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MSc Deaf Education (Teacher of the Deaf)
PG Diploma Deaf Education (Teacher of the Deaf)
PGCert Deaf Education (International Pathway)


University of Manchester

Faculty of Biology, Medicine and Health

School of Health Sciences





Note: this Programme Handbook should be read in conjunction with the Dissertation Handbook (MSc only).

Revised August 2022



Welcome from the Director of Postgraduate Taught Education

I am delighted to welcome you to the School of Health Sciences and the Faculty of Biology, Medicine and Health. We are extremely pleased you have chosen the University of Manchester to commence or continue your postgraduate study journey; whether you are progressing straight from your undergraduate studies, seeking to develop your knowledge/skills in your chosen career or, are bravely, taking a completely different direction in life.

In the pursuit of knowledge, wisdom and humanity, we will place you at the centre of a transformational learning process to support you to achieve your individual goals and aspirations. Our challenge to you is to embrace all of the opportunities available to you; be bold, think differently and realise your potential. We want your postgraduate journey with us to be intellectually stretching, rewarding and fun.

We are aware that most of you will need to juggle a number of competing priorities during your postgraduate taught studies. Some of you will already be in full time employment, while others will need to secure part time employment to fund your studies. We know that many of you will have family and caring responsibilities that will have to be prioritised before your own learning. We hope the information detailed in this programme handbook will help you in managing these competing commitments. Whether you are joining us on campus, or studying at a distance, you are an integral part of our School and University, and we are here to support you.

We are extremely proud of our postgraduate student community and alumni who are making a difference, both locally and globally. We look forward to working with you, confident that you too will play a role in transforming the lives of people who use health and social care services, whether during your studies or upon graduation.

I wish you every success in your postgraduate studies here at the University of Manchester.

Mr Andrew Mawdsley
Director of Post Graduate Taught Education
School of Health Sciences



Where to find further information

In addition to this handbook you are required to familiarise yourself with the information contained within the A-Z of Student Services and IT Services handbook.  New students are given access to copy of the appropriate handbooks at the beginning of their programme of study; alternatively the information is available on our website.

We will be happy to provide this handbook in large print if required.

Student Services Centre, Burlington Street or Sackville Street

Tel: +44(0)161 275 5000

The Student Services Centre can offer all sorts of help and advice about tuition fee assessments or payments, Council Tax, examinations, graduation ceremonies and all sorts of documents.

The A-Z of Student Services

The Statutes, Ordinances and Regulations that are applicable to all students across the University are referred to in the University A-Z of Services and detailed in full within the University Calendar.

A-Z of Student Services

Essential advice, information and guidance for students at The University of Manchester; packed with up-to-the-minute information.

The University website contains a comprehensive and definitive listing of University policies and procedures relevant to both students and members of staff. It covers the full-range of our activities and is continually updated to ensure that you have immediate access to the latest versions of documents as soon as they are approved. It is also equipped with a search engine that enables you to find relevant documents using key words or phrases.

Click Here to visit the website

Overview of the Structure of the School of Health Sciences

Our School is one of three comprising the Faculty of Biology Medicine and Health (FBMH), the others being School of Biological Sciences and School of Medical Sciences. All the Schools work together at a Faculty level to continually improve provision for our postgraduate students by up-dating existing schemes and devising innovative ones.

The School is run by an Executive Committee comprising the Head of School (Chair), the leads for each of the divisions, and staff with key leadership roles within the school (e.g. directors of research, undergraduate, and graduate matters). It is important that there is a healthy bi-directional flow of information between student, staff, School, and Faculty levels. As a student, you can express issues and concerns to your student representatives who will ensure that these issues are addressed by the School Postgraduate committee which is chaired by the Director of Graduate Matters. Hence, the concerns of postgraduate students are taken seriously at School and Faculty levels.

Division of Human Communication, Development and Hearing (HCDH) founded as the Department of Education of the Deaf in 1919 by Sir James E Jones in memory of his deaf son, Ellis Llywd Jones, and was one of the first such departments in the world.  Since that time it has played a major role in the development of audiology and deaf education both nationally and internationally.

HCDH is closely linked with local Health and Education Services, and houses some staff from Manchester Royal Infirmary, including those in the Manchester Adult and Paediatric Cochlear Implant Programmes.  Clinical and practical facilities are located on the ground floor of A and B Blocks, and on the fourth floor of A Block.

HCDH is located on the ground, first and second floors of B Block, and the ground, first, second, third and fourth floors of A Block in the Ellen Wilkinson Building (formally known as Humanities Building), in the South West sector of the campus.  Many staff involved in teaching on the MSc/PG Diploma Audiology course are members of the Manchester Centre for Audiology & Deafness (ManCAD).

Programmes offered within the Division of Human Communication, Development and Hearing

  • Post Graduate Diploma in Deaf Education 
  • MSc in Deaf Education 
  • PGCert Deaf Education (International Pathway)
  • BSc (Hons) in Speech and Language Therapy 
  • BSc in Healthcare Science (Audiology) 
  • MSc in Clinical Science (Neurosensory Sciences) 
  • MSc Audiology
  • Certificate of Clinical Competence UK & Irish Certificate of Clinical Competence in Audiology (ICCCA) 
  • MSc in Advanced Audiological Studies / MSc Advanced Audiological Studies (Paediatric Pathway)
  • Continued Professional Development (CPD)
  • Higher Specialist Scientist Training (Audiological Sciences) 
  • PhD studentships in Audiology

Division of Human Communication Development and Hearing Aims

The overarching aim is to offer students a broad and balanced thorough education in Human Communication, Speech/Language Therapy, Deaf Education or Audiology within an institutional culture of high-quality research and scholarship.  Specific aims are to:

  • Deliver a range of specialist degrees, informed by current research, which equip students for careers within speech/language therapy, audiology, deaf education, teaching, and related areas, or which enhance their existing careers and the service they provide.
  • Maintain and develop high standards of teaching, research and scholarship in an environment which encourages the exchange of knowledge and ideas across professions.
  • Develop in partnership with students their subject-specific knowledge and understanding, cognitive skills, practical, clinical and professional skills, and transferable skills, accessed from an integrated curriculum.
  • Develop a variety of teaching methods and assessment strategies to meet programme objectives, student and/or employer needs.
  • Provide students with effective induction information, academic and pastoral support, in order to enhance their academic and personal development and to encourage the acquisition of qualifications, knowledge, skills and understanding appropriate to their abilities.
  • Provide appropriate laboratory, clinical, library, and other facilities to ensure a high-quality learning environment.
  • Promote a commitment to professional development, independent study and lifelong learning.
  • Develop collaborative working practice in teaching, clinical work, and research with other academic colleagues, and with external services.
  • Seek professional accreditation of programmes where appropriate, and maintain on-going review of all programmes.
  • Develop academic links that improve support services and professional expertise overseas.

Post Graduate Learning Outcomes

For Students Studying Programmes Offered by Division of Human Communication Development and Hearing

On successful completion of their programmes postgraduate students will:

  • have gained advanced knowledge and understanding about a particular subject area and its research base.
  • be able to identify sources, search and evaluate the research literature in their area of study.
  • have developed the advanced academic knowledge, understanding, skills and professional expertise necessary for employment in their field.
  • have experienced and developed an understanding of multidisciplinary working across professional boundaries.
  • have further developed their critical and evaluative skills suitable to support independent and continuing study in their field.

Details of the aims and learning outcomes associated with specific course units can be found in the course unit outlines section.

The Research Environment in the Division of Human Communication, Development & Hearing

ManCAD (led by Prof Kevin Munro) aspires to be the leading centre in the UK and a world leader in three broad areas:

  • Bridging basic and translational hearing research
  • Innovative research that translates basic underpinning research into direct benefit to people who have a hearing dysfunction
  • Research that underpins and delivers improved services in health care and education for adults and children with a hearing loss.

Our research underpins, and is informed by, our leading role in audiology education and audiological service delivery in the UK. Our multidisciplinary research team includes professionals in audiology, deaf education and medicine, in addition to scientists expert in psychophysics, electrophysiology, signal processing and neural imaging. 

ManCAD is undergoing a time of exciting expansion, supported by the 2015 agenda of the University, which aims to place Manchester within the top 25 research universities in the world. The expansion of the research group, together with exciting expansion of the research portfolio, have led to Manchester A&D Research Group being a destination of choice for young scientists wanting to develop a career in auditory science research. In 2008 we were designated a Centre of Excellence by Deafness Research UK.

We receive significant funding from the NHS (usually HTA), NIHR, MRC, BBSRC, EPSRC, and ESRC, as well as from charitable organizations (e.g. Deafness Research UK, AoHL, NDCS, Wellcome Trust). We have significant collaboration and funding support from several hearing aid and cochlear implant companies. The industrial and NHS partnerships help to fast track research outcomes into better devices and clinical services for patients.  We have strong links with service providers in the field of audiology and deaf education both nationally and internationally, in addition to links with all the relevant professional associations.

The impact of the group’s research and subsequent knowledge transfer on service development (e.g. the NHS newborn hearing screening programme; digital signal processing hearing aids and the modernisation of NHS hearing aid services) is highly significant, and is one of the features that distinguishes the group from other UK academic departments of audiology.

Introduction to Deaf Education

Welcome to the School of Health Sciences at the University of Manchester. This programme handbook provides details of the University of Manchester Programme leading to the PG Diploma / MSc  in Deaf Education, including information about the aims and learning outcomes, structure, content, admissions, assessment and programme management.  It should be read in conjunction with related University documentation. This handbook contains details of the general course structure, together with other useful information about the School.  Once students progress to the MSc module there is a handbook specifically designed for this purpose. 

We hope that your time here in Manchester will be productive and enjoyable. 

School Contacts

Head of School:
Professor Andrew Brass

PGT Programmes Manager
Mr David Parry, G15 Zochonis Building (0161 275 2583)

The School address is: Contact details:
The School of Health Sciences

The University of Manchester

Oxford Road


M13 9PL

Telephone number: 0161 275 8581

Switchboard: 0161 306 6000

Key People

Dr Helen Chilton
Programme Director/ Senior Lecturer
Tel: 0161 275 3384

Lindsey Jones
Lecturer in Deaf Education
Tel: 0161 306 2651

Amelia Clark
PGT Programmes Administrator
Tel: 0161 275 8583
Location: G15 Zochonis Building


SECTION A : Programme Structure

General Overview

This programme has three exit routes as follows:

  1. Postgraduate Certificate in Education (International Pathway) – no Teacher of the Deaf status
  2. Postgraduate Diploma in Deaf Education – Teacher of the Deaf status
  3. MSc Deaf Education -Teacher of the Deaf status

The Postgraduate Certificate is aimed at international learners who are not qualified to teach in the UK. The Postgraduate Diploma and MSc are aimed at qualified teachers wishing to train as Teachers of the Deaf in the UK. The Certificate is available as a fully distance learning approach to accommodate learners living at a distance. To accommodate the needs of schools and teachers across the country the Diploma is available as a blended E-learning option along with the more traditional On-Campus approach.

The Certificate can be studied in either 1 or 2 years in agreement with the programme team. The Diploma can be taken 1 year full time or 2 years part time. Students on the Diploma can progress to an MSc once they have satisfied the conditions of the Diploma, completing a research methods module and dissertation.

1.Postgraduate Certificate in Deaf Education (International): 60 credits

This programme is only for learners from outside the UK and comprises of 4 units. The units should be completed within 2 years and can be studied online as follows:

HCDI60240 Language Acquisition (15 credits)

HCDI60280 Curricular Access (15 credits)

HCID60260 Developing Deaf Child (15 credits)

HCDI61230 Audiological management (15 credits)

Once learners complete the Postgraduate Certificate, there may be a possibility to extend your studies to Postgraduate Diploma / MSc level but the University can, in no way, guarantee that this will be an option and will depend on the following criteria being met:

– Learners would need to be able to find and secure a teaching placement in their home country OR you gain QTS status or equivalency in the UK and a UK school agrees to host your placement

– The university would need confirmation of a local mentor / supervisor in the home country who is a qualified Teacher of the Deaf and able to work to the university standards around supervision

– The university would need to be able to ensure that the placement setting provides sufficient ability to demonstrate the competencies.

2.Postgraduate Diploma in Deaf Education: 120 credits

This programme is for learners from the UK or learners who are able to demonstrate Qualified Teacher Status (or equivalency) to teach in the UK. This programme confirms Qualified Teacher of the Deaf status. The programme is available on campus (full time / part time) or as e-blended learner (part time).

This comprises of 8 units as follows:

HCDI60240 Language Acquisition (15 credits)

HCDI60280 Curricular Access (15 credits)

HCID60260 Developing Deaf Child (15 credits)

HCDI60270 Policy and Practice (15 credits)

HCDI61230 Audiological management (15 credits)

HCDI63020 Teaching and Learning 1 (15 credits)

HCDI60310 Teaching and Learning 2 (15 credits)

HCDI60250 Language Assessment (15 credits)

As this is a professional qualification, students take part in two teaching placements where they are assessed against the competencies within the Mandatory Qualification and University requirements. Placements are supported by and internal tutor and a visiting external tutor appointed by the University. For second placement there is an alternative supervision route is available where supervision will be conducted remote using Swivl technology. This will be explained and discussed with all students prior to their second placement.

After completing the Postgraduate Diploma learners can apply to extend their studies by completing the MSc dissertation module (HCDI60311).

3.MSc Deaf Education: 180 credits

This programme is for learners from the UK or learners who are able to demonstrate Qualified Teacher Status (or equivalency) to teach in the UK. This programme confirms Qualified Teacher of the Deaf status alongside an internationally recognised MSc degree.

The programme is available on campus (full time / part time) or as e-blended learner (part time).

