The QAA Foundation Degree qualification benchmark statements (2010), in addition to the QAA Biosciences subject benchmark statements (2015) have been used to inform the academic development of the programme.
Department of Biological Sciences
Thursday 16th April 2015
The educational aims of the FdSc Animal Behaviour & Welfare are as follows:
To provide a high quality academic and practical programme of study in Animal Management (with emphasis on Behaviour & Welfare), with learning opportunities for students from a variety of backgrounds both in their place of work and through the specialist animal facilities at Reaseheath College.
To provide students with the knowledge, understanding and skills employers in Animal Management industries need, using teaching, learning and assessment strategies that develop professional experience concurrent with academic development.
To offer flexible delivery modes and study patterns to meet the needs of students from a variety of backgrounds and employment patterns.
To provide a high quality academic and practical programme of study in Animal Management that remains relevant, valid and responsive to the needs of employers and students, by maintaining and expanding effective partnerships with students, employers, professional bodies.
To provide a programme of study in Animal Management that qualifies students for further study at graduate and postgraduate level, specifically progression towards the BSc (Single Hons) Animal Management (Behaviour & Welfare) provided by the college.
To provide a degree programme that provides students with the academic skills and confidence to engage in further learning throughout their lives.
To foster employability skills to include self-management, team working, problem-solving, communication and literacy, application of numeracy, application of information technology.
The development of knowledge and understanding of underlying principles associated with zoo management is fundamental in enabling the application and critique of core concepts and ideas, and the subsequent synthesis of new knowledge during students' progression through the programme. Therefore, upon successful completion of this programme, students should be able to:
FHEQ Level 4
Demonstrate a basic knowledge and understanding of relevant theories and concepts in the fields of animal husbandry and management (all modules)
Demonstrate a systematic & rigorous approach to academic study (all modules)
Develop new transferable skills specific to academic study (e.g. scientific writing), scientific enquiry (e.g. research design) and professional practice (e.g. laboratory techniques, handling & restraint techniques) that can be applied in areas of further study and/or within employment (RC4512, RC4516, RC4514)
Describe and independently use relevant techniques for the collecting and analysing a range of data (RC4512, RC4518)
FHEQ Level 5
Demonstrate a comprehensive knowledge and critical understanding of relevant theories and concepts in the fields animal husbandry and management (all modules)
Demonstrate a knowledge of the main methods of scientific enquiry in animal management (RC5509)
Demonstrate an ability to apply knowledge of underlying concepts and principles outside the context in which the where originally studied, including in an employment and overseas context (RC5502, RC5508)
Develop an understanding of the limitations of their subject knowledge, and how this influences their own analysis and interpretation (RC5502, RC5508)
Core cognitive skills are expected to be evidenced throughout all three years of study. To start, students undertaking study at level 4 should expect to demonstrate clear lines of thinking, description, knowledge recall and understanding, with progression towards an ability to reason in a scientific manner, critically evaluate and analyse, and to synthesis new knowledge. Therefore, upon successful completion of this programme, students should be able to:
FHEQ Level 4
Demonstrate an ability to present, evaluate and interpret behavioural data of a qualitative and quantitative nature, with the view to utilise these to make informed judgments (RC4512, RC4518).
Demonstrate different approaches to solving problems, specifically through the manipulation of data, experimental design and data collection, and application of knowledge towards effective animal management practices (RC4512, RC4518, RCRC4514, RC4515).
FHEQ Level 5
Utilise a range of approaches to undertake critical analysis of information pertaining towards animal management, but also professional performance, and developing solutions to problems that may have arisen (RC5509, RC5510, RC5508, RC5502)
Develop an understanding of the limitations of their subject knowledge, and how this influences their own analysis and interpretation (RC5502, RC5508).
