Unseen exam EXU

Seen exam EXS
Open book exam
EXO
Coursework CWK 100% 15
In class test CST
Oral presentation 40% 10
ORL
Practical PRA
Group Project

Page 20 of 59
GRO
Seminar
performance SEM
Dissertation/Project 100%
DIS
Other (specify)
OTH
reflections 30% 12
essay
portfolio 50% 20 50% 15
screening report
Teaching 20% 20
observations
CWK E- 10% 5
Assessment
 Additional general comments (if appropriate)

N/A
 Standard University entry requirements, inc APL
Standard entry:
The standard entry to the course is normally a Bachelors Degree, an equivalent
qualification or significant relevant work experience.
Students for whom English is not their first language must demonstrate sufficient fluency
in both written and spoken English. The minimum requirement is one of the following:
 IELTS 6 overall with a minimum 5.5 in each component or;
 An equivalent academic English qualification.
Accreditation of Prior Learning (APL)
DAS/London Metropolitan University procedures for Accreditation of Prior Learning (APL)

will apply. All students applying for APL will be interviewed and may be asked to write an
essay. If students need to develop their academic skills, a ten week preparation course
will be offered. Students who achieve a merit on this course will progress on to the MA.
Students who have a graduate Degree and have successfully completed the access
course Certificate in Dyslexia Studies with a 70% passing mark will be exempted from the
Module SpLD: A Literacy Approach.
 Career opportunities
The Ministry of Education is looking at upgrading their Special Needs Officers to cope with
the demands they face in schools, also to offer an effective career path. The DAS has
become a major employer of graduates seeking to teach dyslexic children as their
numbers have grown dramatically. Also there is large number of tutoring agencies who
offer part-time employment to graduates of DAS courses.
 Course summary

Page 21 of 59
The programme aims to provide an understanding of the theoretical background to
developmental and acquired dyslexia as well as other Specific Learning Differences and
the assessment, teaching and counselling of dyslexic learners.
It will equip you to meet the demands of future academic development within education
and training. Additionally, it will provide national competency standards that enable you to
transfer your skills for promotion or for a change of career. It is a programme in which the
focus of the learning and teaching is responsive to market demands.
You will be to contextualize your practice through the study and understanding of
appropriate Dyslexia and Specific Learning Differences assessment techniques and
supported learning strategies
It will produce postgraduates who possess the practical, analytical and interpersonal
qualities and skills which match the demands of providing high quality support for learners
with Specific Learning Differences.
 Course Regulatory Schedule
The course conforms to both University Scheme and University Academic Regulations.

Page 22 of 59
8. Module details
Section 14 of this Handbook gives a précis of which modules are core or designate for the
course. Below is a list of the details for each module.
Specific Learning Differences: Context and Educational Theory (SCET)
Module Code: EDP113SN

Module Title: SpLD: Context and Educational Theory
Module Status: Core
SpLD: Context and Educational Theory begins by covering research and educational theory
necessary to give you an introduction to learning as well as providing the knowledge required
to interpret information gained through SpLD: Diagnostic Screening Assessments and to
further develop skills learned in SpLD: A Literacy Approach. This module is divided into two
areas. The first part of the module traces cognitive development and its influence on
language, language acquisition; the various theories of learning that determine teaching within
the context of a non-SpLD learner. The second part of the module focuses on Specific
Learning Differences and delves into its nature, literacy development, brain research and
multilingualism and the implications on learning and consequently, teaching.
Semester: Term 1
Pre-requisites and co-requisites: None
Assessments: Oral presentation 30%
3500 word essay 70%
Note: This is the first module to be taken for any award.
Specific Learning Differences: Diagnostic Screening Assessment (SDSA)

Module Title: SpLD: Diagnostic Screening Assessment
Module Status: Designate/Core
This module focuses on both the theoretical analysis and evaluation of both the purposes of
assessment for specific learning differences and the instruments which are currently used to
screen and identify them. Supplementing this with the theoretical knowledge gained in the
SCET module, students will utilise their assessment results and findings in the SLA module.
Semester: Term 2
Prerequisite: SpLD: Context & Educational Theory
Assessments: Weekly reflections 20%
Student Assessment Portfolio 50%
Essay 30%
Specific Learning Differences: A Literacy Approach (SLA)

Module Title: SpLD: A Literacy Approach
Module Status: Core
This module concludes the Assessment, Planning, Implementation and Evaluation (APIE)
Cycle, a systematic manner of approaching intervention programmes for students with
learning difficulties. Having assessed a learner with literacy difficulties in Module SDSA, you

Page 23 of 59
will now proceed to design an intervention programme to support the learner. This module is
both lecture and practicum based. There will be 12 lecture sessions, totalling 35 hours. The
first half of the module introduces you to teaching basic literacy skills (decoding and encoding)
while the second half focuses on teaching advanced language skills. In the course of the
module, you are required to embark on 12 hours of teaching practice, applying theoretical
knowledge covered in Module SCET to enhance teaching skills. You will receive support in
teaching via written and verbal evaluation of selected teaching sessions.
Semester: Term 3
Pre-requisites:
SpLD: Context and Educational Theory (SCET)
SpLD: Diagnostic Screening Assessments (SDSA)
Additionally, you should have some basic knowledge and experience in supporting children
with literacy difficulties. For those without, you are encouraged to attend bridging workshops/
courses before the commencement of the course. You should also have access to a student
(between seven and 16 years of age) with literacy difficulties as you will be required to carry
out an intervention programme.
Assessment: Teaching Observation (30%),
Teaching Portfolio (70%)
Supporting Adult Learners with Specific Learning Difference (SALS)

Module Title: Supporting Adult Learners with Specific Learning Differences
Module Status: Designate
This module covers:

- the nature of specific learning differences
- instruments used to screen and identify them
- a range of strategies used in tutorial support
- IT support and the provisions of reasonable adjustments in higher and further education.
Semester: Term 1 Block Delivery

Pre-requisite: None
Assessments: Reflections 20%
Case study 30%
Teaching observation 20%
Portfolio of Observations and Teaching Records 30%
Information Technology to Facilitate Learning (ITFL)

Module Title: Information Technology to Facilitate Learning
This module explores and critically evaluates the use of educational technology, with specific
reference to the use of Information and Communication Technology (ICT), for teaching within
the context of people with SPLD. You will review the current technologies that are available,
along with their use in learning situations. You will go through the process of designing,
developing, implementing and evaluating the use of technology in your own work and use this
experience to review your own professional development needs. There is a wide range of ICT-
based technology available to assist people with dyslexia. It is intended to provide you with the
necessary understanding and skills to identify and apply appropriate technology based
interventions. You should be able to assess the solutions available and critique them based on
your students‟ educational needs.
Semester: Term 2

Page 24 of 59
Pre-requisite: Some teaching background required
Assessment: E-Assessment 10%
Oral presentation 40%
E-Portfolio 50%
Supporting Learners with Mathematics Difficulties (SLMD)

Module Title: Supporting Learners with Mathematics Difficulties
This module focuses on the characteristics of Mathematics disabilities and examines the
Mathematics education standards in Singapore and other institutions, in comparison to the
National Council of Teachers in Mathematics (NCTM) standards. This module runs for a
period of 20 weeks (12 weeks of lectures) and you are required to carry out a 10 hour
teaching practice (between Week 8 to Week 18). The reflective practices in this module will
provide opportunities for you to develop your practical skills and professional growth in the
teaching and learning process.
Semester: Term 3
Pre-requisite: Current mathematics teaching experience is essential. You have to have access
to a student or group of students with mathematics difficulties to carry out 10 hours of
teaching.
Assessments: Reflections 30%