HCDI60240 Language Acquisition (15 credits)

HCDI60280 Curricular Access (15 credits)

HCID60260 Developing Deaf Child (15 credits)

HCDI60270 Policy and Practice (15 credits)

HCDI61230 Audiological management (15 credits)

HCDI63020 Teaching and Learning 1 (15 credits)

HCDI60310 Teaching and Learning 2 (15 credits)

HCDI60250 Language Assessment (15 credits)

HCDI60311 Dissertation (60 credits)

This programme is aimed at qualified teachers wishing to train as Teachers of the Deaf. To accommodate the needs of schools and teachers across the country the programme is available as a blended E-learning option along with the more traditional On-Campus approach.

The Diploma can be taken 1 year full time or 2 years part time. Students can progress to an MSc once they have satisfied the conditions of the Diploma, completing a research methods module and dissertation.

Students cover six taught modules and two assessed placements with a variety of topics and types of assessment. Alongside standard essays are presentations and practicals As this is a professional qualification, students also take part in two teaching placements where they are assessed against the competencies within the Mandatory Qualification and University requirements. Placements are supported by and internal tutor and a visiting external tutor appointed by the University.  For second placement there is an alternative supervision route is available where supervision will be conducted remote using Swivl technology.  This will be explained and discussed with all students prior to their second placement.

Programme Overview

All course units are compulsory
HCDI 60240       Language Acquisition 15 credits PG Certificate 60 credits

(International Pathway)

HCDI 60280       Curricular Access 15 credits
HCDI 60260       Developing Deaf Child 15 credits
HCDI 61230       Audiological Management 15 credits
HCDI 60270       Policy and Practice 15 credits PG Diploma 120 credits
HCDI 60250       Language Assessment 15 credits
HCDI 63020       Teaching and Learning 1 15 credits
HCDI 60310 Teaching and Learning 2 15 credits
HCDI 60311 Dissertation 60 credits Masters  180 credits

Academic Advisors

The academic advisors are:

Dr Helen Chilton
Programme Director/ Senior Lecturer
Tel: 0161 275 3384

Dr Lindsey Jones
Lecturer in Deaf Education
Tel: 0161 306 2651

Your E-mail and Contact Details

You will be supplied with a student e-mail address.   All official communications will be directed to your student e-mail address and it is your responsibility to ensure that you can access and read mail from this source. Please note that text messages and social media posts are not regarded as official communication channels, and all written requests (including submission of forms) should be made via email. All administrative queries should be directed to your Programme Administrator, Amelia Clark ( 

If you prefer to use a local account then you must arrange to have your university email forward to your local address: for details on how to do this please contact Garry Byrne on 0161 275 2561.

Please do not use personal email addresses to contact staff – always use your University account.

Please ensure that you update any changes to your personal information on the MyManchester portal straight away and please also submit a note of the change to

Email Standards and Etiquette

When e-mailing staff you should always use your University of Manchester e-mail account. Many staff support multiple course units, and even across different degrees, so it is important to check that you have included all relevant information, such as your year of study or the course unit your email relates to (e.g. do not assume they will know which ‘essay’ you are talking about).

For any assignment submission queries (e.g. late or no submissions) remember to always contact your Programme Support Administrator rather than the Course Unit Lead, this protects the anonymous marking system and ensures your work does not unintentionally become deanonymized by the marker.

Please bear in mind that your e-mails to staff may need a different style and tone to those you would address to a friend. While some members of staff are comfortable communicating in an informal style, you should not assume that this will be the case for all staff. The following tips are intended to ensure your e-mails are positively received:

  • Use a formal tone when you initially contact a member of staff, if they respond informally you can assume that your future e-mails to them can match this tone.
    • Pay attention to the spelling of the recipient’s name and their title (e.g. Prof, Dr, Mr, Miss / Ms; Mrs). These details are easy to check via the University website.
    • Open with a polite address, i.e. ‘Dear John’ , ‘Dear Dr Smith’, etc. and avoid overly familiar openers, e.g. ‘Hey there’, ‘Hiya’, etc.
    • Similarly, don’t sign off in an overly familiar way, e.g. ‘Laters!, Jonno’, ‘Jonno xx’, etc.
  • Be polite and respectful in your communications.
  • Don’t send e-mails that sound curt, abusive, or demanding, or make unnecessarily personal remarks.
  • Be patient and allow around three working days for a response (any urgent matters may well require a phone call); vacation periods may require more time.
  • When someone has responded to answer your question, address your concerns or provide guidance, it’s a good idea to send a quick mail to say thank-you.

Enhanced Disclosure and Barring Service Check and Criminal Record Code of Conduct Self-declaration

A condition of joining the Deaf Education programme is that students will need to complete an Enhanced Disclosure and Barring Service check. Part of the DBS application process requires your identity to be validated using a selection of ID documents. You will be contacted about completing your DBS by the University’s assigned DBS administrator. Please note that you will not be able to progress through the programme without completion as the DBS check is a prerequisite to some of the units of study.

Before joining the programme students are asked to complete a Criminal Record and Code of Conduct Self-declaration.  Students agree to inform the School immediately and in writing, should there be any changes or additions to the information they have provided. The Criminal Record and Code of conduct Self-Declaration is repeated upon entry to Year 2 of the programme (for part-time learners).   

Non-completion of DBS checks and Criminal Record and Code of Conduct Self-Declarations is viewed as a student conduct issue and dealt with accordingly.

Fitness to practice

Many students within the Faculty of Biology, Medicine and Health come into contact with the public when undertaking practical training as part of their study. The Faculty has a duty to ensure that those students are fit to practise. The Deaf Education programme is able to use the established procedures for dealing with student-related fitness to practise issues.

Faculty of Biology, Medicine and Health PGT Graduate School Online Skills Training Resource

The Faculty has developed a skills training resource to support you through your postgraduate taught programme. This online material should supplement the assessed learning material and activities undertaken in your taught programme.

Accessing the online skills resource

You can access Blackboard through the My Manchester portal ( The skills training resource is available in an academic community space available to all registered PGT students in the Faculty through Blackboard.

If you cannot see these units in your Blackboard please contact your Programme Administrator.


Full details of all these resources can be found in the introduction to each unit. These resources have been designed to give you formative feedback on your progress through them. If you experience any problems and would like to talk to someone please contact your Programme Director. If you have questions about referencing and how it applies to your own work, please contact your Programme Director or dissertation supervisor/module lead.

Intellectual Property Awareness Resource This Intellectual Property (IP) awareness resource has been created in order to improve your understanding of IP. Topics include: Types of intellectual property • Copyright and IP clearance • University policy on IP • IP commercialisation • IP in research or consultancy • IP issues to be aware when dealing with academic materials

Please note the following Online Skills Resources are recommended for students completing a dissertation. Your dissertation supervisor will ask you to complete this training if relevant to your studies.

Research Methods* This course is spilt into 3 units that cover introductions to study design, statistics and dissertation skills. It has a number of online quizzes where you can test your knowledge.
Statistics* The course provides a valuable foundation for understanding and interpreting biostatistics. It aims to provide you with the fundamentals of quantitative analysis.
Presentation Skills This short interactive unit is designed to help you to enhance your presentation skills. Regardless of whether you are presenting in public, preparing for conferences, an oral examination or more informal settings this unit will give you the tops tips to improve your delivery.
Qualitative Research Methods* This unit has been designed to give you an introduction to Qualitative Research.


* NOTE: the material in this online resource is for reference and formative learning purposes only. In some of your taught programme you may be required to undertake assessed course units for Research Methods, Qualitative Research or Statistics. If your programme involves taught units then you should refer to the Blackboard material relating to that course unit. Please contact your Programme Administrator if you are unsure which material relates to your assessed work. You will still be able to refer to the online skills resource in later years.


Introductory courses

MANDATORY Non-Credit Bearing Introductory Courses SHSS60001

All students are automatically enrolled onto an introductory unit that provides information on health and safety, academic malpractice and academic literacy. Completion instructions for each of these sections are clearly defined within the course. Completion of the academic malpractice and health and safety sections is mandatory for all students. All assessments must be completed as soon as possible after the programme begins, with the academic malpractice assessment completed before the first piece of coursework is submitted. Completion of these assessments is monitored by the School. All students are also strongly advised to complete the academic literacy section.

Assessment and Regulations

Postgraduate Taught Degree Regulations for Students

Postgraduate Taught degrees at the University of Manchester are based on the National Framework for Higher Education Qualifications (FHEQ). This framework requires students to achieve credit at masters’ level in order to get an award. For a standard postgraduate taught Masters programme this will normally mean passing 180 credits. A standard postgraduate diploma will normally have 120 credits and a postgraduate certificate 60 credits. The way in which you study these credits will be defined later in the programme handbook and the programme specification.

The University sets standards relating to your performance on every unit but also on your progression through the programme. Your programme and course unit specifications will set out the requirements for passing the credit on individual units.

The full PGT Degree Regulations can be accessed at:

Introduction to the Postgraduate Degree Regulations for Students is available at:

Please be aware that the MSc/PG Diploma Audiology and MSc / PGDip Deaf Education programmes have some higher requirements to the University degree regulations and details of these are outlined below;

Exemptions to the PGT Degree Regulations

  • The programmes will operate a 50% pass rate across all levels and pathways – ie stand-alone units, PG Cert, PG Diploma and MSc
  • The programmes above will not apply compensation rules to any course units
  • Students must gain a minimum of 50% in each piece of work in all modules to be awarded the MSc/PGDip.

If a student fails a Teaching Placement unit then they will only be referred for resit at the discretion of the Examination Board. Due to the completion of this programme leading to a professional teaching qualification, if the Examination Board deems that a student is unfit for practice then they reserve the right to deny the student a second attempt at completing the placement. Therefore the student will be deemed to have failed the programme.

Award of MSc/PG Diploma/PG Certificate and Credit Requirements

To be awarded a degree, must accumulate the requisite credits by passing the assessments for course units and thus gaining the credits associated with them.

The pass mark for all examinations, the dissertation and assessed coursework

(assignments) is 50%. Compensation between units is not permitted. The pass mark of 50% applies to all students.

Students must accrue 180 postgraduate credits to qualify for the degree of MSc. Of these 180 credits, 120 are associated with eight compulsory taught Course Units and 60 credits are associated with a research dissertation. For the Diploma route, students must accrue

120 credits by taking eight 15 credit compulsory course units but omitting the dissertation.  For the PGCert (international pathway) students will take 4 compulsory 15 credit modules (arriving at a total of 60 credits)

All course units are compulsory and there is only one route through the programme.

The Post Graduate Diploma in Deaf Education is recognized as meeting the national mandatory requirements of the ToD qualification.  No compensation is allowed between course units.  All course units must be successfully completed.

What happens if I fail some units?

The first thing to do is sit down with your academic adviser who will take you through your options.

The regulations allow you further attempts of up to half the taught credits for a standard masters programme as defined by your programme specification, so you can still get back on track.

This is known as ‘referred assessment’ and these reassessments will normally take place in the same academic year as the original assessment. The Examination Board will then make decisions on your progress and your programme administrator will advise you accordingly of the decisions and next steps.

Successfully re-sat course units will be recorded with a mark of 40R, unless your original mark was between 40-49 in which case you will keep your original mark with a suffix of R. It is this mark that will be used to calculate your final degree classification.

Some programmes, particularly those which are externally accredited or linked to professional practice may set a higher pass rate than stated in the regulations. These programme exemptions are clearly detailed above.

What happens if I fail my resits?

Upon taking the referred assessment, if you fail again the Examination Board will make a decision with regards to your progress. The possible options available may in exceptional circumstances include repeating the unit, being awarded an exit award if all the opportunities to retrieve failed assessment have been exhausted, or withdrawal from the programme.

What happens is I fail my dissertation?

If you fail your dissertations at the first attempt but your mark is above 30% you will be given the opportunity to resubmit a revised version of the dissertation. You will normally be given up to six months in which to make the requested revisions or undertaken additional work. You will be provided with feedback from your examiners and guidance on the revisions required to bring the work to the appropriate standard for the Masters award. If your mark is below 30% you will not be permitted to resubmit.

How is my degree calculated?

To be considered for a Masters Degree you must have achieved 180 credits at the appropriate level. Don’t worry if you have had a referral as these still count towards your credit total for a Pass or Merit. If, however, you have undertaken any referred assessment you will not be eligible for a Distinction.

The award of masters is based upon gaining the required number of credits, normally 180. Classifications for merit or distinctions will be calculated on the basis of an average mark, based on the weighted programme as a whole. If you are completing a postgraduate diploma or certificate programme then these degrees are only awarded as a pass.

PG Diploma and PG Certificate programmes are only eligible to be awarded a Pass overall.

When and how are decisions made about my results and my progress?

It is expected that all your attempts at referral assessment will take place in the same academic year in which the assessment was first taken. After each assessment period there is an ‘Examination Board’.

Members of the Examination Board normally include your unit tutors, programme directors and overseen by an external examiner from another university. It is the job of the Examination Board to review all the results anonymously and make decisions on the award of credit and who can resit exams / assessment or gain compensation. It is also the role of the Examination Board to decide who cannot continue and will leave the University with an exit award. Some students will narrowly miss the threshold for a degree classification and so we look at their pattern of marks (Mark Distribution) and may look at their examined work (Mark Review).

What do I do if I disagree with the Examination Board’s decision?

The University has clear and fair procedures which set out the course of action should you wish to appeal against an Examination Board decision or make a complaint. There are a number of grounds on which an appeal may be made, however an appeal which questions the academic or professional judgement of those charged with assessing your academic performance or professional competence will not be permitted. The relevant regulations and forms can be found at:

Regulation XIX Academic Appeals

In the first instance, we would urge you to contact your Academic Advisor who will be able to talk you through the decision making process.  

Progression Statement

Students who register for the MSc course (as opposed to the PG Diploma course) will not be allowed to progress to the Dissertation unless they successfully complete 120 credits of taught course units.  Students who register originally for a Diploma, but subsequently wish to transfer to the MSc course, will be allowed to do so if they attain, in assessments of the 8 taught Course Units, the level of achievement specified above for the award of the MSc.

Submission of Assessed Work


What is Blackboard?