All students should be expected to evidence the development and enhancement of practical and professional skills during their studies. Emphasis is primarily placed on the development of soft skills that can be transferred to the employment sector as a graduate (e.g. communication, time management and team working skills, problem-solving abilities). Technical skills should be demonstrated specific to the discipline, and will include utilising a variety of platforms to communicate research, show competencies in the handling, management and interpretation of data, use of information technology in a variety of formats to create, design, analyse and report, and reflect on their own learning and performance with the view to enhance their own abilities. Therefore, upon successful completion of this programme, students should be able to:
FHEQ Level 4
Undertake practical training in the development of newly acquired skills specific to the husbandry and handling of a range of captive wild animal species, and laboratory work (RC4514, RC4516, RC4517, RC4518)
Demonstrate an ability to present, evaluate and interpret behavioural data of a qualitative and quantitative nature, with the view to utilise these to make informed judgments (RC4512, RC4518)
Demonstrate an ability to evaluate the appropriateness of different approaches to problem solving, specific to both generic academic practices (revision techniques, approaches to coursework completion, team work etc) and also discipline based practices (experimental design and statistical analyses etc) (all modules)
FHEQ Level 5
Undertake training to develop existing skills and acquire new competencies that will afford some significant responsibility, including animal husbandry skills across a range of taxa, diet formulation, project management, further laboratory skills and the ability to self-reflect and support one-self in context with an industry-relevant placement (RC5509, RC5511, RC5513, RC5514, RC5502, RC5508).
Use a range of techniques to undertake critical analysis of information, and to propose a solution to the problems arising from that analysis (RC5509, RC5502, RC5508).
Upon successful completion of this programme, students should be able to:
FHEQ Level 4
Demonstrate an ability to present, evaluate and interpret behavioural data of a qualitative and quantitative nature, with the view to communicate these to a variety of audiences (RC4512, RC4518)
FHEQ Level 5
Effectively communicate information, arguments and analysis to a range of audiences (all modules)
The FdSc Animal Behaviour & Welfare programme is designed with flexibility for employment in a range of industries involving the monitoring and/or promoting of captive animal welfare. The programme is designed so that academic knowledge and understanding underpin the development of work-related skills and their application in a work-based environment. The curriculum is designed around a programme core of knowledge, understanding and skills in Animal Management, with specialist modules in the behaviour and welfare of animals.
The curriculum is built over two distinct levels of study, which comprise largely core modules at level 4 which explore the development of essential knowledge and understanding of animal biology (e.g. form, function and evolutionary processes), the biology of animal behaviour, current husbandry and management practices relating to a range of both zoo and domestic species, and generic research skills. Study at level 5 shifts towards more research-informed study, but also enables students to undertake specialist modules that reflect more bespoke pathways that may reflect a range of career aspirations. Within the programme students are expected to undertake 120 credits of study each year. Modules each have a value of 20 credits. Modules are assessed on a 4000 word-equivalent basis using a variety of assessment strategies such as presentations, discussion groups, scientific reports and examinations.
The development of the programme reflects level-related characteristics, as indicated in the Framework for Higher Education Qualifications. In respect of subject knowledge, emphasis at Level 4 concerns “describing” and “knowing about” fundamental principles that can be reinforced and developed when constructing rational argument and questioning skills. Level 5 encourages and promotes more research informed study, making reference to, and linking, complex elements of knowledge, and subsequently allowing students to demonstrate their own critical approach to data and evidence. Level-specific characteristics are embedded in the learning outcomes of the programme.
The modules at Level 4 provide a comprehensive review of key concepts and skills for a range of students. Students undertake six core modules exclusively at this level, to ensure that students develop grounded knowledge of the fundamental principles, skills and concepts necessary for the study of general animal management. These include modules in the Fundamentals in Animal Biology (RC4516), Introduction to Animal Behaviour (RC4518), Animal Husbandry & Handling (RC4514), Animal Welfare Issues (RC4515) and Observational Techniques & Data Handling (RC4512). In addition further emphasis is placed on developing core academic skills (e.g. scientific writing, presenting/communicating research and referencing in accordance to a prescribed style), which are expected to be applied across many areas of study as the progress towards Levels 5.