Teaching observations 20%
Teaching portfolio 50%
Independent Study Unit (ISU)

Module Title: Module Title: Supporting Learners with Mathematics Difficulties
As part of the MA (SpLD), the Independent Study Unit can be taken as a designate, and is
designed to allow students to study a particular focus within the field of education that may not
be offered in the current selection of modules.
This module is also suitable for students who have time or location constraints, and need to
have more flexibility with their course of study.
To embark on this module, students will define their area of interest and continue to develop it
under the guidance of an assigned supervisor.
Semester: Term 1, 2, 3
Pre-requisite: None
Assessment: 5000 words critical inquiry essay
Research Methods (RM)
Module code: EDP006SN

Research Methods in Education and the Dissertation
Module Status: Core
This module is designed to introduce you to a range of research strategies and enable you to
write a research proposal for your work on the MA Dissertation.
Semester: Term 1
Pre-requisite: None

Page 25 of 59
Assessment: 4000 – 5000 words dissertation proposal 100%
The Dissertation
Module title: The dissertation

Module code: EDPA1SN
The dissertation provides you with the opportunity for sustained independent work, related to
your interests bioth personal and professional in the area of SpLD. The dissertation is the
culmination of your programme of study. Consequently, it is the last piece of work submitted.
The length of the dissertation should be in the region of 20,000 words and represents 60
credits
Semester: 1, 2 and 3
Pre-requisite: SCET and Research Methods
2 Designate Modules
Assessment: 15,000 – 20,000 words dissertation 100%

Page 26 of 59
9. Course timetable
Term Dates and Calendar

2012/2013
Teaching
Starts Ends
Weeks/Days
Enrolment and Induction 2012 N/A
Term 1 (AUTUMN) 03 September 2012 23 November 2012
Term 2 (SPRING) 14 January 2013 05 April 2013
Term 3 (SUMMER) 24 June 2013 14 September 2013
Module Starts /Ends Time Note
PGCert (SpLD)
Module Code: EDP113SN 05 Sep 2012 to 21 Nov 2012 Every Wednesday Total: 12 Lectures
SPLD Context & Educational Teaching Weeks 1-12 evening 6:30pm- Total: 12 Lectures
Theory (SCET) 9:30pm
Module Leader: Geetha Shantha
Ram
Module code: EDP114SN 16 Jan 2013 to 03 April 2013 Every Wednesday Total: 12 Lectures
SPLD Diagnostic Screening Teaching Weeks 1-12 evening 6:30pm-
Assessment (SDSA) 9:30pm
Module Leader: Lois Lim
Module Code: EDP115SN 26 Jun 2013 to 11 Sep 2013 Every Wednesday Total: 12 Lectures. 10
SPLD A Literacy Approach (SLA) Teaching Weeks 1-12 evening 6:30pm- hours of Teaching
Module Leader: June Siew 9:30pm Practice required
PGDip (SpLD)
Module Code: EDP006SN 2 Aug to 17 Aug 2012 Everyday except Total: 10 lectures
Research Methods in Education (Block Delivery) Wednesday
(RM) evening 6:30pm-
Module Leader: Kevin Smith 9:30pm

Information Technology to Every Thursday
Facilitate Learning (ITFL) 17 Jan 2013 to 04 April 2013 Total: 12 lectures
evening 6:30pm-
Module Leader: Albert Lee Teaching Weeks 1-12
9:30pm
Code: EDP117SN 27 Jun 2013 to 12 Sep 2013 Every Thursday Total: 12 lectures
Supporting Learners with Teaching Weeks 1-12 evening 6:30pm- 10 hours of Teaching
Mathematics Difficulties (SLMD) 9:30pm Practice required
Module Leader: Priscillia Shen
Module Code: EDP116SN 8 Nov to 16 Nov 2012 Everyday 9:00am- Total: 12 lectures
Supporting Adult Learners with (Block Delivery) 4:00pm 10 hours of Teaching
Specific Learning Differences Break: 10,11,13 Nov Practice required
(SALS)

Page 27 of 59
Module Leader: Dr. Angela
Fawcett
Code: EDP038N Independent Sep 2012 to Nov 2012 Self-directed Study

Study Unit (ISU) Jan 2013 to Apr 2013
Module Leader: Michelle Yap June 2013 to Sep 2013
MA (SpLD)
Module Code: EDPPA1SN The Self-directed Study
Dissertation
Module Leader: Dr. Thomas Sim

Page 28 of 59
10. Marking and Assessment
(a) Marking and grades
The DAS Academy provides you with marks and grades for the work that you submit for
assessment. The classification threshold for each classification band is as follows:
70% and above Masters Degree with Distinction

60% - 69.99% Masters Degree with Merit
50% - 59.99% Masters Degree
0% - 49.99% Fail
Further information regarding the Regulations for undergraduate assessment can be found in
Section 4.2 of the Academic Regulations at http://www.londonmet.ac.uk/academic-regulations/
(b) Your rights concerning Assessment
Withdrawal from a module
Unforeseen circumstances may require you to withdraw from a module. In such

circumstances, if you submit notification in writing of withdrawal from a module on which you
are registered no later than the end of the third week, you will be deemed not to have taken
the module. Having withdrawn from a module you will not be allowed to replace it with an
alternative module in the same semester. You will be liable for the tuition fees for that module
if you withdraw later than the third week of the module.
Interruption of studies
There may be situations in which you may decide to suspend your studies. We would strongly
advise you if you are thinking about withdrawing to talk to your Academic Advisor. The
maximum period of intermission/interruption shall normally be one year. If a student fails to
resume their studies after the end of the agreed intermission they will be deemed to have
withdrawn and their enrolment will be terminated. Any exceptional request above one year
must be approved by the Deputy Vice-Chancellor. The Deputy Vice-Chancellor may approve
an intermission/interruption to a maximum of two years. Further information on the process,
including the form to formally confirm an interruption of studies is available at:
http://www.londonmet.ac.uk/fms/MRSite/psd/AR/Services/Being%20a%20Student/Interruption
%20of%20Studies%20Form.pdf
You will not be eligible to sit any examinations or submit any coursework for assessment or
undertake any other form of assessment during an approved interruption of studies.
Withdrawal from the University does not absolve you of the responsibility to pay fees and you
are strongly advised to confirm your liability with your Academic Advisor before withdrawing.
(c) Your responsibilities concerning Assessment
You have a responsibility to ensure that all assessed work is completed and submitted by the
published deadline and that examinations are attended in accordance with the published
timetable. You also have a responsibility to ensure that all work submitted is your own and
that it is appropriately referenced. The DAS Academy does not tolerate cheating of any kind.
You are strongly advised to familiarise yourself with these regulations.