Blackboard is an on-line learning and information environment available to all students.  All course-related content, materials, reading and activities will be placed on Blackboard so it is essential that you familiarise yourself with the system as soon as possible.  Blackboard also offers discussion forums which you may find a useful resource to share information about assignments and other course-related queries.  Electronic versions of the programme handbook and relevant forms can also be viewed and downloaded via Blackboard.

How do I access Blackboard?

Students should access Blackboard via My Manchester at:

Please see the following link for essential information about using Blackboard and refer to the ‘Student Guide to Blackboard’ document:

You will also have a University e-mail address, which will be available to you for the duration of the course.  It is important that you check this email amount on a regular basis as all University related correspondence will be sent here and not to your personal email address.

IT Support

If you experience problems with Blackboard please refer to the Blackboard support pages at:

If you require further assistance or you are having difficulties with any other IT facilities you can contact the IT service desk:
Tel: 0161 306 5544
Use the IT Services Knowledge Base:
For issues with e-resources and journals please contact or telephone 0161 2757388

Sometimes the links to access materials within external websites fail.  This can be for numerous reasons, it maybe that the website is undergoing maintenance, or it may be that the web address to access the materials has changed.  Please alert your course tutor as soon as possible if a link does not work.  Cut and paste the link into an e-mail stating which unit and where the problem occurred.

Marking Criteria for Assessments






Exceptional work, nearly or wholly faultless for that expected at Master’s level.





Work of excellent quality throughout.


70 -79%




EXCELLENT Work of very high to excellent quality showing originality, high accuracy, thorough understanding, critical appraisal, and very good presentation.  Shows a wide and thorough understanding of the material studied and the relevant literature, and the ability to apply the theory and methods learned to solve unfamiliar problems.







Work of good to high quality showing evidence of understanding of a broad range of topics, good accuracy, good structure and presentation, and relevant conclusions.  Shows a good knowledge of the material studied and the relevant literature and some ability to tackle unfamiliar problems.





Work shows a clear grasp of relevant facts and issues and reveals an attempt to create a coherent whole. It comprises reasonably clear and attainable objectives, adequate reading and some originality.







Work shows a satisfactory understanding of the important programme material and basic knowledge of the relevant literature but with little or no originality and limited accuracy.  Shows adequate presentation skills with clear but limited objectives and does not always reach a conclusion.







Work shows some understanding of the main elements of the programme material and some knowledge of the relevant literature. Shows a limited level of accuracy with little analysis of data or attempt to discuss its significance.


20- 29%




Little relevant material presented.  Unclear or unsubstantiated arguments with very poor accuracy and understanding.


0 – 19%



Work of very poor quality containing little or no relevant information.

The minimum pass mark for each course unit for Diploma & MSc is 50%

Word Limits for Assessed Work

In accordance with the University Policy on Marking:
Each written assignment has a word limit which you must state at the top of your first page. It is acceptable, without penalty, for you to submit an assignment within a range that is plus 10% of this limit. If you present an assignment with a word count exceeding the specified limit+10%, the assignment will be marked but 1% will be deducted from this mark for every 100 words over the limit given.

For an original word limit that is 1000 words and an assignment that is marked out of 100.  If a submission is made that is 1101 words then it exceeded the 10% leeway, and is more than 100 words over the original limit and should receive a 1 mark deduction.

 In accordance with accepted academic practice, when submitting any written assignment for summative assessment, the notion of a word count includes the following without exception:

  • All titles or headings that form part of the actual text. This does not include the fly page or reference list
  • All words that form the actual essay
  • All words forming the titles for figures, tables and boxes, are included but this does not include boxes or tables or figures themselves (The exception to this is the Developing Deaf Child and Language Assessment essays where you are required to present some of your work in table format. The text in these tables is included in the word count)
  • All in-text (that is bracketed) references
  • All directly quoted material

Certain assessments may require different penalties for word limits to be applied. For example, if part of the requirement for the assessment is conciseness of presentation of facts and arguments. In such cases it may be that no 10% leeway is allowed and penalties applied may be stricter than described above. In such cases the rules for word count limits and the penalties to be applied will be clearly stated in the assessment brief and in the submission details for that assessment.

For an original word limit that is 1000 words and an assignment that is marked out of 100.  If a submission is made that is 1101 words then it exceeded the 10% leeway and is more than 100 words over the original limit and should receive a 1 mark deduction.

You are required to use Arial and font style 12 for your work.  Also please follow the Harvard referencing style – you can find helpful information and guidance about referencing at the following link:

Submitting work

All work submitted must be typed or word processed.  Students must ensure work is double spaced and that there are adequate margins.  All pages should contain the student number at the top, be numbered, and any appendices should be clearly labeled and numbered using Roman numerals.

Students must ensure that the assignments follow the correct format for referencing

Some of the assignments may require students to present information relating to ‘real’ families and children. It is imperative that any information relating to a deaf child or their family is completely anonymized. Failure to do so could result in failure of the assignment or a reduced mark.  This is a serious ethical issue and is treated as such.

The majority of coursework will require online submission through Blackboard via a function called Turnitin. The deadline for submission will be 12 noon. Please note that uploading your work can take longer than expected, and you are encouraged not to leave the submission to the last minute. This deadline is strict. You can submit before the date if you wish and can go back and change your submission up until the final deadline.


For Online Blackboard submissions, you MUST put your ID number first in your assignment title and save and submit your document using your ID Number e.g.’ 7123456 Curricular Access Assignment’.

 DO NOT title the work ‘Essay’ or as the title of the work. Please note that failure to follow this guideline may result in work being deleted.

 Please remember you can only upload one document so you cannot save your references/appendices as a separate document.

 If you have any problems submitting work on Turnitin please contact the elearning helpdesk on 0161 306 5544 or via

Please check with the programme team before submitting any hard copies of work. Any hard copies should be submitted to Amelia Clark in G15 Zochonis Building.

Policy on Submission of Work for Summative Assessment on Taught Programmes:

The Use of Turnitin

The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking.  Such systems include TurnitinUK, the plagiarism detection service used by the University.

As part of the formative and/or summative assessment process, you will be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University.
The School also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.

Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.

All typed summative assessment, including dissertations, should be submitted online and subjected to plagiarism detection software where appropriate.

Understanding Academic Malpractice

The University does not permit plagiarism or other forms of academic malpractice under any circumstances, and individuals found to have committed such an incident can expect a harsh penalty, which in some cases results in exclusion from the university. To ensure that you are fully informed about University expectations and understand your responsibilities regarding academic malpractice please ensure you have read the guidance provided by the University to students on this topic.

Guidance to students on plagiarism and other forms of academic malpractice:

If you have any doubts or further questions please contact your course tutor or programme director.

As further support, the Faculty Graduate School has developed a module entitled “Understanding Academic Malpractice”. This module should be completed by all postgraduate taught students and will allow you to test your understanding of what constitutes plagiarism and academic malpractice.  The module is part of the PGT Medical and Human Sciences Graduate School Online Skills Training Resource.  You can access the resource via Blackboard.  Log in to My Manchester and click on the Blackboard tab.  The online skills training resource will be listed under the My Communities heading (below your course units). The module should be completed as soon as possible after you begin your programme but must be completed before you submit your first piece of academic writing for assessment.

Mitigating Circumstances

Mitigation describes the process by which a student may be compensated for poor assessment performance, or when they are not able to complete an exam/assessment, as a consequence of unforeseen or unpreventable circumstances.

A student must submit a request for mitigation to their Programme Administrator, in advance of their assessment submission deadline or exam. Retrospective mitigation requests will only be considered if:

  • Presented by the deadlines below
  • The Mit Circs Panel is provided with compelling reasons as to why the circumstances could not be made known or presented prior to the original assessment submission deadline/exam.

Mitigating circumstances forms must be submitted before the submission date or Exam. All supporting evidence and any applications for retrospective mitigation (as above), must be submitted no later than the following:

Semester 1 assignments and Exams: 31st January 2023

Semester 2 assignments and Exams: 13th June 2023

Semester 2 exam resits: 5th September 2023

Please complete the following form to submit a Mitigating Circumstances Request :

Any requests for mitigation will be considered confidentially by a mitigating circumstances panel. The panel will normally comprise of the Programme Director, a Programme Administrator and a senior member of School staff. The mitigating circumstances panel meets after the dates outlined above, just prior to Exam Board, to discuss any requests for mitigation. The panel will determine whether there is substantiated evidence of circumstances eligible for mitigation. It will then decide whether the circumstances will have had or could have had an adverse effect on the student’s performance, and, if so, it will judge how significant the effect was likely to have been. If the Mitigating Circumstances Panel judges that the effect was or would have been significant, the mitigation request will be approved. Mitigation requests may be approved for a specific assessment  or more general impairment over a number of assessments, or for both. If a mitigation request is approved, recommendations will be made to the Exam Board who will determine how to apply it, given the student’s assessment results.

Following the Exam Board, students will receive confirmation of the outcome of their mitigation request. If a mitigation request is successful, work submitted late or a re-take of an assessment/examination as a first attempt, may be offered (without penalty). However, should the Mitigating Circumstances Panel feel that you do not have sufficient and appropriately evidenced reasons, your mark would be reduced in line with the late submission penalties above, or a re-take of an assessment/exam may be considered as a re-sit attempt (providing you have a resit opportunity available).


Requests must be accompanied by appropriate, independent, third-party supporting or collaborative documentation, which will be subject to verification. Valid reasons must be evidenced with the length of the delay appropriate to the circumstances. Providing you submit a mitigating circumstances form and supporting documentation, before the appropriate deadline (as outlined above), the Mitigating Circumstances Panel will then consider this.

Grounds for mitigation can be found in the Policy on Mitigating Circumstances. Available at

If the information, and details of the mitigating circumstances, is considered to be highly confidential, students should submit these in a sealed envelope attached to the Notification of Mitigating Circumstances Form, together with the supporting documentary evidence. Mitigating Circumstances Panels should have due regard for the confidentiality of any application they receive.

If a student has medical or personal circumstances which they feel may adversely affect their studies and/or their performance on an assessment/examination, they should inform their Academic Advisor or Programme Director as soon as possible. If a student attends an exam, or submits on time, BUT feels that their studies have been adversely affected, they should still complete a mitigating circumstances form before the deadline, as this would only be applied to their record if it was required. Please note: retrospective mitigation requests will NOT be considered once marks have been ratified, under any circumstances.

For dissertations: To ensure students can complete the dissertation to the best of their ability, mitigating circumstances will not normally be considered after submission. Instead, we recommend that students with mitigating circumstances request a deadline extension (with support from your supervisor or Programme Director, which will then be submitted for approval to the School Graduate Education Manager – See Extension to Dissertation Submission section below for further details.

Students are advised to consult the following guidance, which directs them to seek advice and support before and whilst submitting a request for mitigation. The University form and guidance for students, is available at:

Mitigating circumstances forms are available on Blackboard, or from your programme administrator

It is your responsibility to submit this form and you must do so by the advertised deadline that applies to the period of time / piece of work of work you are claiming mitigating circumstances for.

It is your responsibility to make sure your request has been received.

In the event that your programme administrator is not available, we recommend that you copy in the programme directors or ring the Student Support office (0161 275 8581) and another member of the team may be able to deal with your request.

Grounds for mitigation are unforeseeable or unpreventable circumstances that could have, or did have, a significant adverse effect on the academic performance of a student. Possible mitigating circumstances include:

  • significant illness or injury;
  • the death or critical/significant illness of a close family member/dependant;
  • significant family crises or major financial problems leading to acute stress; and
  • absence for public service e.g., jury service.

Circumstances that will not normally be regarded as grounds for mitigation include:

  • holidays, moving house and events that were planned or could reasonably have been expected;
  • assessments that are scheduled close together;
  • misreading the timetable or misunderstanding the requirements for assessments;
  • inadequate planning and time management;
  • failure, loss or theft of a computer or printer that prevents submission of work on time; students should back up work regularly and not leave completion so late that they cannot find another computer or printer;
  • consequences of paid employment (except in some special cases for part-time students);
  • exam stress or panic attacks not diagnosed as illness or supported by medical evidence; and
  • disruption in an examination room during the course of an assessment which has not been recorded by the invigilators.

Extensions to Assignment Deadlines

On rare occasions students may need to request an extension to a coursework deadline and we would not expect students to wait for a mitigating circumstances panel to grant an extension. If you need to request an extension to your assignment submission deadline then you must submit an extension request form which must be accompanied by supporting evidence (medical letters, certificates or other appropriate evidence).  The supporting evidence must justify the length of the requested extension.

A maximum of a 1 week extension can be granted on coursework deadlines if students have experienced unforeseen mitigating circumstances such as illness. An extension request form (with supporting evidence) should be submitted to for authorization giving enough time for a response to be offered prior to the original deadline.

The extension request form is available below or can be obtained

The form should then be submitted minimum of 24 hours before the coursework deadline and should be submitted to or G15, Zochonis Building, Brunswick Street.

It is your responsibility to make sure the request has been received. In the event that your programme administrator is not available, we recommend that you copy in the programme directors or ring the Student Support office (0161 275 8581) and another member of the team may be able to deal with your request.

You will be notified of the outcome of your request via email as soon as possible.

Please note that an extension to a deadline is classed as mitigation. Mitigation can only be applied once to a piece of work. i.e. you cannot have a deadline extension and also apply for mitigation for poor performance due to the same circumstances.


Late submission (including the Dissertation for MSc students)

If unforeseen circumstances mean that you are unable to submit your work on time without applying for an extension previously then you must let the course unit leader and/or your Programme Director know as soon as possible. This process then falls under the standard Mitigating Circumstances procedure as detailed above. You must submit a mitigating circumstances form and supporting documentation before the appropriate deadline to explain the lateness of your submission. This will then be considered at the next Mitigating Circumstances Panel.

The work will then be assessed without regard to its lateness and you will be given a provisional mark in the usual way, so that you can have feedback about what you have done.