Level 5 requires students to study four core modules and select two optional modules. The study of modules at Level 5 involves far greater detail and depth of knowledge to reinforce existing knowledge and further enhance key concepts and skills. Core modules at Level 5 includes Research Methods (RC5509), Animal Nutrition (RC5511), Welfare: Evaluation & Impact (RC5512) and Behavioural Ecology (RC5510) all of which are in keeping with relevant themes studied at Level 4. Students then have the option of selecting modules in either the husbandry and management of domestic (RC5513) or exotic (RC5514) species. It is envisaged that selection of one of the two modules will be primarily driven by students' personal interests, but should also resonate with their current and future career aspirations. Regardless of which module is selected, both modules place equal emphasis on developing more specialist knowledge and skills in animal management, behaviour and welfare. Study at Level 5 culminates with students taking either an international field course, as part of the Experiential Learning (EL) module (RC5508), or alternatively a UK based placement in partial completion of the Work Based Learning for the Land Based Industries (WBL) module (RC5502); all of which provide an opportunity for students to apply and enhance their knowledge in an industry or work-related environment. Therefore, it is expected that EL and WBL will form an integral part of the programme in developing students in a professional capacity.
Students that select EL will have the option to undertake field studies in several overseas locations, including Southern Africa and/or South America. The College and University would expect selection to be driven by personal circumstances, yet may also be a reflection of the student's intended career path. Likewise, should personal circumstances dictate that students cannot complete a field course, WBL would form a suitable alternative whereby students may opt for a placement directly relevant to their career aspirations. Typically, the College staff will liaise with students, whom will be expected to make their own arrangements where appropriate. Experiential Learning will be delivered via Reaseheath College should students wish to undertake one of the field courses on offer.
Overall, the emphasis of this programme is placed upon the development of knowledge transfer but also technical and practical skills. It pulls together the academic expertise of staff, which together with the extensive animal care facilities at Reaseheath, allow us to deliver high-quality academic and applied programmes of study.
The programme structure herein endeavours to provide learners with clear module combinations and themed pathways with which to allow them to develop and enhance core transferable skills relevant to the industry, but also to select modular pathways that resonates with their career aspirations and specialist interests. For example, the programme structure ensures our students continually develop their skills in scientific enquiry, experimental design, data collection and analysis through undertaking Observation Techniques & Data Handling at Level 4, and subsequently Research Methods at Level 5. For those students aspiring to progress and complete undergraduate studies at Level 6, these pathways enable progressive learning through the alignment of specific pathways. For instance, undertaking studies in Observational Techniques & Data Handling at Level 4, and Research Methods at Level 5 will prime students with the skills necessary to successfully complete an independent piece of research through a potential Dissertation at Level 6.
Level 4: modules are all 20 credits. A candidate who successfully completes level four will have accumulated 120 academic credit points, and will be eligible for the award of Certificate of Higher Education. These 120 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
Level 5: modules are all 20 credits. A candidate successfully completing level five will have accumulated 240 academic credit points, and will be eligible for the award of Foundation degree*. These 240 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
(*see the Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland—August 2008)
A minimum of 64 UCAS points from GCE A Levels, including a grade C in one of the subjects recommended by the department. Typical offer - CC
The department recommends one of the following subjects:
GCE A Level: Biology, Chemistry, Human Biology, Science, Environmental Science
GCE Applied A Level: Applied Science
BTEC Extended Diploma (Animal Care, Animal Management or Applied Science):MMP
BTEC Diploma (Animal Care, Animal Management or Applied Science): MM
Irish Highers/Scottish Highers: CCDD in 4 subjects, including Biology, Chemistry or Human Biology
International Baccalaureate: 24 points, including 4 in Biology or Chemistry
Please note: we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.