Page 29 of 59
(d) Handing in Assessments
When handing in coursework assessments you must ensure that you have understood and
followed all the information provided by the module leader.
You have one of five options open to you:

1. Submit your work by the due date. It is then marked in the usual way using the
full range of marks.
2. Submit your work up to five working days late. Provided that you have requested
an exceptional coursework extension – initially via the PGCert Leader & Module
Leader, but shortly via the new Evision process, and in advance of the deadline -
and the extension is approved, the work will be marked in the usual way using the
full range of marks. Please refer to
http://www.londonmet.ac.uk/registry/$services/$coursework-exams/ecep.cfm for
details.
3. Submissions of work after that extension period, or submitted without an agreed
extension will be marked but a cap of 50% awarded – unless a claim for mitigating
circumstances is made, as per (4) below
4. Submit a Mitigating Circumstances claim - initially by email or in writing, with
evidence, to the PGCert Leader - within 6 weeks of the submission date, although
you are encouraged to submit such a claim as early as possible. If approved, the
submission due date will be deferred to the next assessment opportunity
without any capping of marks, i.e. you are awarded a “first sit”.
5. Do not submit any summative work or a mitigating circumstances claim. You
will be awarded a „zero‟ but may be allowed a final reassessment opportunity at the
next submission due date. Any passing mark/grade will be capped at 50%.
(e) Assignment deadline
Period for final submission of assignments for modules taken in Term 1/Autumn: 31 Dec 2012
– 4 Jan 2013.
Period for final submission of assignments for modules taken in Term 2/Spring: 13 – 17 May
2013.
Period for final submission of assignments for modules taken in Term 3/Summer: 21 – 25 Oct
2013.
This is not applicable for the Dissertation Module. The Dissertation is due one year upon
commencement of the module.
(f) Mitigating circumstances
Mitigating circumstances are unforeseen circumstances that have prevented a student from
submitting an item of assessed work for the published deadline date.
The University defines Mitigating Circumstances „as circumstances that are acute, severe,
unforeseen and outside a student’s control that occur immediately before or during the
assessment period in question’.
Claims must be submitted in relation to late submission of coursework or non-submission of

coursework. Late coursework can be submitted up to 10 working days later than the published
deadline.
Process for the submission and consideration of claims

Page 30 of 59
You will need to submit a claim form providing details and supporting evidence of the
particular circumstances that affected your studies. Claims must be submitted to the
respective module leaders by the published deadline of assignment. Forms, which also detail
the criteria for judging claims, can be obtained from the administrative services this website:
http://www.londonmet.ac.uk/registry/$services/$coursework-exams/mitigating-
circumstances.cfm
*Students who have a rejected claim for mitigating circumstances will be eligible for
reassessment only where:
a) They have failed the overall module but have made an attempt at the final component
of assessment; or
b) They have failed the module and notified the University in advance that they would be
unable to submit the final component.
The University will also consider a claim for poor performance in an assessed piece of work
that has been handed in by the published deadline, but this should be submitted via the
Appeals process described in Appendix B.
(g) Publication of results
Results will be communicated via your personal or Weblearn email as well as reflected on
Evision.
(h) Action in the event of failure
Reassessment
A student shall be entitled to be reassessed for any failed component of assessment

(attempted or not attempted) at the first opportunity (including where the module has been
passed overall). A student shall not be entitled to be reassessed in any item of assessment for
which a passing mark has been awarded. Reassessment for coursework, project or portfolio
based assessments shall normally involve the reworking of the original task. Where
reassessment instruments differ for reassessments, for example group work, the
reassessment instruments would be clearly stated in the Module Booklet. If a student has
failed a module in a semester, reassessment will take place in the assigned assessment
period of the following semester. Reassessments are to be capped at the component level.
You are strongly advised to consult your module leader and/or Academic Adviser for an
assessment feedback before your reassessment.
However, if you have received failing marks in three or more modules in a level you will be
required to undertake a review of your academic performance with your Academic Advisor.
On the basis of this review a recovery plan to complete the level may be agreed or you may
be counselled to leave the course and/or to seek readmission on a different course.
Assessment Feedback
Assessment feedback is a critical part of your learning experience and supports successful
achievement on your course. Feedback can be:
 diagnostic – it provides an indicator of your aptitude and preparedness for study and
can identify your strength and weaknesses;

Page 31 of 59
 formative – it provides you with feedback on progress on your work. The work may or
may not contribute to the overall module grade;
 summative – it provides a measure of achievement or failure in respect of your
performance in relation to intended learning outcomes for a piece of assessment.
Retaking a module
If you fail both the original assessment and the reassessment for a module (or you have not
attempted reassessment by the due date), you will normally be entitled to retake the module
on one occasion. If you retake a module, you will be required to re-register for the module, pay
any tuition fee required, follow the course of tuition offered and attempt all the items of
assessed work, including any which you may previously have passed.
Appeals against decisions of Assessment Board
Students enrolled on a course of the University‟s, delivered by a collaborative arrangement at

a partner institution, shall be subject to the University‟s Procedures for the submission of
Appeals against decisions Assessment Boards. You will need to submit the Appeal within 10
working days from the publication of the result concerned. Please refer to appendix B of this
Handbook for more details.
The grounds under which you can appeal are very specific and appeals may not be made in
respect of academic judgment or in respect of rejected claims for mitigating circumstances
where no further evidence is submitted. You are advised to read the Appeals Form very
carefully prior to submission, as appeals which do not meet the criteria as described cannot be
considered. Please note that the University operates a strict deadline for appeal submissions,
which is ten working days from the publication of the result(s) concerned.
(i) Academic Misconduct – cheating, plagiarism and collusion
Introduction
The purpose of these Regulations is to protect the academic standing of the University and
the academic integrity of its awards, for the benefit of both the University and its students,
whether past, present or future.
It is a student‟s responsibility to familiarise him or herself with the academic conventions and
practices applicable to the course on which they are enrolled. It shall be the responsibility of
students to ensure that the work they submit for assessment is entirely their own, or in the
case of group work the group‟s own and that they observe all rules and instructions governing
examinations.
The term „academic misconduct‟ includes all forms of cheating, plagiarism and collusion.
Procedures to consider allegations of Academic Misconduct
Table of Penalties
The penalties apply to first offences of academic misconduct. The minimum penalty for a
student with a previous allegation against them shall be Penalty 4.

Page 32 of 59
Penalty 1: Reprimand, a formally recorded warning kept on the student‟s record.
Penalty 2: Failure in item of assessed work, with reassessment right where permissible. The
assessment component mark will be capped at a bare pass.
Penalty 3: Failure in the item of assessment, with reassessment right where permissible. The
module result will be capped at a bare pass.
Penalty 4: Failure in the module, the student must register for the same module at the next
opportunity where the re-registered module result will be capped at a bare pass. Where
a re-registration of the same module is not permissible the student will not be able to
continue on the course.
Penalty 5: Failure in the module, the student must register for the same module at the next
opportunity where the re-registered module result will be capped at a bare pass. Where
a re-registration of the same module is not permissible the student will not be able to
continue on the course. Additionally the following penalty will be applied to the
student‟s final award:
Masters – student‟s final classification will be reduced by one level, Distinction to Merit;
Merit to Pass; Pass to PG Dip.
Penalty 6: Expulsion. A student will not be permitted to exit with their named award, but may be
permitted to exit with a lower award.
Academic Misconduct in Coursework
Sources of academic misconduct in coursework can include fellow students, published

sources including the Internet, essay banks and other commissioned and uncommissioned
sources.
Type of academic misconduct Penalty to be imposed
7.2.1 A reprimand will be issued where the Panel substantiates academic Penalty 1
misconduct and the seriousness of the mitigating factors justifies a
reduction in the penalty from Penalty level 2 to Penalty 1.
7.2.2 Use of quotes or close paraphrasing without the use of quotation Penalty 2
marks and referencing, where the student has cited the plagiarised
material in the bibliography.
7.2.3 Making available work to another student, either intentionally or as Penalty 2

a result of negligence that can be presented as another student‟s.
7.2.4 Representation of work produced in collaboration with another Penalty 2

person or persons as the work of a single student.
7.2.5 Isolated use of quotes or close paraphrasing without the use of Penalty 2
quotation marks and referencing, where the student has not cited
the plagiarised material in the bibliography.
7.2.6 The presentation of data in laboratory work, projects etc. based on Penalty 3
work purporting to have been carried out by the student but which
has been invented, altered or falsified.