If you have a valid reason for the late submission, and this is documented, and the length of the delay is appropriate to the circumstances, then the provisional mark awarded will stand. Alternatively, should the Mitigating Circumstances panel feel that you do not have sufficient reason for late submission, the provisional mark will be reduced in line with the penalties below.

Late Submission Policy

Work submitted after the deadline without prior approval will be subject to a late penalty in accordance with the University Policy on Submission of Work for Summative Assessment on Taught Programmes.  The penalty applied is 10% of available marks deducted per day/24 hours (from the time of the original or extended deadline), until the assignment is submitted or no marks remain.

Penalties for late submission relate to 24 hours/calendar days, so include weekends and weekdays, as well as bank holidays and University closure days.

The mark awarded for the piece of work will be reduced by:
10% of the available marks deducted if up to 24 hours (1 day) late
20% of the available marks deducted if up to 48 hours (2 days) late
30% of the available marks deducted if up to 72 hours (3 days) late
40% of the available marks deducted if up to 96 hours (4 days) late
50% of the available marks deducted if up to 120 hours (5 days) late
60% of the available marks deducted if up to 144 hours (6 days) late
70% of the available marks deducted if up to 168 hours (7 days) late
80% of the available marks deducted if up to 192 hours (8 days) late
90% of the available marks deducted if up to 216 hours (9 days) late
100% of the available marks deducted if up to 240 hours (10 days) late

If the assessment is submitted within 10 days of the deadline the assessment should be marked and feedback to the student provided. If this mark before the penalty is applied reaches the appropriate pass mark but the applied penalty results in a fail of the assessment, the student should not be required to resit the assessment as the original mark can be taken as the resit mark. Further information and examples can be found in the Policy and associated Guidance documents.

For work submitted more than 10 days late, it is regarded as a non-submission and need not be marked. In this case a mark of zero will be awarded and normal resit regulations will apply.

The sliding scale should only be applied to first-sit submissions. For all referred (resit) assessment, any late submission will automatically receive a mark of zero.

For further information:
Guidance on Late Submission
Policy on the Submission of Work for Summative Assessment on Taught Programmes

Similarly, if you are unable to attend an exam then you must submit a mitigating circumstances form and supporting evidence to explain your non-attendance.  This will then be considered at the appropriate Mitigating Circumstances Panel and following exam board.

Unauthorized absence from examinations will result in a mark of Zero being recorded for that examination

Feedback for Assessments

The purpose of feedback is to provide constructive criticism and encouragement so that you can improve your standards as time goes on. Thus, in addition to marks we will give you written feedback on most of your assessed coursework.

Students will be notified by email once the work has been marked and feedback is available to view on Blackboard.  We will endeavour to return marked work and feedback to students 15 working days after the hand-in date. However, occasionally there may be delays because of staff illness or other unforeseeable factors which you will be notified about if necessary.

Marks awarded for your assessments (i.e. everything which contributes to your final degree classification) are subject to moderation by the examination board and the external examiner at the June examination meeting. Consequently, all marks given to students before the final examiners’ meeting has taken place must be regarded as provisional.

All written examinations and assignments are marked anonymously; with a sample moderated internally and by the External Examiner.

To view feedback on Blackboard via Turnitin please follow these instructions:

Please note that release of grades in Turnitin on postdate may be delayed by up to 30 minutes at peak usage times.  If your grades have not appeared after 30 minutes please report this to

Policy on Feedback to Undergraduate and Postgraduate Taught Students:

External Examiners

The MSc/PG Diploma in Deaf Education has one External Examiner who moderate the examining of units and dissertations.  Normally, External Examiners attend the Exam Board meeting at the end of Semester 2 each year.

Role of the External Examiner

External Examiners are individuals from another institution or organization who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.

External Examiner Reports

External Examiners’ reports relating to this programme will be shared with student representatives at the PDT Meetings where details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.

External Examiner Details

The External Examiner for this programme is Helen Nelson
Position at current Institution: Principal Lecturer & Course Leader MA Deaf Education Studies (new position TBC)

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments.  Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Office (or equivalent).

Viewing Ratified Marks and Final Classifications

 Shortly after the Examination Board in June we will publish ratified results via the student self-service system in MyManchester. 

 When you have graduated you may obtain a detailed official written account of all your examination results (called a transcript) from the Student Services Centre on payment of a small fee. This carries the University stamp and is recognised for such purposes as admission to a further course of study at another institution (in the UK or abroad), membership of professional bodies, exemption from sections of professional examinations and so on. If you need a transcript go to the following link

You can also obtain an electronic transcript via Edocs

How to Access Your Results on the Student System

  • Log into MyManchester: (If you haven’t used the University’s central computing facilities before you can sign up here)
  • Go to the ‘My Services’ tab along the top and click on ‘Student System’
  • In Campus Solutions, from the home page select Student Centre
  • You should then click on Grades in the scroll-down menu and click the button to the right of the menu
  • You will then see a list of all your course units and grades for your chosen academic year. You can change the academic year if necessary using the ‘change term’ button
  • If you scroll down, under ‘term statistics’ you will be able to view your final average and classification (if applicable)
  • To see individual component marks for a course choose Assignments in the drop down menu rather than Grades
  • You will then see another list of all your courses. To view individual marks click on the title of the course
  • On the next page you will see the mark you were awarded for each assignment

Academic Appeals

  • Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.
  • Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, to better understand the reason for the result or decision.
  • Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail:

The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at

Student Complaints

  • The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at
  • University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation – see
  • Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail:


Graduation ceremonies for PGT students are held in the Whitworth Hall in December and July.  Details are sent to students by the Student Services Centre or you can find further information here


If you know you are going to miss a session in advance, please contact the Unit Lead at least 24 hours BEFORE the session.

Students are required to attend ALL lectures, supervisions, seminars and lab classes held in connection with the programme on which they are studying.

Attendance monitoring will take place during ALL sessions.

Students who miss more than three of these sessions will receive informal warning letters from staff in the Student Administration Office.

Absences supported by medical or other appropriate information will not normally be counted towards the assessment of unsatisfactory attendance.

Postgraduate students are also expected to sit ALL examinations and coursework tests for their degree programme and to submit ALL coursework assignments by the deadline specified.  Any absences should be supported by a Mitigating Circumstances Form and supporting evidence (see the Mitigating Circumstances section)

In the case of persistent unsatisfactory work and attendance the following action will be applied:

  • After 3 recorded absences (within the same module), a formal warning letter will be sent stating the actions required to take to improve their attendance. The letter will state that unless the student complies with the actions specified, and any further absence is recorded (for the same module) a decision may be taken to refuse the student permission to take examinations or assessments, with the consequence that the student may be excluded from the programme.
  • If any further absence (for the same module) is recorded following the formal warning letter. Students will be required to attend a compulsory interview by a senior member of Academic staff or a senior member of the Student Administration staff.
  • A final warning letter stating unless the student takes action agreed in the Interview, the student will be notified of a withdrawal date and consequently withdrawn from the University.**
  • Students who are absent from a continuous period of 30 days or miss an entire end-of-semester set of examinations without good reason will be assumed to have withdrawn. Students will be notified of a withdrawal date and will be withdrawn from the University.***
  • Students who achieve a weighted average of 45% or less in their first semester examinations will be required to attend a compulsory interview with a senior member of Academic staff.

**Students with approved previous experience, or AP(E)L may have agreed absence have prior

approval from programme directors to be absent from specific lectures. These absences will not be counted towards the assessment of unsatisfactory attendance.

***Students studying under a Tier 4 visa permission should note that once a withdrawal has been completed on the University’s Student System, students will be reported to the UKBA and will be required to leave the UK within 60 days of their withdrawal date.

On Campus Attendance

Distance learning students will be required to be on campus twice in year 1 and twice in year 2.

If you wish to attend the November Conference in year 2 having already attended in year one, you will need to seek permission to attend from the Programme Team.

Online Attendance

You should consider accessing e-learning material, engaging in discussion boards, completing on-line tasks and participating in much the same way as if you were attending a lecture or participating in a tutorial.

Student engagement with Blackboard will be monitored weekly. Students who have not engaged to a satisfactory level within a module will be classed as absent.  We would expect distance learners to begin their studies from the first week of term (i.e. the period of study commences immediately following the on campus induction) and students should be able to demonstrate weekly study comparable to what is expected of on campus learners.

E learners: we will set up a Zoom tutorial system in collaboration with you. You will be allotted to a group/date and should make every effort to attend these. If you are unable to attend and let us know we can on some occasions organize a phone tutorial but this is an exception rather than a rule.

Further information about work and attendance of students is given in Regulation XX – Work and Attendance of Students, which is available from the following website:

 Student Ill-Health

The guidelines for non-attendance due to ill health must be followed as described in this handbook.  You must notify the Programme Administrator no later than the first day of absence if you are absent due to illness.

Students on both the On-Campus and Distance Learning pathways need to inform the Programme Administrator of any ill health.

A Faculty self-certification form should be submitted to the Programme Administrator if you are absent for between 1-7 days – please below.  Thereafter, a medical note should be obtained from your GP or a hospital consultant.  This applies to on-campus and on-line teaching and learning activities.

All medical certificates or other documentary evidence explaining absence from tutorials, lectures and other course work must be submitted to the Programme Administrator within one week of the illness or as soon as possible due to other circumstances. A failure to submit a medical certificate or other appropriate documentation to explain absence may result in loss of any claim that mitigating circumstances be taken into consideration when academic performance is assessed.

Please see Mitigating Circumstances for more information.

Interrupting Your Studies

Students normally study for their degree over a period of one year (or two consecutive years part-time). However, the University recognises that it is sometimes necessary, in unfortunate circumstances, for people to interrupt their attendance. The regulations refer to this as “interruption”.

If approved, interruption would normally be granted for a period of 12 months. Thus, a student would leave the University on a certain date and resume their studies on the anniversary of that date. Shorter periods of interruption are possible, but since they inevitably involve repeating some of the programme it is unusual for the University to allow them.

A student who wishes to interrupt has to submit an Interruption Application Form; this should be after having an informal discussion with your programme director.

Wellbeing of Students

Student Support Officer

The Student Support Officer provides advice and guidance to students and staff in the school. Student Support offer assistance which complements and underpins the support provided by academic departments and can work with you to explore what options are available to you within the School and the wider University.

Student Support can talk through with you issues such as interrupting your studies and progression, financial issues, the submission of details of mitigating circumstances, work and attendance problems and any personal concerns that are affecting your ability to study and engage fully with your course. It is important to point out that Student Support is not a counselling service; it is a practical problem solving service.

You can come to the Student Support Office in Room G15 Zochonis at the following times:

Monday – Thursday 09.00–16.30

Alternatively, or outside of office hours, you can call 0161 275 7332 or email

Student Services Centre

The Student Services Centre (SSC) at the University is a central point for information and advice for all students, both home and overseas.

The SSC provides a wide range of services including those related to:

  • Immigration
  • Examinations
  • Certificates
  • Transcripts
  • Sources of funding
  • Fee payment
  • Registration and student cards

Tel: +44 (0)161 275 5000


Location: Burlington Street, Oxford Road campus, building no. 57 on the campus map.

Web page:

Disability Advisory and Support Services

The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service, who can supply further information, and staff will be pleased to meet you, by prior arrangement, to discuss your needs. Staff will liaise with your School to make the necessary arrangements for your support during your time in Manchester. The office can also provide a copy of the University’s Disability Statement, ‘Opportunities for Students with Additional Support Needs at the University of Manchester’ which sets out the policy and provision for students with a disability.

The Disability Advisory and Support Service is located on the 2nd Floor of University Place, Block 2.


Phone 0161 275 7512/8518; Text 07899 658 790; Minicom 0161 275 2794;

Fax: 0161 275 7018; Website:

In addition, the School has a Disability Support Officer, Ryan Hurst who co-ordinates support arrangements for all students. Ryan is available to discuss support needs with individual students. His contact details are 0161 275 7332; email:

Academic Tutorial Writing Service

Full information on how to access the service is available at:

Student Guidance Service

The Student Guidance Service is a student-centered service open to all Undergraduates and Postgraduates, from all departments across the whole University. The service provides confidential advice on any academic matter, from information regarding course transfers, for example, to referrals for study skills courses, or guidance in Appeals procedures or advice on complex issues where a student’s work is being affected in any way.

Counselling Service

The counselling service is available for all students. It is free and consists of a team of professional counsellors. The service provides confidential counselling for anyone who wants help with personal problems affecting their work or well-being.

The service is open 9.00am to 5.00pm Monday to Friday all year round except public holidays.

Occupational Health

Occupational Health is a specialised area of medicine concerned with the way in which an individual’s health can affect his or her ability to do a job and to study and conversely how the work environment can affect an individual’s health. Their aim is to promote the physical, mental and social well-being of students and to reduce the incidence of ill-health arising from exposure to work place hazards.

Students Union Advice Centre

The Students Union has advisers who can help with any matter ranging from finances to housing and beyond. On the South Campus, the Advice Centre is on the first floor in the Student Union Building, and is open Monday to Friday, 9.30am to 4.30pm, term time and vacation. There is no need to make an appointment. Their email address is

University Careers Service

As a postgraduate the demands on your time can seem overwhelming. The University careers service can make your life easier by offering a range of services designed to help you. Advice and support for Postgraduates include:

Where to find us: the careers service has three offices on campus and you are welcome to use whichever office is convenient.

Central – a large centre offering a full range of services (open 9-5 Monday-Friday, Crawford House, Booth Street East Tel: 275 2829)

Metro – located on campus north and offers full guidance facilities (open 9-5 Monday-Friday, C Floor Renold Building, Sackville Street Tel: 306 4330)

Express – ideal for quick queries and help with applications (open 9-5 Monday-Friday (term time only), Staffed Daily 12-2 Ground Floor, Students Union, Oxford Rd)

International Students

Overseas students may wish to join the University’s International Society which offers a social programme for overseas students and their families. The Society is situated in the Students Union , email, website

International Student Census

The University operates attendance monitoring census points within the academic year in order to confirm the attendance of students holding a Tier 4 Student Visa. This is to ensure the University meets the UKVI statutory requirements as a sponsor of Tier 4 students and its responsibilities in accordance with its Highly Trusted Sponsor status.