Mature students (21 years of age or over) working in Animal Management industries and without evidence of the above qualifications, will be required to demonstrate enthusiasm and aptitude for higher level study, and have the support of their managers for linking their education with their work activities.
Accreditation of Prior Learning (APL), Accreditation of Certified Learning (APCL) and Accreditation of Experiential Learning (APEL)
Appropriate consideration will be given to applicants previously certified and/or being assessed for award classification within an accepted biological/life science discipline. Similarly, any applicant who has not received certification for prior learning experiences, but has worked within the discipline, will also be considered. Acceptable work-based experience could include one, or a combination of several, of the following: consultancy, rehabilitation, park/reserve warden, countryside management, pest control, environmental protection.
The University will assess whether the learning derived from experience and/or prior certificated study is equivalent to that of the learning derived from the programme of study. This evidence may include a combination of skills and learning outcomes, in addition to the level and relevance of the subject knowledge and understanding to be evidenced by the applicant. Prior accredited learning must be supported by a transcript indicating the number, and level, of credits, achieved, and the titles of the courses for which they were awarded.
An applicant not accredited on a certificate or transcript, would be asked to map their experience against the module, and/or programme learning outcomes, to provide a clear, evidenced paper submission. Conversely, applications stating certified learning experience must be accompanied by the certificate awarded for the qualification. In most cases, these must have been achieved within five years of the date of application.
The Biosciences (2015) benchmark statement has been used as an important reference point in the construction of the programme’s learning outcomes, knowledge, skills and content together with the methods of learning, teaching and assessment. Particular reference has been made to the threshold statements - these being the minimum requirement described in the benchmarking statements by the Quality Assurance Agency.
Any individual student will take the equivalent to 12 modules in total, which will include core and optional modules. The structure and content of the core modules is such that all students will have the opportunity to develop the skills and attributes acquired by the biosciences graduate which reflects the demands of a buoyant employment market (The Quality Assurance Agency for Higher Education 2015, Biosciences). The particular sets of statements that have been referred to during the development of the programme are: generic standards, molecular aspects of biology, organisms, and ecology and environmental biology. Within these domains, examples of topics to be covered (as suggested by the QAA benchmark statement) include:
Generic Standards: the accessing, manipulation and interpretation of primary sources of research; planning and execution of independent work, including hypothesis testing, data collection, and data analysis; demonstrating time management, problem solving and advanced numerical skills; demonstrating strategies for maintaining and enhancing knowledge and skills in the biosciences.
Molecular Biology: structure & function of multiple cell types; chemistry and structure of major macro-molecules; and principles of genetics.
Organisms: classification and taxonomy; interactions between organisms and their environment; and organismal behaviour.
Ecological and Environmental Biology: anthropogenic impacts on the natural world; and employing multi-disciplinary approaches to tacking environmental issues.
The topics described above are all introduced at Level 4 and subsequently enhanced at either Level 5 or in further education at Levels 6 and beyond. It is expected by the QAA that more specialised areas will be offered, especially at higher levels of study, and there is provision for this in the non-core modules. Specific research based topics are specifically developed within the RC4512 module, with the view that these can be applied where appropriate to complete a Research Project (in module RC5509) at level 5, and potentially through other pathways at levels 6 and during postgraduate study if selected.
Applied modules enable students to utilise the myriad of concepts and perspectives to compare, contrast, analyse and critique, to inform new knowledge and to problem solve. The more generic "soft" skills identified in the benchmark statements, including time management, reflective practice, team work, communication, use of data, information technology, information retrieval and presentation, are all explicitly embedded in the majority of modules presented within the programmes, either assessed formatively through classroom based activities, or alternatively through components of assessment. Furthermore, such skills are enhanced through the provision of a non-credited "Study skills" session, which comprises a dedicated additional hour on the weekly timetable that provides students with opportunity to further develop transferable skills.