Page 33 of 59
7.2.7 Prevalent use of quotes or close paraphrasing without the use of Penalty 3
the plagiarised material in the bibliography. Item of assessed work
< 25% of the overall module.
7.2.8 Prevalent use of quotes or close paraphrasing without the use of Penalty 4
the plagiarised material in the bibliography. Item of assessed work
> 25% of the overall module.
7.2.9 Taking without permission another student‟s work and submitting it Penalty 4
as the student‟s own work (where the originator is not denied the
opportunity of submission).
7.2.10 Commissioning another person to complete work, which is then Penalty 5

submitted as a student‟s own work. This could include the use of
professional essay writing services or essay banks.
7.2.11 Stealing another student‟s work and submitting it as the student‟s Penalty 5
own work (where the originator is denied the opportunity of
submission).
7.2.12 Attempting to persuade another member of the University (student Penalty 5

or staff) to participate in actions which would breach these
Procedures.
7.2.13 A penalty of expulsion shall be applied where a student has Penalty 6

previously received a Penalty 5 under these Procedures (refer
Regulation 44) or where multiple allegations are made within one
semester that individually equate to Penalty 5.
7.2.14 Being party to any other arrangement that would constitute a Penalty will correspond to
breach of these Procedures. the nature of the offence
and will be in accordance
with penalties outlined for
each of the above
Please note that all imposed penalties are subservient to the undergraduate regulatory
framework.

Page 34 of 59
11. Study resources and facilities
(a) Library
Reference Library at DAS headquarters (Jurong Point)

Reading room is available; you can book it through the Administrative Services
Opening Hours: Mon-Sat; 9.00am to 5.30pm
Access to other libraries
Under the agreements between London Met and the DAS you are eligible to access London
Met‟s library and online resources with your London Met ID card which you will receive at, or
shortly after registration.
The University‟s online resources: http://catalogue.londonmet.ac.uk/
(b) University access
All students registered on a London Metropolitan University course have access to University
libraries and its leisure facilities. However, as their partner, DAS Academy is committed and
responsible for providing you with the necessary learning resources.

Page 35 of 59
12. Academic Regulations
Taught Postgraduate course structure
The Master programme shall be based on three teaching years, comprising of six terms with
each term lasting 18 weeks (from start of module to submission of assignment).
Each taught module shall normally be worth 20 credits, denoting 200 learning hours. Taught
modules shall normally be delivered in a single semester. Larger or smaller modules, where
approved on behalf of Academic Board, shall contribute proportionately in the calculation of a
student‟s overall mark.
Students who have been given credit for prior learning in accordance with the APL Procedures
shall be exempted from taking those module(s) against which credit has already been given.
Credit may be awarded against named modules or as pathway or elective credit. The
minimum amount of APL credit that may be given to an individual student shall be equivalent
to one module at any level. The maximum amount of APL credit possible is equivalent to a
maximum 50% of the volume of the intended award. In order to comply with visa
requirements, APL credit for International students shall only be awarded for one module or a
full semester. A student may be awarded a mixture of Accredited Prior Certificated Learning
(APCL) and Accredited Prior Experiential Learning (APEL) credit.
A postgraduate student may claim APL credit up to 50% towards an award. Students must
achieve at least 50% of the learning towards an award while enrolled on a course leading to
that award of this University.

Page 36 of 59
Postgraduate Assessment Grades
On the basis of performance in the approved assessment scheme each student shall be
awarded marks reported in percentages. The pass mark for all modules shall be 50%. The
following is a reference for the grading used for this MA programme. It is subjected to slight
changes according to the different modules.
Percentage Criteria
90-100% As below, with highly sophisticated level of theorisation and innovative
(exceptional) conceptualisation of methodology
80-89% As below with greater insight / originality and wider / deeper engagement
(superior) with the literature
75-79%  Authoritative grasp of conceptual context
Distinction
(confident)
 Insight or originality in way topic is conceptualised or developed
 Comprehensive integration of relevant literature / debates
 Advanced scholarly style (of publishable quality)
70-74%  Strong grasp of conceptual context
(solid)
 Insight in way topic is conceptualised or developed
 Good integration of relevant literature / debates
 Scholarly style (publishable with minor revisions)
65-69%  Good conceptual understanding
(very good)
 Critical analysis using an appropriate range of sources
 Clarity and precision in presenting arguments
60-64% As above, with less depth and clarity
(competent)
Merit
55-59% As below, plus stronger on analysis

(promising)

Pass
50-54% Basic grasp of essential concepts / theory / sources

(passable)
 Some analysis / interpretation
 Reasonably clear and orderly presentation
45-49%  Largely descriptive
(borderline fail)
 Limited interpretation
 Limited range of sources
 Lack of coherence and clarity
40-44% As above, with weaker interpretation
(near borderline)
Fail
30-39%  Descriptive
(poor)
 Unfocused
 Lacking in interpretive or conceptual dimension
 Lacking in use of sources
0-29% Incomplete or very poorly attempted work
(inadequate)
Responsibilities of students
It shall be the responsibility of students to familiarise themselves with the assessment

regulations and with the examination and coursework submission timetables to ascertain
when opportunities for assessment arise.

Page 37 of 59
It shall be the responsibility of students to submit work for assessment by the specified
deadlines, normally at the earliest opportunity offered.
It shall be the responsibility of students who believe they have valid reasons for late
submission of an item of assessed work, absence from an examination or for non-submission
of an item of assessed work, to submit a claim for mitigating circumstances in accordance with
the criteria and procedures for such claims.
It shall be the responsibility of students who believe their academic performance in an exam or
in an item of coursework submitted by the due deadline, had been significantly impaired by
mitigating circumstances1, to submit an appeal the Student Casework Office in the
Department of Academic Administration within ten working days of results being published, in
accordance with the Procedures for the submission of Appeals against decisions of
Assessment Boards.
It shall be the responsibility of students who believe that a procedural irregularity has occurred
or that they were prevented from submitting a claim for mitigating circumstances, to submit an
appeal to the Department of Academic Administration within ten working days of results being
published, in accordance with the Procedures for the submission of Appeals against decisions
of Assessment Boards.
It shall be the responsibility of students to ensure that the work they submit for assessment is
entirely their own, or in the case of groupwork the group‟s own, and that they observe all rules
and instructions governing examinations. Any allegation of cheating or other impropriety which
might give an advantage in assessment to students against whom allegations have been
made shall be considered under the Procedures on Student Academic Misconduct. Any
student found to be guilty of academic misconduct shall be subject to the provisions of those
Procedures, which set down an explicit range of graduated penalties depending on the
particular manifestation of academic misconduct. The penalties that can be applied if
academic misconduct is substantiated range from a formal reprimand to expulsion from the
University in very serious cases.
Minimum criteria for taught awards
Awards shall be conferred by Awards Boards at the highest stage achieved by each student,
provided the student has achieved the learning outcomes of that stage of the course.
Students who have not completed the MA course for which they have been registered and
have not re-enrolled on the same course within a reasonable period shall be issued with a
certificate as a record of the highest stage of award conferred on them.
Postgraduate Certificate
Upon withdrawal from the MA programme, a Postgraduate Certificate shall be awarded to a

student who has passed modules equivalent to 60 credits at Masters level within their
approved programme of study.
A Postgraduate Certificate with Merit shall be awarded to a student who has achieved
 an average mark of at least 60% and less than 70% across their approved
programme of study or
 an average mark of at least 59.5% across their approved programme of study and
at least 60% in modules equivalent to 40 credits.