If you are a Tier 4 visa holder, you must attend these census points, in addition to complying with your programme’s attendance requirements. You will receive an e-mail from your Programme Administrator to confirm when and where you should go to have your attendance confirmed. You must check your University e-mail account regularly. Failure to check your e-mail account is not a valid reason to be absent from a census point.

What if a Tier 4 student cannot attend a census point?

If you cannot attend in person due to a valid reason which includes: illness; study placement; field studies; on year abroad; research work; or any other reason connected to your programme of study, you must email your Programme Administrator to inform us of your absence and your inability to attend in person. In the case of illness, you must provide a copy of a medical certificate. If you are in this position you should report in person to the School as soon as possible after you return to campus.

Students who are recorded as interrupting their studies are not expected to attend during their period of interruption.

What happens if a student does not attend a census point?

The School must be able to confirm your presence to the UKVI by the end of each census point in the academic year. If you do not attend a census point when required by your School and you do not provide a valid explanation for your absence you will be deemed to be “not in attendance”.

Those students identified as “not in attendance” will be reported to the UKVI and the University will cease to sponsor the student’s Tier 4 visa. The Tier 4 visa will then be curtailed and the student must leave the UK within 60 days.

Further information

For more information on Tier 4 visas:

If you have any concerns about the attendance monitoring census points, or your Tier 4 visa

status, please contact

Health and Safety


In case of accidents seek help at the Porters lodge or any departmental office.  In the case of minor injuries, first-aid boxes are held in each building. In serious cases help may be summoned by phoning Student Health (275) 2858 or the Emergency Services (9) 999.  Please be sure to complete an accident form.


If you are under medication or treatment that may affect your work or attendance you must inform the PGT Programmes Support Manager, David Parry (Tel: 0161 275 8581, E-mail:  who will take details in confidence.

Student Representatives

Election of a Student Rep

At the start of the academic year students will be asked to select individuals to represent their interests to the MSc Programme Development Team (PDT). The student representatives will be required to attend some compulsory training, attend all MSc PDT meetings throughout the year and also attend the External Examiner meetings as required.

 Student Representation on the Programme Development Team (PDT)

Issues affecting more than one student should be brought to the attention of the Programme Development Team (PDT) which monitors the MSc/Dip Programme, via the Student Representatives.  The PDT meets at least twice each semester and welcomes all feedback from students about the programme. Wherever possible this feedback is taken on board to develop and improve the programme. Feedback, and action taken by the Team, will be disseminated to students via the representatives.  Student reps also help with the practical skills practice rooms on the ground floor.

Student Representation, Feedback, and Programme Development

The student experience is an important source of information to help guide change and improvement in the programme. It is therefore essential that students are aware of both routes by which their views may be passed to the programme team and of the ways in which they are made aware of any consequent discussions and changes.

How students can pass comments to the programme team:

  • End of semester course unit questionnaires
  • Individual or collective (via student rep) approach to course unit tutors
  • Individual approach or collective (via student rep) to Programme Director
  • Individual approach or collective (via student rep) 
  • Student rep membership of the Programme Development Committee (meeting at least once per semester, at least four times per year)
  • The annual meeting with the Programme’s external examiner(s)
  • Tutorials, e.g. teaching placement feedback meetings

How students are informed of consequent discussions or changes:

  • Verbal report from Unit tutor, personal tutor, or Programme Director
  • Verbal report from student reps
  • Documented changes to subsequent programme handbooks
  • Programme Development Committee minutes, via student reps

Feedback from Students

At the end of each year we ask students to complete feedback on modules and each of the aspects of the course anonymously. The questionnaires are completed via Blackboard and the information gathered is used to guide the development of the course. 


Roles and Responsibilities of Supervisors & Students

Roles and Responsibilities of Supervisors and Students when completing the Dissertation. Please also refer to the Dissertation handbook for specific information

The responsibilities of Supervisors include:

a) giving guidance about the nature of research and the standard expected, the planning of the research programme, literature and sources, attendance at taught classes where, appropriate and about requisite techniques (including arranging for instruction where necessary);

b) maintaining contact through regular meetings (the frequency of meetings being appropriate to the research being undertaken and agreed in advance);

c) being accessible to the student at other appropriate times for advice and responding to difficulties raised by the student;

d) giving detailed advice on the necessary completion dates of successive stages of the work so that the thesis may be submitted within the agreed timescale;

e) requesting written work or reports as appropriate and returning written material with constructive criticism and in reasonable time;

f) ensuring that for degrees where an oral examination is required the student is adequately prepared by arranging for the student to present his or her work to staff and graduate seminars.

g) ensuring that the student is made aware when progress is not satisfactory and facilitating improvement with advice and guidance;

h) establishing at an early stage the Supervisor’s responsibilities in relation to the student’s written work, including the nature of the guidance and comments to be offered as the work proceeds and on the draft of the thesis before it is submitted. It must be made clear to the student that research for a higher degree is undertaken within the general principle that a thesis must be the student’s own work;

i) ensuring that at the end of each year of the course the student produces a research report, to which the Supervisor should add comments on progress. The Supervisor’s comments on progress should be signed by the student to confirm that they have been seen, before the annotated report is submitted by the Supervisor to the appropriate Supervisory body in accordance with established Graduate School procedures;

j) making students aware of other researchers and research work in the department and Graduate School;

k) encouraging the student to publish the research;

l) providing pastoral support and advising students, where appropriate, of University support services;

m) bringing to the attention of the students the health and safety regulations and academic rules, regulations and codes of practice of the University. More detailed guidance on Health and Safety is available in the University’s Health and Safety Policy Notice UMHSP 33, available from Health and Safety Services, which interprets and applies the CVCP Note of Guidance N/93/111, “Health and Safety Responsibilities of Supervisors towards Graduate and Undergraduate students”. Guidance on specific situations is available from the staff of Health and Safety Services.

n) to recommend examiners for the student’s thesis after discussion with the student to ensure that the proposed examiners have not had a significant input into the project, a significant personal, financial or professional relationship with the student, or that there is not other good reason to doubt the suitability of the recommendation

The responsibilities of the student include:

a) pursuing the programme with a positive commitment, taking full advantage of the resources and facilities offered by the academic environment and, in particular, contact with the Supervisor, other staff and research students;

b) discussing with the Supervisor the type of guidance and comment believed to be most helpful, and agreeing a schedule of meetings;

c) ensuring that he/she is aware of the health and safety regulations and academic rules and regulations and codes of practice of the University;

d) successfully completing any training programme arranged within the prescribed time period;

e) taking the initiative in raising problems or difficulties, however elementary they may seem, bearing in mind that prompt discussion and resolution of problems can prevent difficulties and disagreements at a later stage;

f) maintaining the progress of the work in accordance with the stages agreed with the Supervisor, including in particular the presentation of written material as required, in sufficient time to allow for comments and discussion before proceeding to the next stage. Where possible, students will be given details of the work programme for the academic year at the beginning of the year;

g) providing at the end of each year a report on progress to the Supervisor for submission to the appropriate Supervisory body in accordance with established Graduate School procedures. The report at the end of the first year will normally be a substantial piece of work in accordance with Graduate School procedures. Reports at the ends of subsequent years, occurring before the completion of the thesis, should adequately describe the progress made during the preceding year. If industrial research contract reports are being written on a regular basis, the Supervisor might judge these to be a satisfactory alternative to progress reports

h) agreeing with the Supervisor the amount of time to be devoted to the research and the timing and duration of holiday periods;

i) deciding when to submit the thesis. The student should take due account of the Supervisor’s opinion but must recognize that it is only Advisory. The student must ensure that appropriate notice of intent to submit a thesis is given, in accordance with the published University procedures;

  • checking the completeness and accuracy of the text of the thesis submitted; failure to check the thesis carefully may result in the thesis being failed or cause a delay in the award of a degree.
  • to disclose, in discussion with Supervisors concerning potential examiners for the thesis, any information that could significantly affect the suitability of the proposed examiner (s).  Such information may concern a significant input from the examiner(s) into the project or a significant personal, financial or professional relationship they may have had, with the student.


Facilities for students

Please note that these facilities are subject to change according to demand. If a facility is required for a specific purpose it is advisable to check availability in advance.

Library facilities

The University of Manchester Library provides you with the resources and support you need throughout your programme. The Main Library houses all of the essential text books whilst the Alan Gilbert Learning Commons provides a 24/7 learning environment in addition to study skills workshops. The Library also has an extensive collection of eBooks, databases and journals available online.

The My Library tab in My Manchester has quick links to all of the Library’s resources and services available to students.

Getting Started

You will need your student card to access all library sites around campus. Many of our services and resources also require you to confirm that you are a registered student. This authentication can be your student card, the ID number on the card, your Library PIN, the central username and password you use to log on, or a combination of these.

There is a library guide for students giving all of the latest information on resources and learning and research services available. This is a good starting point if you are looking for any library resources or information related to your course.

Each course module in Blackboard includes an online reading list, so you can quickly check availability and directly access e-books, digitised chapters and e-journals or articles.

The Main Library

The Main Library holds the principal collection of Psychological Sciences books and journals. The library search facility will let you know what items are available and where to find them, including eBooks and online journals.

The Main Library offers group study rooms, individual study space options and computer clusters. Wi-Fi is available throughout the building and a cafe lounge can be found on the ground floor. The Library has long opening hours and extends these during exam periods. Please check Locations and Opening Hours for full details on opening hours and facilities.

The Alan Gilbert Learning Commons

The Alan Gilbert Learning Commons is a state-of-the-art learning environment with 24/7 opening hours throughout term-time. The Learning Commons has flexible open learning spaces with multimedia facilities, computer clusters and 30 bookable group study rooms with whiteboards and media screens.

There is a series of training workshops covering a variety of academic and transferable skills hosted in the training room at the Learning Commons.  These workshops include training on revision/study skills, note-taking and other topics and have been developed by Learning Commons staff in partnership with other teams across the University.  Full details of training sessions are available at

Information and Facilities for Students


In the Ellen Wilkinson Building there is a photocopier in the Faculty Library, room C4.25.  Elsewhere in the University there are photocopiers in JRULM and the Students Union Building.

Prayer facilities

There is a prayer room which can be found on the 6th floor of the Ellen Wilkinson Devas Street Building, room A6.19

Computing facilities

Computer cluster

Coupland 1 Building

Open 9.00am – 5.00pm, Monday to Friday

The Division has its own Computer Support Unit, which is responsible for services in the Ellen Wilkinson Building.  There are five computer rooms in total; C2.19, B3.1, B3.3, B2.2 and B3.17. After you have registered and received your library card you can access these computer facilities using a self-registration system on the PCs in these rooms.

The School of Health Sciences also has computing support available in the Coupland 1 and Zochonis Building.


SECTION B : Course Units

HCDI60240 – Language Acquisition


Course Unit code: HCDI 60240


Language Acquisition
Credit Rating: 15
Level: Postgraduate
Delivery:) Semester 1


 Dr Helen Chilton
Pre-requisites: Qualified Teacher Status/QTLS for PGDip / MSc, qualified teacher in home country for PGCert (International pathway)


Students will have a theoretical understanding of language acquisition in hearing and deaf children. The practical application of this knowledge will help students to facilitate language development in deaf children. This course unit underpins all aspects of the programme. 

Learning Outcomes:

On completion of this unit successful students will be able to:

  • Synthesise the trajectory of early communicative behaviours and early language milestones, explaining the relationship and difference between them.
  • Evaluate the significance of the major milestones in communicative behaviours and language acquisition in typical development
  • Critically appraise the literature which explains how a hearing loss is likely to affect the acquisition of language with specific reference to linguistic milestones in both spoken language and sign language acquisition
  • Analyse the potential effects of deafness on the language learning process and explain the relevance of those around the child in supporting communicative behaviours and age appropriate language
  • Evaluate the significance of an early support approach within existing frameworks in use between ToDs, parents and other professionals in the UK
  • Critically appraise contemporary research which supports early, family-centred intervention.

Key Transferable Skills:

  • Written communication: detailed analysis of key research papers, critical appraisal and synthesis of such materials with course materials
  • Information technology: interrogation of electronic resources in the library
  • Interpersonal skills in group working during workshops and practically whilst on teaching placement
  • Flexibility in meeting the diverse assessment needs of deaf children and young people on placement when resources may not parallel those used in the University
  • Multi-agency working in completing linguistic assessment with supplementary information from Speech and Language therapists and other professionals


  • Introduction to first language acquisition
  • Theories of language acquisition and implications for practice
  • Pre-verbal communication
  • Words and meanings
  • Developing conversational skills
  • Spoken language acquisition in deaf children
  • Sign language acquisition
  • Development of speech intelligibility

Teaching and learning methods:

 Lectures, workshops, seminars, E learning resources, tutorials.

Learning hours 

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop in support, practice and learning in the field and assignment development and submission.


Assessment activity Length required Weighting within unit
Written assignment 3000 100%

All references and reading materials as well as links to other resources are on line and available through the electronic reading list.

HCDI60260 – Developing Deaf Child


Course Unit code:


HCDI 60260


Developing Deaf Child
Credit Rating: 15
Level: Postgraduate
Delivery: Semester 2


Dr Helen Chilton (Unit Lead), Dr Lindsey Jones
Pre-requisites: Qualified Teacher Status/QTLS for PGDip / MSc, qualified teacher in home country for PGCert (International pathway)


To promote effective support, intervention and teaching of deaf children within the context of their family, their psycho-social development and their specific learning needs.