Foundation degrees are intended to offer university education closely linked to employment. The FdSc Animal Behaviour and Welfare programme has been designed both for part-time study by people employed in Animal Management industries and for full-time study by people aspiring to careers in Animal Management. All modules have been designed for delivery as university-based for students able to attend full-time or part time and where we can offer appropriate work-related experience and international experiential learning opportunities through study tours, via established links through key academic staff at Reaseheath College. The aims, learning outcomes and content for both forms of study are identical, with a core emphasis on the development of students’ cognitive, key and professional skills, and the application of academic knowledge and understanding in Animal Management work settings.
Students will encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Methods of teaching and learning are indicated clearly in each module descriptor and the list below describes the variety of approaches used by tutors.
These feature in most modules as an effective way of imparting important content, themes and pointers for further study. They will be used to set a framework for further study and inform students of the value of the discipline. However, they are supplemented by a variety of other methods of teaching and learning as described below.
The majority of modules at Levels 4 and 5 include practical classes. These provide the opportunity for students to develop their data handling and analytical skills as well as their practical skills (e.g. handling animals and restraint equipment). An important aspect of practical work is the opportunity for students to engage in group work thus encouraging working with others. A unique component of the programme, is the option for students to undertake specific studies towards the husbandry and management of either domestic species (including domestic pets and small-holding stock) or alternatively exotic species (including exotic pets and archetypal zoo species). Both pathways offer the same generic principles that form the basis of good animal management, yet these pathways also offer students with opportunity to study animal behaviour and welfare in context with the captive environment, and implement core knowledge and skills through the expanding facilities of the animal centre.
Virtual Learning Environment (VLE)
The University has a VLE (Portal/Moodle) available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library and all modular support materials. Staff are committed to using the VLE interface for making additional support materials available for students.
As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references. Primary reference lists, comprising key texts, can be found in the module descriptors, which form the centre point of any module. Additional reading is also provided in the module handbooks to promote further reading around the subject area.
The QCA Key Skills document lists ‘working with others’ as one of the six categories of Key Skills that needs to be demonstrated in higher education. Throughout the programme, working with others has been incorporated at each level. In many modules, particularly in practical work in the laboratory or field, students are encouraged to work in groups and to share ideas. The assessment in certain modules is based on group assignments.
In the main, teaching and learning activities take place on the campus. Timetabling is arranged centrally, except for individual tutorials. There is some flexibility for students to change groups for laboratory classes and group tutorials to suit part-time students and those who have family commitments or transport difficulties. This is in accordance with the University's widening access and participation strategy. It is possible for all students to access support materials at home via the ‘Sharepoint Portal'.
In line with benchmarking and the Department's Learning, Teaching and Assessment Strategy, the need for students to become effective as independent learners is planned for and encouraged. The programme structures its learning outcomes so that this will happen progressively across the programme. At Level 6, students have the opportunity to do an extensive piece of independent research (equivalent to two modules) that requires them to plan and implement a research project, analyse data and report on their study.
The University's over-arching level-related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme.
In addition, all students who pass any part of a degree are expected to possess such basic skills as the ability to make use of numerical and statistical information; the ability to locate internet sites from given web addresses; the ability to send and receive e-mail messages; the ability to use basic software packages such as Word; the ability to perform basic searches on standard electronic retrieval systems, and the ability to write legibly. Students who succeed at Level 4 and above should be able to construct an essay using correct grammar, spelling and referencing according to the American Psychological Association (APA) system of referencing.
In the preparation of coursework, which can include essays, laboratory/field exercises and presentation, students are given time and scope to present their work in a variety of modes, particularly where an examination would be inappropriate. However, the institutions are aware that examinations have an important role to play in summative assessment, and give academic credibility to the degree programme.
The programme uses a wide range of forms of assessment including:
Essays and written assignments - testing the ability to write within word limits, convey ideas with clarity and accuracy, reference to an academic standard and the ability to conduct private study and research.
Oral presentations - testing presentation skills, the ability to discuss issues with clarity and respond to questions.