Page 38 of 59
A Postgraduate Certificate with Distinction shall be awarded to a student who has achieved
 an average mark of at least 70% across their approved programme of study or
Postgraduate Diploma
Upon withdrawal from the MA programme, a Postgraduate Diploma shall be awarded to a

student who has passed modules equivalent to 120 credits at Masters level within their
approved programme of study.
A Postgraduate Diploma with Merit shall be awarded to a student who has achieved
programme of study or
A Postgraduate Diploma with Distinction shall be awarded to a student who has achieved
 an average mark of at least 70% across their approved programme of study or
Masters degree
Upon completion of the MA programme, a Master degree shall be awarded to a student who
has passed modules equivalent to 180 credits at Masters level within their approved
programme of study, including a dissertation or equivalent (unless a variation waiving the
requirement for a course to include a dissertation has been approved on behalf of the
Academic Board).
A Masters degree with Merit shall be awarded to a student who has achieved
programme of study, including the dissertation or equivalent, where one is required
or
A Masters degree with Distinction shall be awarded to a student who has achieved
 an average mark of at least 70% across their approved programme of study,
including the dissertation or equivalent, where one is required or

Page 39 of 59
13. Useful information
c) Descriptor for a Masters (M) level: Masters degree
Masters degrees are awarded to students who have demonstrated:
 A systematic understanding of knowledge, and a critical awareness of current

problems and/or new insights, much of which is at, or informed by, the forefront of
their academic discipline, field of study, or area of professional practice.
 A comprehensive understanding of techniques applicable to their own research or
advanced scholarship.
 Originality in the application of knowledge, together with a practical understanding
of how established techniques of research and enquiry are used to create and
interpret knowledge in the discipline.
 Conceptual understanding that enables the student
~ To evaluate critically current research and advanced scholarship in the discipline.
~ To evaluate methodologies and develop critiques of them and, where
appropriate, to propose new hypotheses.
Typically, holders of the qualification will be able to:
 Deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their conclusions
clearly to specialist and non-specialist audiences.
 Demonstrate self direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent
level.
 Continue to advance their knowledge and understanding and develop their skills to
a high level.
Typically, holders of the qualification will have:
The qualities and transferable skills necessary for employment requiring:
 The exercise of initiative and personal responsibility.

 Decision-making in complex and unpredictable situations.
 The independent learning ability required for continuing professional development.
Full description of a qualification at Masters level can be found at the Quality

Assurance Agency for Higher Education (QAA) website, in the section „The QAA
Framework for Higher Education Qualifications in England‟.
The website address is: www.qaa.ac.uk

Page 40 of 59
 14. Direction of Study
The table below provides a suggested sequence of the modules you will undertake in your MA
course.
Completing MA SpLD (6 modules and 1 Dissertation) in approximately two years. Average of

two modules per term; dissertation will run through three terms.
Module title Semester Pre requisites

SpLD Context & Educational Sept 2012 NA
Theory (SCET) (Term 1)
Supporting Adult Learners with Sept 2012 SCET
Specific Learning Differences (Term 1 Block
(SALS) Delivery)
SpLD Diagnostic Screening Jan 2013 SCET
Assessment (SDSA) (Term 2)
Information Technology to Jan 2013 SCET
Facilitate Learning (ITFL) (Term 2)
SpLD A Literacy Approach (SLA) Jun 2013 SCET
(Term 3)
Supporting Learners with Jun 2013 SCET
Mathematics Difficulties (SLMD) (Term 3)
Independent Study Unit (ISU) Jun 2013 SCET
(Term 3)
Research Methods (RM) Sept 2013 SCET
(Term 1)
The Dissertation Jan 2014 RM

(Term 1)
Completing MA SpLD (6 modules and 1 Dissertation) in approximately three years. Average of

one module per term; dissertation will run through three terms.
Module title Semester Pre requisites

SpLD Context & Educational Sept 2012 NA
Theory (SCET) (Term 1)
SpLD Diagnostic Screening Jan 2013 SCET
Assessment (SDSA) (Term 2)
SpLD A Literacy Approach (SLA) Jun 2013 SCET
(Term 3)
Independent Study Unit (ISU) Sept 2013 SCET
(Term 1)
Supporting Adult Learners with Sept 2013 SCET
Specific Learning Differences (Term 1 Block
(SALS) Delivery)
Information Technology to Jan 2014 SCET
Facilitate Learning (ITFL) (Term 2)
Supporting Learners with Jun 2014 SCET
Mathematics Difficulties (SLMD) (Term 3)
Research Methods (RM) Sept 2014 SCET
(Term 1)
The Dissertation Jan 2015 RM

(Term 2)

Page 41 of 59
15. Glossary of key words
Word Meaning
Academic Regulations London Metropolitan University Academic Regulations
APL Accreditation of Prior Learning
Core Module A compulsory module
Course Handbook This handbook, containing an introduction to your course
Designate A module that may be chosen from a list
HEO Higher Education Orientation
ICT Information and Communication Technology
Level M A student is studying at Masters level
PDP Personal Development Portfolio – a record of your developments
and achievements. Guidance is given in your HEO module
SENDA Special Educational Needs Disability Act
Student Handbook A University booklet containing the Academic Regulations and
Codes of Conduct
Block Delivery Short blocks of concentrated full-day study over 1 to 2 weeks
Blended Learning Combination of face-to-face lectures and e- learning using
WebLearn

Page 42 of 59
Appendix A
1) Accreditation of Prior Certificated Learning (APCL)

2) Accreditation of Prior Experiential Learning (APEL)
1) Accreditation of Prior Certificated Learning (APCL)
Students may apply for APCL if they can provide previously certified evidence, which
has been assessed and awarded as part of a completed or partly-completed course or
qualification. The content must also be equivalent to individual modules (e.g. SPLD: CET)
or, sometimes, a whole level (e.g. Post-Grad Certificate).
When previous learning matches closely enough to specific modules or is within the
subject area of the chosen course, the student can then be awarded course subject credit
(credit for modules that had to be taken otherwise).
To successfully qualify for APCL, students must complete three components:

1) A face-to-face interview with the APL Co-ordinator (or equivalent)
2) A written essay
3) Collated evidence of qualifications
In order to provide substantial evidence of your qualifications, you should have these
documents in order:
1) All relevant Educational certificates and transcripts (originals or certified true copies)
a. Certificates have a lifespan of five years
2) Additional certificates (e.g. course / workshop certificates)
3) Testimonials from credible references (e.g. Principles / Lecturers)
2) Accreditation of Prior Experiential Learning (APEL)
Students who do not have previously certified qualifications may apply for Accreditation of
Prior Experiential Learning (APEL). In this scenario, studentss may not have any certified
qualifications at the required level or are intending to switch professions.
The minimum requirement studentss must have is that they can provide and demonstrate
extensive and up-to-date evidence of their experience in order to meet the academic /
vocational standards expected. This can be evidence of voluntary / unpaid work (e.g.
parent volunteer at school), tutoring, student care & support, etc.
To successfully qualify for APEL, students must complete four components:

1) A face-to-face interview with the APL Co-ordinator (or equivalent)
2) A written essay

Page 43 of 59
3) Collated evidence of experience
4) Cross-reference of experience against specific module components / outcomes (APEL
Module Exemption Claim Form)
In order to provide substantial evidence of your experiences you should have these
documents in order:
1) Student Profile form (completed)
a. Attached with as many sources of evidence of your experience
b. E.g. Log books, reflective reports / journals, lesson plans
2) All relevant certificates and transcripts if any (originals or certified true copies)
a. Certificates have a lifespan of five years
3) Testimonials from credible references (e.g. Principles / Lecturers)
Guiding the candidate through APCL / APEL Procedures
Before official submission of documents, the APL Co-ordinator will advice and assist the
student in the organization and presentation of evidence.
Once the documents (educational or relevant certificates, transcripts, etc) are compiled
neatly, the APL Co-ordinator will then arrange for the student to attend a face-to-face
interview (with the Co-ordinator or equivalent), followed by a written essay (structured).
The face-to-face interview is to assess the student‟s interpersonal skills, course-relevant

knowledge and motivation in pursuing a post-graduate qualification in the field of SPLD,
while the written essay is to assess the student‟s academic ability to deal with the post-
graduate course work.
A second interview will be arranged if necessary, in order to clarify outstanding issues or to

prevent interviewer biasness.
The APL Co-ordinator‟s details are as follows:
Name: Michelle-Lynn YAP

Position: Senior Educational Therapist / Lecturer
Contact: 6594 0325 (DID; between 9:30am – 6:30pm)
Email: michelle@das.org.sg

Page 44 of 59
Accreditation of Prior Learning (APL) Student Profile
Address: _______________________________________________________
_______________________________________________________
Contact
____________________ (H) ____________________ (O)
numbers:
____________________ (Mobile)
Email Address: ___________________________________________________________
How we can contact you:
Salutation: Mr. / Mrs. / Ms. / Mdm. / Dr.
Name: ______________________________________________________
Your proposed (or current) study details at DAS:
Title of programme:
________________________________________________________________
Intake (Month / Year) :

____________________________________________________________
Your present activity:

Page 45 of 59
Present educational course (if currently studying):
___________________________________________________________________________________
Present employer (if currently working): ____________________________________________
Length of employment (with current company): __________ (years) __________ (months)
Additional activities (e.g. voluntary work): ___________________________________________
In the spaces following, please provide information about your previous

educational/training and voluntary experience?
Previous studies / qualifications:

(in chronological order, beginning with the most recent obtained)
Title of Qualification Result Year Achieved Evidence

(if study was interrupted, (please bring along
state completed relevant certificates if
modules) applicable)

Page 46 of 59
Employment and Training Experience:
(In chronological order, beginning with the most recent obtained)
Job Title / Scope Period of employment Evidence

(provide brief description of roles (please bring along relevant
and responsibilities) documents if applicable)
Additional relevant experiences / contributions:
Activity Year Evidence

(provide brief description of (please bring along relevant
experience / contribution) documents if applicable)

Page 47 of 59
In conclusion:
Having read the Guidance Notes, I believe my APL profile best matches (please tick):
___________ APCL
___________ APEL
 I declare that, to the best of my knowledge, all the above information given here and
on any accompanying documentation is accurate
 My CV is enclosed
Signature: ______________________________ Date: _______________________

Page 48 of 59
APL Module Exemption Claim
(Please complete one form per module)
Post Graduate Certificate
Module Code:
Module Title:
DAS Module Outcomes or Your achievements: Evidence:

Objectives: (achieved either through prior (Specify exactly what evidence
(can be taken from module study or work experience; and you can provide for each
specifications) include the date of achievement) outcome or objective)

Page 49 of 59
Attachment of Evidence
Please include, to the best of your ability, as much evidence as possible to support your
APCL / APEL claim.
Please tick which of the following you are attaching as evidence:
 Official Educational certificates and transcripts
 Additional relevant certificates and/or transcripts
 APL Module Exemption Claim
 Portfolio
 Log book
 Lesson plans
 Reflective Journals
 Others:
 Testimonials:
 Relevant coursework / project work / research papers
 Others:
* FOR OFFICIAL USE ONLY. Do not write anything in the box below.
 There is sufficient evidence attached to arrange an interview for the student.
 There is insufficient evidence attached, the following is/are necessary:
___________________________________________________________________________________
___________________________________________________________________________________
Signed: ______________________________ Date: __________________________
APL Co-ordinator: Michelle-Lynn YAP / Others: _____________________________________

Page 50 of 59
* FOR OFFICIAL USE ONLY. Do not write anything in the box below.
Completed documents
______________________________________
received on:
Interview date: __________ (d) __________ (m) __________ (y)
Interviewer: ______________________________________
Interview venue: ______________________________________
Outcome:  The student does not qualify for APL
Reason:
_______________________________________________
_______________________________________________
 The student qualifies for APCL
Module[s]
_______________________________________________
 The student qualifies for APEL
Module[s]
_______________________________________________
Additional comments: _______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Signed: …………………………………… Signed: ……………………………………

Name of Interviewer: APL Co-ordinator:
Date: Date:

Page 51 of 59
Appendix B
Procedures for the submission of Appeals against decisions of

Assessment Boards
Introduction
1. These Procedures are intended to protect students in University examinations and/or

course assessments, including APL assessment, against the possibility of unfair
assessment resulting from omission or error on the part of the appropriate University
authorities, or from unforeseen circumstances affecting a student. No student appealing
under these Procedures, whether successfully or otherwise, shall be treated less
favourably than would have been the case had an appeal not been made.
2. If a student wishes to present a complaint about the University, its courses or services or
the individuals concerned in their delivery, the Student Complaints Procedure should be
used. In cases where delay has occurred as a result of confusion over which is the correct
procedure to follow, the date of the first enquiry shall be considered to be the date on
which the appeal was lodged.
3. Research degree students should use the appeals process outlined in the Research
Degree Regulations. Students who wish to appeal against an Academic Misconduct
decision should refer to the appeals section of those procedures. Students enrolled on a
course of the University delivered via a collaborative arrangement by another institution
shall be subject to these Procedures unless otherwise indicated in the Administrative
Schedule.
4. „Appeals‟ below means „appeals against decisions of Assessment Boards‟. „Assessment

Board‟ means the relevant Awards Board or the relevant Subject Standards Board,
depending on the context.
5. The Director of Academic Administration has overall responsibility for the Procedures for
Appeals against decisions of Assessment Boards.
Validity and Invalidity
6. An appeal in respect of an academic judgment arrived at through due process shall be

deemed invalid.
7. For an appeal to be valid it must:
7.1. Be made in writing on an Appeals Form1;
7.2. Specify the grounds for appeal from among those set down in 8 below;
7.3. State the title and code of the module, the component(s) affected and the assessment
period and academic year in respect of which the appeal is being made;
7.4. Include all appropriate, supporting independent evidence. Appeals without any
independent supporting evidence shall not be considered;
1
The Appeals Form can be downloaded from the Student Casework Office web page.