 Learning Outcomes:

 On completion of this unit successful students will be able to:

  • Appraise the research indicating the implications of deafness on cognitive, social and emotional development
  • Research and evaluate innovative practices in relation to improving the achievement of deaf learners and draw on research outcomes and other sources of external evidence to inform practice
  • Formulate child-centred strategies for supporting the development of increased social, emotional and cognitive skills.
  • Synthesise information about children’s needs (including knowledge of appropriate assessment approaches) in order to inform positive intervention, support  and targets
  • Describe the features of Family Centred Early Intervention and early years work , working with families and other services
  • Demonstrate the ability to promote personal and social development in deaf children and pupils supported by knowledge of the research.
  • Demonstrate awareness of the high incidence of disability (including loss of vision) amongst deaf children and evaluate the implications for service delivery

 Key Transferable Skills: 

  • Problem solving, consideration of multi-agency assessments and how these inform a positive programme for a deaf child
  • Written communication: through assessed written assignment
  • Interpersonal skills in working in workshop situations asking appropriate questions of invited speakers, including parents of deaf children
  • Flexibility and adaptability: in meeting specific individual children’s needs whilst on teaching placement


  • Working with families
  • Multi-agency and inter-disciplinary working
  • Play
  • Learning dispositions
  • Social cognition
  • Deaf children with additional needs
  • Deaf children with complex needs
  • Mental health and deaf children
  • Keeping deaf children safe

Teaching and learning methods:

 Lectures, seminars, workshops, video materials

 Learning hours

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop in support, practice and learning in the field and assignment development and submission.


Assessment activity Length required Weighting within unit
Written assignment Case study 3,000 100%

All references and reading materials as well as links to other resources are on line and available through the online reading list.

 HCDI60280 Curricular Access

Course Unit code:


HCDI 60280


Curricular Access
Credit Rating: 15
Level: Postgraduate
Delivery: (semester 1, 2) Semester 1


Dr Lindsey Jones
Pre-requisites:  Qualified Teacher Status/QTLS for PGDip / MSc, qualified teacher in home country for PGCert (International pathway)


To promote best practice in curricular access across the curriculum with specific focus on developing literacy, skills in deaf children.

 Learning Outcomes:

 On completion of this unit successful students will be able to:

  • Discriminate between the development of literacy in hearing and deaf children
  • Summarize and explain the interrelationship between first language acquisition and literacy and specify the implications for deaf children across the curriculum
  • Explain the inherent language demands placed on deaf children in respect to accessing the curriculum.
  • Appraise key literacy skills and behaviours, their relevance to children’s broader curricular experiences and recommend evidence based strategies for supporting their further development.
  • Explain how to assess a pupil or group of pupils’ literacy level(s) and justify appropriate work/support programmes
  • Evaluate current central, local government and deaf specific initiatives in relation to the development of literacy and curricular access
  • Summarize the specific challenges of mathematics learning for deaf children and outline how these may be addressed
  • Examine how skills in computing pertain to deaf learners and support access to the curriculum
  • Summarize the components of speech reading and evaluate the practical implications for its use in mainstream classrooms. 

Key Transferable Skills: 

  • Written communication through the written assignment on literacy skills
  • Advocacy skills in promoting optimum speech reading conditions in a mainstream setting
  • Interpersonal skills in working proactively within the workshop setting
  • Negotiating skills in achieving an opportunity to withdraw a pupil from a National Curriculum subject to undertake assessment of speech intelligibility
  • Problem solving in analysing literacy skills in deaf children and devising appropriate programmes


  • The development of literacy
  • The inter-relationship between language and literacy
  • The impact of deafness on literacy development
  • The main approaches to reading and writing
  • Assessment and interventions to support the development of literacy
  • Literacy and BSL
  • The impact of deafness on numeracy development
  • Supporting deaf children’s access across the curriculum

Teaching and learning methods:

 Lectures, workshops, with use of video resource materials, seminars with application of course materials during teaching placement 

Learning hours

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop-in support, practice and learning in the field and assignment development and submission.


Assessment activity Length required Weighting within unit
Written assignment 3,000 100%

All references and reading materials as well as links to other resources are online and available through online reading lists.

 HCDI61230 Audiological Management

Course Unit code:


HCDI 61230
Course unit title Audiological Management
Credit Rating: 15
Level: Postgraduate
Delivery: Both semesters and year 1+ 2


Dr Helen Chilton, Dr Lindsey Jones
Pre-requisites: Qualified Teacher Status/QTLS for PGDip / MSc, qualified teacher in home country for PGCert (International pathway), Enhanced DBS Check


 To promote rigorous and effective practice in the audiological management of deaf children and young people

 Learning Outcomes:

 On completion of this unit successful students will be able to:

  • Summarize and explain the range and causes of hearing loss, how hearing impairments are identified and their impact on development and learning
  • Accurately interpret the full range of audiometric information competently and synthesise the implications this has for learning including communication and speech perception
  • Describe the anatomy and physiology of the ear and how auditory information is processed by the brain
  • Explain the anatomy and physiology of the ear and aetiology to a range of audiences (e.g. children, parents, other professionals) using appropriate register and terminology
  • Understand auditory perception and strategies to facilitate maximum auditory access for babies and young children (including treatment of ear diseases and conditions, /relevant surgical interventions)
  • Evaluate the educational implications of deafness
  • Describe the process, outcome and implications of audiological assessment, critically appraising the strengths and limitations of assessments.
  • Demonstrate effective practical audiological management skills for deaf children and students in a range of learning situations (including, for example, functional assessments of hearing, maintenance and safe use of devices)
  • Evaluate listening environments by drawing on a working knowledge of the physics of sound, acoustic phonetics, and speech acoustics and perception
  • Demonstrate the ability to advocate for optimum audiological practice on behalf of deaf children, students and their families.
  • Discriminate between the range of available classroom related audiological equipment and amplification systems and how to use them appropriately and effectively in different acoustic environments to optimise progress and achievements
  • Evaluate the effectiveness of classroom based audiological and amplification equipment using knowledge of acoustic phonetics and speech perception Devise methods to support deaf learners independent audiological understanding and specialist technology in order to maximise listening skills.

Key Transferable Skills:

  • Written communication whilst on placement, to monitor assess and promote effective audiological management
  • Oral communication, giving both formal and informal presentations
  • Interpersonal skills, advocating for optimum practice whilst on placement
  • Initiative, seeking help as necessary on campus and on placement
  • Self-regulatory skills in taking opportunities to gain extra experience whilst balancing other demands of the course


  • Introduction to Audiological Management
  • Sound
  • Anatomy and Physiology
  • Room Acoustics
  • Subjective Tests of Hearing
  • Objective Tests of Hearing
  • Personal Hearing Aids
  • Radio Aid Systems
  • Cochlear Implants
  • Introduction to Speech Acoustics
  • Test of Speech Perception

 Teaching and learning methods: 

  • Lectures, workshops, seminars, E learning resources, tutorials and practical experience whilst on assessed teaching placement.  Extensive use will be made of electronic resources and practical lab work.

Learning hours

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop in support, practice and learning in the field and assignment development and submission.


Note both sections must be passed to complete this course unit

Assessment activity Length required Weighting within unit
Oral examination NA 40%
Case Study Assessment NA 10%

The oral examination consists of four questions relating to the audiology course units.

Each student chooses ONE question to answer and has 20 minutes in which to prepare. The student presents their response to two internal examiners. Eight minutes are allowed and oral examination is recorded to allow the external examiner to review the marking.

The Audiology Log Book includes a range of assessed practical elements, skills and knowledge based tasks

The Case Study assessment is completed online and asks learners to interpret information about a child and provide advice and support to a non-specialist.

All references and reading materials as well as links to other resources are on line and available through the electronic reading list.

Note that as Audiological Management underpins all aspects of the course this unit runs throughout the programme. You will be provided with guidance on which aspects you need to look at during your first year of study particularly for placement.

 HCDI60250 Language Assessment 

Course Unit code:


HCDI 60250


Language Assessment
Credit Rating: 15
Level: Postgraduate
Delivery: (Mainly semester 1 year 2) Semester 1, year 2


Dr Lindsey Jones, Helen Martin
Pre-requisites: Qualified Teacher Status/QTLS, Enhanced DBS Check



To provide a theoretical and practical framework against which detailed language assessments can be undertaken. To develop the skills necessary to enable useful interpretation of language assessments and reports made by other professionals on deaf children and young people. To identify and be able to prioritize linguistic targets.

Learning Outcomes:

On successful completion of this course unit students will have demonstrate the ability:

  • To evaluate the underlying rationale upon which assessment is made centered on development and language frameworks
  • To critique and apply strategies and techniques used in assessing deaf children’s development in language
  • To analyze and explain the language levels of individual deaf children for summative, formative, and diagnostic purposes
  • To appraise and construct a package of measures which are most appropriate for supporting the language development of individual children


  • Assessment for learning
  • Features of language
  • Language analysis
  • Using and interpreting language assessments
  • Target setting and interventions
  • Assessing BSL and EAL deaf children

 Key transferable skills 

  • Interpersonal skills in group working during workshops and practically whilst on teaching placement
  • Flexibility in meeting the diverse assessment needs of deaf children and young people on placement when resources may not parallel those used in the University
  • Multi-agency working in completing linguistic assessment with supplementary information from Speech and Language therapists and other professionals
  • Formal report writing, including recognising confidentiality, appropriate linguistic register, and importance of a formative summary

Learning Hours

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop-in support, practice and learning in the field and assignment development and submission.


Assessment activity Length required Weighting within unit
Written assignment 3000 100%

All references and reading materials as well as links to other resources are online and available through Reading Lists online

The resource room has a large range of language assessment materials for reference, these will be used in workshops and are available to use within the University and on placement via the Programme Director. Please do not remove any materials without permission.

 HCDI60270 – Policy and Practice

Course Unit code:


HCDI 60270


Policy and Practice
Credit Rating: 15
Level: Postgraduate
Delivery: (semester 1, 2) Semesters 1 & 2, year 2
Tutors: Dr Lindsey Jones, Dr Helen Chilton
Pre-requisites: Qualified Teacher Status/QTLS


Students will develop an understanding of the legislative framework of service delivery to deaf children, government policies regarding inclusive practice, the range of provision and communication options available, what constitutes effective curricular access and service delivery to deaf children and importance of inter-agency working.

 Learning Outcomes:

On completion of this unit successful students will be able to:

  • Evaluate the legislative framework of service delivery
  • Summarize the OfSTED framework of Inspection in relation to provision for deaf children and young people
  • Compare the range of educational provisions for deaf children and young people
  • Describe the policies relating to school improvement
  • Explain the communication options available to deaf children, young people, and their families
  • Indicate the variety communication approaches available to families incorporating information on informed choice
  • Make recommendations on the concept of inclusive educational practice
  • Identify priorities and devise Individual Educational Plans for deaf children and young people
  • Design and present INSET materials, relating your work to raising standards in deaf education
  • Incorporate an ecological approach to service delivery in their practice
  • Incorporate skills in interagency working in their practice
  • Summarize the Early Support materials and their use
  • Evaluate the range of service delivery models for early childhood education
  • Illustrate skills in interpersonal communication, including listening and empathetic responses

Key Transferable Skills:

  • Planning skills in the development of the INSET package
  • Oral communication in the delivery of the INSET package
  • Working with others in arranging visits and workshops
  • Interpersonal skills in arranging visits and completing the professional portfolio
  • Self-regulatory skills in dealing with the many demands of the course and in balancing the needs of other course units with the need to complete the portfolio across the duration of the course


  • Legislative Framework
  • Inclusion
  • Provision/settings
  • Assessment
  • Communication Approaches
  • Informed Choice
  • Reflective Practice

 Teaching and learning methods:

 Lectures, seminars, workshops, tutorial, visits, electronic and video materials. Many aspects of Policy and Practice are also integrated into other modules to support students in developing a holistic approach to service delivery

 Attendance at a validated course to acquire basic competency in BSL* students are required to demonstrate progress in the acquisition of skills in BSL.

*All students completing the PgDip / MSc  are required to provide evidence of developing skills in BSL. As a minimum all students should gain Signature accredited level one in BSL or its equivalent. Students take responsibility for ensuring that such skills are developed during the programme of training.  Failure to complete Level 1 BSL means that students cannot be awarded completion of this unit and therefore cannot exit with the PgDip / MSc award

Learning hours

150 learning hours – This will include lectures, directed reading, independent study, study skill support, tutorial and drop-in support, practice and learning in the field and assignment development and submission.


Assessment activity Length required Weighting within unit
Written assignment and INSET package 2000 40%
INSET delivery NA 60%
BSL Level 1 Certificate NA 0% (mandatory)

INSET delivery

All students will, in discussion with the Course tutor, select a topic and write a short proposal for their INSET package. Students will then:

  •  Develop a clear and coherent justification for the choice of topic, its relevance to the education of deaf children and to raising standards within the profession (2000 words)
  •  Develop and deliver a 15-minute INSET package (plus 5 minutes for questioning) appropriate for QToDs using the guidance provided by the programme team.
  • Demonstrate skills in their delivery of the INSET thinking about content, materials and presentation style.
  • The INSET is delivered to an audience of programme staff and your peers. The session will be recorded to allow viewing by the External Examiner.

References and reading materials as well as links to other resources are on line and available through Reading lists online.

 HCDI63020/60310 Teaching and Learning

Course Unit code:


HCDI 63020/60310


Teaching and Learning
Credit Rating: 15 each
Level: Postgraduate
Delivery: (semester 2,1)) Semester 2 Years 1&2




Dr Helen Chilton, Dr Lindsey Jones

Qualified Teacher Status/QTLS

Language Acquisition module passed from Semester 1, Enhanced DBS Check


The aim of the classroom-based components of training courses for teachers of the deaf is to extend professional knowledge, competence and experience to the specialist area of deafness. In addition, students must complete the Professional Log demonstrating they have met the TDA Mandatory Outcomes (see professional Log)

Learning Outcomes:

 On completion of this unit successful students will be able to:

  • Identify the special educational needs of deaf children/young people both as a group and as individuals
  • Demonstrate the ability to communicate effectively and apply these skills to promote learning with a range of deaf children/young people
  • Devise a range of appropriate and differentiated teaching methods for deaf children/young people
  • Plan, deliver and evaluate an appropriate curriculum for the deaf children/young people
  • Create a stimulating teaching/learning environment for deaf children/young people form and sustain productive working relationships with deaf children/young people
  • Demonstrate how to effectively with professional colleagues and other adults employed to support deaf children/young people
  • Demonstrate the use of a range of audiological equipment with confidence and consistency to promote the effective use of residual hearing apply theoretical knowledge and skills gained in other parts of the course to the practical teaching situation
  • Critically appraise their own practice and respond flexibility to improving their own professional practice

Competencies relating to the requirements of teaching placement have been developed with the framework of the Specialist Skills required of teachers undertaking a mandatory qualification (TDA) and are explained in the teaching placement handbook.