Dissertation - testing the ability to conduct individual primary research and communicate ideas and information effectively in an academic manner and within word limits.
Portfolio - testing the ability to acquire key survey and census skills, analyse ecological data and present material in a clear, effective manner
Short-based seminar exercises
Reading of academic texts and discussion exercises
Close analysis of texts
Online multiple-choice and short answer exams
Formative assessment and feedback
All students receive written comments on assessed components of work and additional feedback on the work is given more informally by individual tutors during group workshops and one-to-one tutorials. Additionally, some tutors have adopted the use of GradeMark software by which to provide more timely feedback to students. Formative feedback is an important and essential component of all taught modules. The nature of the assessment and feedback varies from module to module but typically takes the form of a written assignment done under time constraints, marked by the module tutor. Formative feedback is staggered throughout the year. The programme also makes use of on-line formative feedback in the form of electronic marking and self-evaluation forms
Reassessment will address the learning outcomes not achieved in the failed components. For modules forming part of programmes in the Department of Biological Sciences, reassessment will normally take the form of the resubmission of all failed component(s) of the modular assessment strategy. Here students will be expected to resubmit the coursework or re-sit the exam in its original format, albeit using a different perspective or suite of questions.
It is intended that graduates of the FdSc Animal Behaviour and Welfare will have:
Knowledge and understanding of the application of ethology, physiology and research methods to the ethical management of animals in captivity.
Ability to apply academic knowledge and techniques to practical solutions in Animal Management work places.
Skills of academic enquiry to generate potential solutions to problems in Animal Management and cognitive skills to critically evaluate these to arrive at solutions fitted to context.
An understanding of the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge in Animal Management work contexts.
Skills to effectively communicate information, arguments, and analysis, in written and oral form, to specialist and non-specialist audiences.
Confidence and transferable skills to undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within Animal Management organisations.
Knowledge, understanding and skills to progress onto the BSc (Hons) Sing. Animal Management or BSc. (Hons) Sing. Zoo Management programmes.
Knowledge and understanding of the physical and behavioural needs of a wide range of exotic and/or domestic animals in captivity and the roles of a range of animal collections in how they serve society (conservation, research, captive breeding, education and entertainment).
Ability to apply this knowledge and understanding to exotic and/or domestic animal husbandry and handling, and their associated projects.
The programme will serve as a unique platform by which to project graduates of this programme onto further study at undergraduate level, or alternatively into employment within the industry. Beyond developing core generic skills in time management, project design and implementation, communication and team work, students undertaking study on this programme will have a unique opportunity to develop industry-specific skills, primarily through the practical application of theory via utilising the 125 species currently accommodated on the animal centre. In addition, students will engage with relevant information technology and other tools to enhance their general skills. Thus, the combination of subject theory and its practical applications will stand students in good stead for employment within the sector.
Careers in animal management typically fall into the following roles:
Zoo keeper/Zoo Educationalist
Animal Care Assistant (wildlife rehabilitation centres, kennels, catteries, pet shops, petting zoos)
Animal Welfare Officer (RSPCA and other such welfare organisations)
Animal Welfare Campaigner
It is envisaged that graduates in possession of this qualification, in addition to undertaking further undergraduate study at level 6 and possibly postgraduate study at level 7, may demonstrate the competencies required to be successful in their chosen careers at a more senior level within an animal establishment.
Both Reaseheath College and the University of Chester are committed to the active promotion of equality of opportunity. Both institutions seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivery is to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their roles with knowledge and sympathy and all students are made aware of both institutional Department structures to discuss issues should a concern arise.
Reaseheath College offers specific support for students with specified learning needs, encompassing all physical abilities, in conjunction with the Higher Education Support Team (HEST) on campus. In collaboration with student support services, and safeguarding task groups, the college's equality and diversity policy aims to ensure that all students and all members of staff at the College have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate discrimination, which is unlawful or unfair.
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