Page 52 of 59
7.5. Be dated and bear the full name, student number and signature of the student;
7.6. Be submitted in person to the Student Casework Office or an

Undergraduate/Postgraduate Registry. Appeals submitted by post must be sent to
the Student Casework Office only: the University cannot accept any responsibility for
the receipt or late delivery of any such appeal;
7.7. Be received within ten working days of the date of publication of the result(s) of the
assessment(s) concerned.
Grounds of appeal
8. An appeal can only be made on the following grounds:
8.1. That the University did not act in accordance with the relevant Regulations and/or
Procedures in the provision and execution of the assessment process and that this, in
turn, had a significant impact on the student;
8.2. That the student had been affected by mitigating circumstances which prevented him
or her from submitting an item of assessed work by the due deadline or attending an
examination, to which the student was unable, for good reason, to draw proper
attention via the University‟s Mitigating Circumstances Procedures.
Examples as to why an appeal will be rejected
9. An appeal will be rejected for any of the following reasons:
9.1. The appeal is based upon a disagreement with the academic judgement of an
Assessment Board in assessing the merits of academic work or on the final
classification of an award, where the decision concerned has been reached in
accordance with the regulations.
9.2. Ignorance of published assessment regulations/procedures, including assessment

deadlines and deadlines for the submission of Mitigating Circumstances.
9.3. The appeal is based on ground 8.1, but student has not explained how the
University‟s actions were not in accordance with the relevant regulation(s) and/or
procedures and/or has not provided appropriate evidence to substantiate this claim.
9.4. The appeal is on grounds that academic performance was affected by poor teaching,
supervision or guidance (In such circumstances a student should submit a complaint
in accordance with the Student Complaints Procedure).
9.5. The appeal is based on computational error or failure to assess all work submissible
and properly submitted for assessment (In such circumstances a student should
submit a Module Query Form to the appropriate Undergraduate or Postgraduate
Registry within ten working days of the publication date of the assessment concerned.
If no response is received within twenty working days, a student can appeal under
ground 8.1).
9.6. The appeal is based upon mitigating circumstances which the student could, in the
opinion of the University, have disclosed via the Mitigating Circumstances Procedures.

Page 53 of 59
9.7. The appeal is based upon mitigating circumstances for which no relevant independent
supporting evidence has been submitted (Students who wish to submit an appeal
under ground 8.2 are strongly advised to familiarise themselves with the Mitigating
Circumstances criteria set down in the Procedures for the submission of Mitigating
Circumstances, as any appeal under ground 8.2 will be assessed against this criteria).
9.8. The appeal is based on academic performance in an assessment, irrespective of

whether the mark in question is a fail, or of passing standard.
9.9. The appeal is based upon late coursework submitted after the late coursework
deadline i.e., 14 days (excluding bank holidays and the University‟s Christmas and
Easter vacation periods) later than the published coursework deadline. (In such cases
the appeal will be considered on the basis of non submission, as if the coursework
was not submitted).
9.10. The appeal was received outside of the ten working day deadline from the
publication of the result(s) concerned without good reason and evidence for the delay
(In cases where a delay is unavoidable, the appeal must be submitted as soon as
possible after the deadline and must include an explanation and independent
supporting evidence covering the entire period). It is a student‟s responsibility to
ensure that the appeal is submitted on time.
Note – this list is not exhaustive but details the most common reasons for rejection.
Consideration of an appeal
10. The Student Casework Office shall check each appeal for validity against the criteria listed
in 6 and 7 above. Any appeals which do not meet these criteria shall be deemed invalid,
and the student shall be informed of this decision at the earliest opportunity.
11. The Student Casework Office shall consider each valid appeal and determine if the
ground(s) listed in Regulation 8 has/have been clearly demonstrated. In such cases the
appeal shall be upheld and the Assessment Board shall be advised of the action to be
taken.
12. In cases where an appeal has not clearly demonstrated that the ground(s) of appeal have
been met; the appeal shall be rejected. The student shall be informed of this decision at
the earliest opportunity and granted a further ten working days in which to submit relevant
additional evidence to clearly demonstrate the ground(s) on which the appeal has been
made.
13. The Student Casework Office shall consider further relevant additional evidence submitted
for the deadline set down in 12 above and determine whether the ground(s) has/have
been clearly demonstrated. In cases where the additional evidence clearly demonstrates
that the ground(s) has/have been met, the appeal shall be upheld and the Assessment
Board shall be advised of the action to be taken. In cases where the additional evidence
does not clearly demonstrate that the ground(s) of appeal has/have been met, the appeal
shall be rejected and the student shall be informed of this decision at the earliest
opportunity. The student shall also be informed that the University‟s internal procedures
for appeal have been exhausted.
14. If, after the appeals procedures have been followed to their conclusion, the student is still
dissatisfied; they may wish to pursue the appeal further with the Office of the Independent

Page 54 of 59
Adjudicator for Higher Education2. In such cases students should request in writing, a
Completion of Procedures letter from the Student Casework Office.
15. The Vice-Chancellor on behalf of the University shall have power to re-open any appeal
where it appears that it would be in the interests of fairness to do so. When deciding
whether to exercise this discretion, the Vice-Chancellor shall not normally exercise this
power more than six months after the conclusion of the relevant proceedings.
Note
16. Fraudulent claims will lead the University to take action under its disciplinary procedures.
2
www.oiahe.org.uk

Page 55 of 59
Appendix C
LONDON METROPOLITAN UNIVERSITY’S STUDENT COMPLAINTS PROCEDURE
1. Preamble
The purpose of the complaints procedure is to enable students, former students, applicants or
any other user of the University‟s services to raise issues of dissatisfaction through a clear
process which identifies a member of staff responsible for dealing with and resolving
complaints. The process should be followed contemporaneously. This is because it may only
be possible to investigate a problem when it is happening or immediately after.
The procedure allows matters to do with the teaching process to be raised as complaints but
does not allow for a complaint to be raised about an academic outcome i.e. an examination or
assessment result. The procedure cannot be invoked to constitute an appeal against an
examination or assessment result. The procedure does not provide for any alteration of
academic outcomes. All appeals against assessment decisions are subject to Academic
Regulations set out in the Student Handbook.
Complaints about services provided by the Students‟ Union are covered by the Students‟
Union complaints procedure as required by the Education Act 1994 [Section 22(2)(m)]. Such
complaints should be directed to the President of the Students‟ Union (or to a person
nominated by the President) who will ensure that the Students‟ Union complaints procedure is
followed.
Where the complaint is about a service which the University provides through a contract for
services with an independent contractor or is about the conduct of an employee of such an
independent contractor, the complaint should be directed to the member of the University‟s
staff who has responsibility for the supervision of the contract by which the service in question
is provided. In cases where this is not clear the advice of the University Secretary should be
sought.
This procedure is not for complaints by one student against another which are the subject of
separate disciplinary regulations. At any stage in the Procedure the complainant, if a student,
may seek the assistance of the Students‟ Union or a fellow student or a member of staff in
pursuing the complaint.
2. Complaints
Legitimate complaints have been defined as „any expression of dissatisfaction which requires
a response‟ (Citizens Charter Complaints Task Force and Service First Unit, Cabinet Office).
Such expressions of dissatisfaction may relate to the services or facilities provided by the
University. Students are encouraged to raise issues at an early stage. Delay may create
problems in the investigation of a complaint and limit the effectiveness and range of
responses. Complaints lodged over 6 months after the act or omission complained of will only
be considered in exceptional circumstances and when reasonable cause for such delay can
be demonstrated. The University Secretary will determine whether such complaints should be
considered.
3. Local Resolution
Complaints will normally be resolved locally by the department concerned with or responsible
for the matter giving rise to the complaint. For this purpose each department will have in place
procedures for resolving complaints. These will be in writing and include details of a