Key Transferable Skills:

 Written communication: presentation of lesson plans, summary reports, audiological profiles within the teaching placement file


  • Mandatory Competency requirements
  • Attitudes and expectations
  • Liaison with mainstream staff and other professionals
  • Inclusive practice in diverse settings
  • Planning and delivery of strategies to promote  language development
  • Planning and delivery of materials for deaf learners, use of differentiated materials, language modification strategies
  • Assessment of learning environments, physical, linguistic and social dimensions
  • ICT facilitating access for deaf pupils in the classroom
  • Presentation skills, effecting communication and positive classroom practice
  • Roles of classroom and peripatetic Teachers of the Deaf
  • Planning and working effectively with Teaching Assistants
  • Self evaluation and appraisal

 Teaching and learning methods: 

  • Lectures, seminars, workshops plus 2 assessed teaching placement in educational provision for deaf children in each of the teaching modules
  • Assessed observations in each of the modules
  • Teaching placement portfolio

Learning hours

Activity Hours allocated
Eg Staff/student contact 2 block placements of 4 weeks each
Private study As part of TP
Directed reading As part of TP
Tutorials N/A
Total hours N/A


Students must achieve a pass mark in both placements to successfully complete this course unit

Assessment activity Length required Weighting within unit
HCDI63020 – 4 week teaching placement Yr 1 NA 100%
HCDI60310 – 4 week teaching placement Yr2 NA 100%

All students are expected to adhere to the codes of practice in a host placement. Further details are provided in the placement handbook. Please remember that you are a guest in the host school or service. There is no monetary recompense for placements, these all rely on good working relationships and have been organised with the help of the host to provide you with a learning opportunity. Whatever you background, level of

competence/responsibility as a teacher these placements are concerned with training you to become a Teacher of the Deaf.  Any inappropriate behaviour regarding dress, timekeeping, school duties, attitude or working practice will be taken seriously and, in exceptional circumstances, may result in a formal fitness to practice proceedings being taken by the University. There is a formal quality assurance “Fitness to Practice” committee that deals with such matters. The number of visits will depend on a variety of factors. Supervision using SWIVL technology will be used with 2nd year students but may also be used with first year students for quality assurance. Students must pass each placement. In the event of a placement not being successful a resit will normally be possible but this is judged on a case by case approach.

Students are expected to conform to local, school/service arrangements with regards to teaching hours for placement and other requirements. It may be possible to request specific changes to placement arrangements such as part time placements or placements at other points in the year but these requests are not guaranteed and rely on school / service agreement.   

All references and reading materials as well as links to other resources are on line and available through the electronic reading list.

HCDI60311 – Dissertation

Information for students wishing to progress to the MSc

Course Unit code:


HCDI 60311
Course unit title Dissertation
Credit Rating: 60
Level: Postgraduate
Delivery: 1 year, semesters 1 and 2


Dr Lindsey Jones, Dr Helen Chilton
Pre-requisites: Qualified Teacher Status/QTLSPG Diploma in Deaf Education


To allow students to conduct an independent piece of research on a specific topic

To produce a written report of the research in the form of a thesis

 Learning Outcomes:

 By the end of the course unit students will:

  • Produce a thorough critique of the relevant literature
  • Formulate a sensible, coherent research question, which can be realistically addressed in the dissertation timescale
  • Formulate and use a methodology, or methodologies, appropriate for the research question
  • Examine and evaluate the research data using appropriate statistical analysis tools
  • Appraise the study and produce a thesis adhering to the MSc guidelines

Key Transferable Skills: 

  • Written communication skills
  • Oral communication, giving both formal and informal presentations
  • Interpersonal skills, working with others and sharing findings and conclusions
  • Initiative, seeking help as necessary on campus and on placement
  • Self-regulatory skills in managing the pace and direction of the research.

Teaching and learning methods: 

Students will have at least six meetings with the dissertation supervisor over the year, to discuss the aims and objectives of the study, to enable the student to arrive at a final design, and to facilitate the conducting and writing up of the research. Such meetings may be in person, by phone, via Zoom or similar electric platform. Supervisors will give general advice and help with analysis when necessary and will provide feedback on one draft version of each section of the dissertation.

When checking the length of your work you should remember that the following do not count towards the total:

  1. Names in brackets (e.g., Savel, 1991) which relate to references in the reference list;
  2. The reference list itself;
  3. Words which form the title or other legend on a graph or chart;
  4. Material in an appendix (e.g., to a practical report) which is not presented as part of the assessment.

Otherwise, the rule is: if you expect us to read it, it counts!

While 12,000 is an UPPER limit on the length of the dissertation, there is no lower limit, we interpret the 10,000 words lower limit as guidance.  Students should be aware that the dissertation forms a substantial piece of work and should constitute more than would be typical of a journal article.  The literature review should be thorough and will generally include more information than you might find in a journal article on the same topic.  However, we recognize that different types of projects have different requirements in terms of the amount of information needed in method sections and results sections, and some may lend themselves to longer discussions of results than others.  You should therefore seek guidance from your supervisors who are experts in your field of research.  As your supervisor will also be one of the two markers for your dissertation, they are the best people to consult.  In practice, the 10,000 lower limit is likely to be appropriate for most people, but this may not be true of all projects.


Note both sections must be passed to complete this course unit

Assessment activity Length required Weighting within unit
Research Methods  NA Not Assessed
Dissertation  NA 100%

All references and reading materials as well as links to other resources are on line and available through Reading lists online

Course Unit Learning Outcomes

 Course Unit Content

A list of projects is available from programme team. Students can generate their own project ideas but this must be done in consultation with the programme team. An MSc workshop will be organized in October of the first year to promote thought and discussion around your project. It is useful to discuss your ideas with colleagues and to get a variety of views to help to focus on a specific area. When choosing a project, it might be helpful to think about the following:

A good dissertation is one that examines a tightly structured problem/research question, is clearly focused and takes a critical approach with a relevant methodology /structure

You will need to make appropriate use of previous work relating to the problem being studied but take a critical aspect

You will be expected to show how your work is relevant to the field of deaf education.

Deaf Education is a pragmatic discipline so dissertations can include discussion of the relevance of your findings, the ‘so what’ factor and what changes and recommendations you think would increase further knowledge and improve a population’s educational experience or a specific group’s experience [deaf children, parents/families of deaf children, Teachers of the Deaf, Deaf adults etc..].  

If your study requires you to data collect you may need ethical approval from the University. Your researcher supervisor will support you in this process. The following dissertation options are available:

  1. Research grant proposal
  2. Quantitative research report using existing data
  3. A systematic review
  4. Data collection study

Teaching and Learning Methods


A 10,000 – 12,000 word dissertation based on the piece of independent, empirical research, submitted by the agreed deadline. You may submit before the deadline but you must notify your supervisor and Programme Administrator of your intended submission date.  The dissertation will be marked according to the criteria.

Electronic submission of dissertations

You must submit the dissertation electronically.

Summary of Assessment and Weightings

Course Code


Course Name Type of Assessment Length % Weighting Notes
YEAR 1 and FULL TIME HCDI 60240 Language Acquisition Written assignment 3000 words 100%
HCDI 60260 Developing Deaf Child Written assignment 3000 words 100% Case studies to be provided for students


HCDI 60280 Curricular Access Written assignment 3000 words 100 %
HCDI 63020 Teaching and Learning 1 Practical 20 days/4 weeks 100% Teaching Practice


YEAR 2 and FULL TIME HCDI 61230 Audiological Management Audiology log

Case study 





Must pass all parts of the module
HCDI 60250 Language Assessment Written assignment 3000 words 100%  


HCDI 60270 Policy and Practice Justification and delivery 2000 words







HCDI 60310 Teaching and Learning 2 Practical 20 days/4 weeks 100% Teaching Practice


SECTION C : University Regulations and Policies

Religious Events

We recognise that there may be occasions when students are unable to attend The University or clinical placement due to the observance of religious events. You are required at the beginning of the academic year to notify the Programme Director in writing of any date/s on which you intend to be absent from the University due to the observance of religious events falling within the academic year. These dates will be noted and kept on your file. You must notify The University of any absences due to religious events in the same way as for any other absences.

The Faculty of Biology, Medicine and Health has produced guidance for healthcare students on fasting and caring: Fasting and Caring – Looking after yourself and your patients during Ramadan: guidance for health care students. 

Intellectual Property Policy


The University of Manchester regards the creation of intellectual property and know-how (IP) as one of its major objectives; complementary to the core objectives of knowledge creation, scholarship and learning. The central features of its IP Policy are:

Clear incentives for the creation of IP

Effective and efficient University services which can evaluate and protect IP, and then decide on the most appropriate arrangements for its transfer into use

Arrangements for sharing any commercial returns from commercialisation of IP which provides for generous rewards to its originators.

The University’s Intellectual Property Policy deals with IP created by its and its subsidiaries’ employees and students as well as the interface with others who may fund or collaborate with the University. This document is a summary of the main points in the University’s IP Policy. It is not a substitute for reading the relevant parts of the IP Policy itself.


Many people may be involved with the work that leads up to the creation of IP and the work that subsequently reduces it to practice. However many of those involved will not own any of the IP created as at law they have not been involved at the actual point of creation.

The University asserts its rights to IP created by employees in the course of his or her employment. If other IP is created by an employee or any IP is created by a student outside the course of his/her University studies with more than incidental use of University resources the employee or student will be deemed to have agreed to transfer such IP to the University.

IP created in the course of or pursuant to a sponsored research or other agreement with an outside body will initially belong to the University and then be determined according to the terms of such agreement. Students will be expected to transfer such IP to the University initially. Students will grant to the University a continuing license to use other IP created by a student in the course of his/her studies with the University, for administrative, promotional, educational and teaching purposes of the University.

The University generally waives its rights to the copyright in scholarly materials (but not teaching materials), allowing employees to commercialise the materials to their own benefit. The University does not waive its rights where any use of material might bring the University into disrepute. If there is any doubt about this the matter should be discussed with the creator’s Head of School.

Where the University has waived its rights it will have a continuing license to use such IP for its administrative, promotional, educational and teaching purposes and to sub-license. It is the responsibility of an individual employee to make any publisher, or any other party interested in the potential commercialisation of such material, aware of this license.

IP Protection & Commercialisation

The University owns and uses The University of Manchester Intellectual Property Limited (UMIP) as a management company to advise on and facilitate the protection and commercialisation of IP (other than teaching materials). Where UMIP considers there is potential for profitable commercialisation, it will try to arrange the protection of IP generated by employees and students by patenting or other means, generally at its own expense.

UMIP will have the “first rights” to commercialise IP owned by the University. If UMIP does not do so in a timely manner or decides it does not wish to do so then the originator(s) (whether employees or students) may ask for such IP to be transferred to them and will be free to pursue alternative routes. If an originator of IP believes that their best commercialisation route involves partners other than UMIP, they may make a case to that effect to the University.

Employees and students must keep secret any confidential information to which he or she has access as an employee or student of the University.

Revenue Sharing

There is no general obligation on an employer to reward employees for IP which is generated in the course of their employment. The only exception is where an invention is of ‘outstanding benefit’ to the employer. However, the University’s IP policy is designed to create strong incentives for the creation and development of IP. Hence the sharing of rewards is strongly biased in favour of employees and students.

The University will not retain more than 15% of the value of IP created by University employees and (where their IP belongs to the University) students, in cases when the University or UMIP has no involvement in the commercialisation of such IP or their only involvement is in reviewing the IP, undertaking legal due diligence on it and advising the originator on the next steps to be taken. This 15% value may be represented by shares in a spin-out company or in royalties from a licence.

If a special fee is paid for the creation of any teaching materials then this will be instead of any share of commercialisation revenue or if the originator has been employed specifically to create the IP then they will not be entitled to any share of commercialisation revenue.

The Inland Revenue treats any sharing of income by the University with employees, students and others with an honorary association with the University as if it were a bonus on salary. Income tax and national insurance contributions will generally be deducted from an individual’s share by the University before payment is made or an indemnity for such taxes will be required by the University.

Further Information

The Policy is a living document and may be subject to change by the University. Major changes will be communicated to the departments, employees and students affected by the changes. All queries arising from this document should be addressed to the Registrar and Secretary. For general advice a publication called “Intellectual Property & Confidentiality: An Academic’s Guide” is available from UMIP.

 Academic Appeals

Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.

Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.

Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL


The full Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at:

  • Academic Appeals (Regulation XIX)

  • University Guide: Academic Appeals, Complaints and Misconduct

  • Basic Guide to Academic Appeals

Student Complaints

The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a Complaints Form, can be found at

The University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation – see htts://

Students thinking of submitting a formal complaint should in most instances attempt informal resolution first (see the procedure).). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail:

  • Student Complaints (Regulation XVIII)

  • Basic Guide to Student Complaints

Ill Health

It is a requirement of your registration with the University of Manchester that you register with a local general practitioner.

A list of GP practices can be obtained from the student Health Centre, any University hall of residence or a local Pharmacy. According to guidance issued by the General Medical Council it would not be regarded as good practice for a family member to be the registered GP or to offer treatment except in the case of an emergency.