Page 56 of 59
designated contact person. Copies of all local procedures will be available through the
University Secretary‟s Office. Such procedures will follow a standard pattern as set out in the
attached annexure and will be approved by the University Secretary. This is likely to be the
most effective and timely way to resolve most complaints. If a complaint involves more than
one department, the responsibility for co-ordinating a response shall fall to whichever
department receives the complaint.
Where complaints are referred through the formal procedure under paragraph 4 below without
having been considered at local departmental level they will automatically be referred for such
consideration and resolution.
4. Formal Procedures
Where it has not been possible to resolve a complaint locally the complainant may refer the
matter to the University Secretary.
A formal complaint must include in writing:- the complainant‟s name and contact address on a
covering note to the complaint, not as part of the complaint itself (this is to ensure, where
necessary, the confidentiality of the complainant); a request that the complaint be dealt with
formally under this procedure; confirmation that the informal channels detailed in the initial
complaints procedure (section 3 above) have been explored unsuccessfully, including details
of the individuals involved and why the complaint has not been satisfactorily resolved the
circumstances (and date thereof) giving rise to the complaint; the identity, if known, of any
member of the University‟s staff concerned in those circumstances, and; any evidence by way
of corroboration, eg a witness statement, to be appended.
The University Secretary will have the power to dismiss any complaints which have been dealt
with properly and reasonably at local level and/or where no further action can be taken. When
such a decision is taken the complainant shall be informed in writing of the decision and
reasons. The University Secretary will also have the power to refer to the local level
complaints, which have not first been considered there. When a complaint is to be considered
the University Secretary will investigate the matter and submit a report to a Deputy Vice-
Chancellor without line management responsibility for the area which is the subject of
complaint who will come to a conclusion. Investigation will include consulting with the relevant
Head of Department and the complainant. Investigation of complaints from research degree
students involving the supervisory relationship or the nature of academic advice given should
include consultation with the Chair of the Research Degrees Committee or nominee. The
possibility of local resolution shall continue to be available throughout this process. The
investigation will normally be completed within 28 working days. The Deputy Vice-Chancellor
may if s/he considers it appropriate conduct his own investigation before reaching a
conclusion. The conclusion will be made known in writing to the complainant. Throughout the
local and formal procedures students may seek assistance from the Students‟ Union.
5. Appeals
If a complainant wishes to appeal against the decision of a Deputy Vice-Chancellor s/he shall
submit such an appeal in writing to the Vice-Chancellor and Chief Executive within five
working days of the outcome being notified. The appeal must relate to procedural irregularity
in the conduct of the Complaints procedure.
The appeal must set out grounds for the appeal. Only appeals which demonstrate a case for
consideration will be accepted as a valid appeal. Where an appeal is considered to be invalid
the Vice-Chancellor and Chief Executive shall notify the student in writing, providing reasons
for the decision and the student shall have no further right of appeal. The appeal shall not
involve a re-consideration of the complaint. If further information is available which was not

Page 57 of 59
available at the time the Vice- Chancellor and Chief Executive will decide whether it should not
be considered. The Vice-Chancellor and Chief Executive shall only consider the appeal on the
grounds presented by the appellant. The Vice-Chancellor and Chief Executive will allow the
appellant to present his/her grounds in person as part of the appeal. The appellant may be
accompanied at the appeal by a friend who may speak on his/her behalf. The friend shall be a
current student of the University or a sabbatical officer of the Students‟ Union or a member of
staff of the University.
The outcome of the appeal with be notified to the appellant by not later than 28 working days
after its submission.
Details of complaints considered and determined at local levels shall be sent to the Director of
Academic Administration for monitoring purposes. Details of complaints dealt with under the
formal procedure will also be the subject of such monitoring.
6. External Review
In the event that the complainant remains dissatisfied, it is open to him/her to seek review
from the Independent Adjudicator established for this purpose. The University Secretary will
provide details of how to proceed with such an application on request from the complainant.
Annexure 1
Departmental Procedures
Each department (Teaching and Professional Service Department) is required to have a

procedure for dealing with complaints. While the detail of these may necessarily vary, the
following features must be incorporated:
• be easy to access and well publicised

• identify named individual(s) who are responsible for dealing with complaints
• establish timescales for response
• keep complainants informed of the progress of complaint
• provide clear resolution/response
• identify rights of appeal and access to the University Complaints Procedure.
Complaints should be recorded together with the outcome.
At departmental level procedures must allow the complaint to be raised directly and orally with
the member of the University‟s staff who appears to be most directly concerned in the matter
giving rise to the complaint. For a complaint concerning the organisation or delivery of a
course this would normally be the individual lecturer or tutor concerned. Where it is not clear
to the complainant which member of the University‟s staff is directly concerned, the complaint
should be directed to a person who is identified within the procedure as having responsibility
for complaints.
At any stage the complainant may seek the assistance of the Students‟ Union in pursuing the
complaint.

Page 58 of 59

MA SPLD Course Handbook

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

MA SPLD Course Handbook

Загружено:

Авторское право:

Доступные форматы

Off Campus Provision of London Metropolitan University

MA in Specific Learning Differences

Course Handbook 2012/13

Course Handbook – MA in Specific Learning Differences

Chapter Title Page No.

1. Welcome to the MA in Specific Learning Differences 1

2. Study on a London Metropolitan University award 3

3. London Metropolitan University and its links with the DAS 5

4. Studying at Postgraduate Level 6

6. Sources of, and access to, information and advice 13

10. Marking and Assessment 29

11. Study resources and facilities 35

12. Academic Regulations 36

13. Useful information 41

14. Suggested Direction of Study 42

15. Glossary of key words 43

A. DAS APL application 44

Course Handbook – MA in Specific Learning Differences

Philosophy of the Programme

Learning Outcomes are categorized as:

 cognitive outcomes and

Course Handbook – MA in Specific Learning Differences

Course Handbook – MA in Specific Learning Differences

Course Handbook – MA in Specific Learning Differences

Award Credits at level M Modules Required

Masters 180 credits 6 modules + dissertation

Course Handbook – MA in Specific Learning Differences

(a) The course

(b) Progression to London Metropolitan courses / further opportunity of study

(c) The University’s Academic Regulations

Course Handbook – MA in Specific Learning Differences

 plan your learning strategy

(c) Mobile phones

(d) Enrolment and re-enrolment

Course Handbook – MA in Specific Learning Differences

(e) Induction Programme

 the University Student Handbook

(f) Your first semester

(g) Credit for previous learning

Course Handbook – MA in Specific Learning Differences

A student shall be entitled to be reassessed for any failed component of assessment

(j) Research Ethics

(k) A two-way contract

As a student you should:

 follow the regulations as you agreed at enrolment

The DAS will:

 monitor its standards and procedures to provide a quality service

Course Handbook – MA in Specific Learning Differences

b) WebLearn – Online module resource

June Siew Hui Li (Ms)

Dr. Thomas Sim

Course Handbook – MA in Specific Learning Differences

Michelle Yap Yuling (Ms)

Priscillia Shen Peixin (Ms)

Mervin Mosqueda (Mr)

d) Contacting University staff

e) Course Committee terms of reference and membership

The feedback mechanism:

 Feedback to Course Committee

Course Handbook – MA in Specific Learning Differences

f) Feedback from students on modules and courses

Student Complaints Procedures

The DAS Academy Complaints Procedure