You should always consult your GP (or for emergencies the Accident and Emergency Department of a hospital) if your illness is severe, if it persists or if you are in any doubt about your health. You should also consult your GP if illness keeps you absent from the University for more than 7 days including week-ends. If you do consult a GP and they consider that you are not fit for attendance at the University, then you should obtain a note from the doctor to that effect or ask them to complete Part III of the University form ‘Certification of student Ill Health’ copies of which are available at local GP surgeries. You should hand this certificate to your programme director, tutor, departmental office or degree programme office as appropriate at the earliest opportunity.

If your condition is not sufficiently serious to cause you to seek medical help, then the University will not require you to supply a doctor’s medical certificate unless you are absent from the University due to illness for more than 7 days (in which case see b. above). You must however contact your department or degree programme as soon as possible and self-certify your illness (that is complete and sign the “Certification of student Ill Health” form to state that you have been ill) as soon as you are able to attend your department. You should do this if your illness means you are absent from the University for any period up to 7 days (see d.i) or if you are able to attend the University but your illness is affecting your studies (see d. ii and iii).

The following sub-paragraphs explain what you should do if your illness affects your attendance at compulsory classes or if you consider that your performance in your studies/examinations has been impaired:

If you are unwell and feel unable to attend the University to take a compulsory class, assessment or examination then you must seek advice by contacting your department or degree programme immediately, in person, through a friend or family member, by telephone or by email. This is to ensure that you understand the implications of being absent and the consequences for your academic progress, which might be quite serious. You must do this as soon as possible so that all options can be considered and certainly no later than the day of your compulsory class, assessment or examination. If you do not do this then you will normally be considered have been absent from the class without good reason, or to have taken the assessment or examination in which case you will be given a mark of zero. You must also complete and hand in a “Certification of student Ill Health” form on your return.

You may be unwell but are able to proceed with an assessment or examination and yet you feel that your performance will have been impaired. If you wish this to be taken into account as an extenuating circumstance, you must inform your department or degree programme about this on the day of the assessment or examination and hand in to your department or degree programme a completed “Certification of student Ill Health” form. If you leave this until later it will not normally be possible to take your illness into account when assessing your performance.

You may be under occasional and ongoing medical attention which affects your studies. If so, you should obtain a letter from your physician which should be given to your department or degree programme before the end of the January, May/June or August/September examination period, as appropriate, if you wish your condition to be taken into account as an extenuating circumstance.

The Government Department employs 2 criteria when deciding whether to alter the mark of a student who has been ill or suffered other external interference: a. evidence of such illness or external interference and b. evidence that the student would have performed better in the absence of such external interference.


Certification of student Ill Health forms are available in all departments and halls of residence.

Your department or degree programme will give you guidance on the effect of any absence from your studies or if you consider your illness has affected your studies. If you have repeated episodes of ill health which is affecting your studies, your department or degree programme may refer you to the student Health Centre.

If you are found to have been deceitful or dishonest in completing the Certification of student Ill Health form you could be liable to disciplinary action under the University’s General Regulation XX: Conduct and Discipline of students.

The use of the “Certification of student Ill Health” forms by GPs as described above has been agreed by the Manchester Local Medical Committee. A GP may make a charge for completing the form.

Sharing Information

The University may share appropriate information relating to your health and/or conduct with external organisations such as your professional employer(s) (for example, relevant NHS Trust Professional and Statutory Regulatory Bodies (PSRB), placement and training providers and/or regulator.

This may occur where concerns in relation to your health and/or conduct arise and the University considers it necessary for them to be disclosed to one or more of the above organisations.

The University’s Privacy Notice for Registered Students (which is accessible via this link: includes further information about how the University may use and process your personal data, including the legal basis and conditions which may be relevant to such processing (see section 6 of the Privacy Notice).

The University will only disclose special category data (such as data relating to your health) to a third party organisation where one of the additional conditions are satisfied (see section 9 of the Privacy Notice), including where processing is necessary for reasons of substantial public interest.

Guidance on Social Networking for Healthcare and Social Care Students

This document provides advice and guidance for healthcare and social care students about the benefits and potential dangers of social networking and suggests ways in which their personal and professional interests, and those of others, can be protected while in the online environment.

What are social networking sites used for?

Social networking is a popular online activity: millions of people of all ages and backgrounds use social networking sites every day. Online social networking sites, such as Facebook,

Twitter, MySpace and Bebo, are used:

To keep in touch with friends, both in words and through sharing music, video and other types of files (YouTube is also used for sharing videos, and Flickr for sharing images, online).

For educational and professional benefit, through sharing information about the latest developments in treatments and practice, problem-solving, encouraging participation, and community building.

To forge new relationships based on common interests.

To make their views and opinions known.

To take part in discussions on virtually any subject.

People often interact with social networking sites over long periods of time and, occasionally, excessive activity of this nature may have detrimental effects on their work or study.

What is the social networking environment?

It is important to remember that social networking sites are public and therefore, in theory, accessible to anybody. In many cases, ownership of the material posted on them belongs to the site, not the person who posted it, and so sites such as Facebook are free to use it in any way they see fit. Material posted online remains there permanently, if not as part of an active page then as part of easily-accessible ‘cached’, i.e. historical, versions of it.

Who visits social networking sites, and why?

Anybody can visit social networking sites and gain access to the information that is uploaded to them. These people include:

Your intended audience, i.e. your friends, colleagues and others, to share information and to keep in touch.

Potential employers, who are, increasingly, using social networking sites to gather information about people who have applied for positions within their organisations.

Criminals, including sexual predators who could use information about you to compromise your safety or wellbeing, and fraudsters, who could steal information about you and impersonate you online, to your potential cost.

The police, as part of investigations into illegal activities.

Professional healthcare and social care bodies such as the General Dental Council, General Medical Council, General Pharmaceutical Council, General Social Care Council, Health & Care Professions Council, and Nursing & Midwifery Council, who may access information directly or be asked to investigate material referred on to them by other people.

Patients, clients and other service users, who may be looking for healthcare or social care information in general, or for your views and comments in particular. Your professional relationship with your patients, and your career, could be compromised at any time by indiscriminate posting of details about patients or inappropriate information about yourself.

What precautions should be taken when social networking?

The same ethics, morals and penalties apply to online social networking as to any other activity. This is particularly true for healthcare students and professionals, who are expected by the University of Manchester, their professional bodies, and by the public generally, to meet the same standards of behaviour both in and out of their professional settings. Healthcare and social care students should therefore conduct themselves appropriately online, and take reasonable precautions to ensure that the information they upload cannot be used in a way that could place them, or others, at a disadvantage, either personally or professionally, now or at any time in the future.

The following pointers may be helpful:

Do everything that you can to limit access to your posts to those for whom they are intended. Change security settings if possible to restrict unwanted access.

Consider the language and terminology that you use when you are online and make sure that it is appropriate.

Avoid posting personal information such as phone numbers or personal addresses, of you or anybody else, since these may fall into the hands of criminals.

Use your common sense. If you feel that a post, a picture, or a video that you are about to upload might have repercussions for you later, or might not be in good taste (e.g. it relates to sexual activity or inappropriate behaviour, or it expresses inappropriate views), then simply do not post it. Once it is online it is there for good.

Make sure you are thinking clearly before you go online. If, for any reason such as the effects of medication, stress or inebriation, your judgement might temporarily be impaired, you may be tempted to post something that you otherwise would not.

Do not post material that might be considered offensive and/or derogatory, that could cause somebody else to feel bullied, harassed, or that could harm somebody’s reputation. If you have a grievance about an individual related to your programme, follow it up through the recognised channels in the School, Faculty and/or the wider University.

Avoid posting confidential information about patients, clients and service users that could violate professional codes of conduct.

It is imperative that if you post anything about somebody else, including any images of them, it is done with their knowledge and consent. It might seem inoffensive to post images of friends, relatives, staff or other colleagues, but it might easily cause offence that you had not intended or could not have foreseen.

Try to make sure that the people to whom you give access to your information use it sensibly, and also that they themselves do not upload potentially incriminating material about you, which can be just as damaging.

Avoid joining any groups that could be seen as discriminatory or judgemental in nature.

Are there any related policies and guidance in the University?

The University’s Conduct and Discipline of Students (Regulation XVII) document states that a student may be liable to disciplinary action in respect of conduct which, amongst others: “involves violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally or in writing, including electronically) whilst on University premises or engaged in any University activity” and “involves distributing or publishing a poster, notice, sign or any publication which is offensive, intimidating, threatening, indecent or illegal, including the broadcasting and electronic distribution of such material”.

Regulation XVII also states that:

“the conduct covered (above) shall constitute misconduct if it took place on University property or premises, or elsewhere if the student was involved in a University activity, was representing the University, was present at that place by virtue of his or her status as a student of the University or if the conduct raises questions about the fitness of the student on a programme leading directly to a professional qualification or calling to be admitted to and practise that profession or calling.”

The University of Manchester’s Dignity at Work and Study Policies and Procedures give information about the nature and consequences of acts of misconduct while social networking, such as discrimination, bullying and harassment1, and the penalties that they may incur.

These policies should be read in conjunction with this guidance. The University’s Dignity at

Work Procedure for Students states:

“Any cases of harassment, discrimination and bullying will be taken very seriously by the University and, where necessary the appropriate procedure will be used to investigate complaints. Similar arrangements will be used in dealing with complaints made by members of staff or by visitors to the University.”

“Cases of proven harassment, discrimination or bullying may be treated as a disciplinary offence where it is not possible to reach a compromise or resolution. Some cases of harassment, discrimination or bullying if proven could result in dismissal for staff members or expulsion for students.”

In addition, the University’s Crucial Guide states that:

“The University expects its members to treat one another with respect. There are established procedures to use if you are dissatisfied with any aspect of the University’s facilities and services, and you are encouraged to use these procedures to bring such matters to the University’s attention. Inappropriate or defamatory comments about either the University or its members in any media (print, broadcast, electronic) contravene the University’s regulations and offenders may be liable to disciplinary action.”

What do the Professional Bodies say?

Professional body codes and guidance also explore the potential consequences of social networking activity:

General Dental Council: “Standards for Dental Professionals”

Paragraph 3.2, ‘Protect the confidentiality of patients’ information’:

1 Harassment is unwanted conduct that may create the effect (intentionally or unintentionally) of violating a person’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment which interferes with an individual’s learning, working or social environment or induces stress, anxiety or sickness on the part of the harassed person.

Discrimination takes place when an individual or a group of people is treated less favourably than others because of their race,

gender, gender reassignment, marital status, status as a civil partner, disability, age, religion or belief, sexual orientation or other factors unrelated to their ability or potential.

Bullying can be defined as repeated or persistent actions, criticism or personal abuse, either in public or private, which (intentionally or unintentionally) humiliates, denigrates, undermines, intimidates or injures the recipient. It should, in particular, be borne in mind that much bullying occurs in the context of a power imbalance between victims and alleged perpetrators.

“(You must) prevent information from being accidentally revealed and prevent unauthorised access by keeping information secure at all times”.

Paragraph 6.3, ‘Be trustworthy’:

“(You must) maintain appropriate standards of personal behaviour in all walks of life so that patients have confidence in you and the public have confidence in the dental profession”.

General Medical Council: “Good Medical Practice‟

Paragraphs 56 to 58, ‘Being honest and trustworthy’

“Probity means being honest and trustworthy, and acting with integrity: this is at the heart of medical professionalism”.

“You must make sure that your conduct at all times justifies your patients’ trust in you and the public’s trust in the profession”.

“You must inform the GMC without delay if, anywhere in the world, you have accepted a caution, been charged with or found guilty of a criminal offence, or if another professional body has made a finding against your registration as a result of fitness to practise procedures”.

Nursing and Midwifery Council: “Guidance on professional conduct for nursing and midwifery students‟

“Good character is important as nurses and midwives must be honest and trustworthy. Good character is based on a person’s conduct, behaviour and attitude. It also takes account of any convictions and cautions that are not considered to be compatible with professional registration and that might bring the profession into disrepute”.

What conclusions can be drawn from all of this?

If the way you conduct yourself online breaks laws, or goes against the codes of practice set down by your professional healthcare or social care body, then you risk the same penalties as you would in any other setting. These include referral to the Faculty Fitness to Practise Committee and potential damage to your career, fines, and even imprisonment.

Links to current regulations, codes of practice and policies

Policy on Submission of Work for Summative Assessment on Taught Programmes

Policy on Mitigating Circumstances

Mitigating Circumstances: Guidance for Students

Academic Appeals (Regulation XIX)

Student Complaints (Regulation XVIII)

Policy on Feedback to Undergraduate and Postgraduate Taught Students

Conduct and Discipline of Students (Regulations XVII)

Student Charter

Other information


Student Support Issues


Disability Advisory and Support Service


Counselling Service

Careers Service

Careers Blog for International Students @ Manchester

Recently launched, a Careers Blog dedicated to keeping international students at The University of Manchester informed with regular news and upcoming events.

Occupational Health Services for Students

International Advice Team

A Personal Safety Guide for International Students

Mature Students Guide

Students Union


SECTION D : Forms & Useful Contacts


Extension Request Form

Download form here: SHS_Extension.Request Form


Interruption Request Form

Download form here: SHS_Interruption request Form


Programme Amendment Form

Download form here: SHS_Programme Amendment Form


Withdrawal Form

Download form here: Withdrawal Form


Certification of Student Ill Health



These guidelines set out the procedures to be followed by students who fall ill and are absent from the University for brief periods and/or who believe their illness may have affected their academic performance. Students are reminded that they must register with a local GP and must visit their GP for treatment of ill health where necessary.

Students should always consult their GP if their illness is severe, if it persists or if they are in any doubt about their health.


i) You should use self-certification to explain absences through illness for up to one week (i.e. seven days including the weekend). You should complete Part I of this form to give the exact dates of the absence and a clear explanation of the reason for it. The form should be handed in to the appropriate office or person in the department immediately after the absence.

ii) You should do all you can to inform your department at the time of your illness and to seek advice. Although you may feel too ill to attend classes or you believe your illness is affecting your performance, you may be able to visit your department. You should give this form to your tutor or other appropriate member of staff and they can use Part II to record the advice given to you and/or that you appeared to them to be unfit to perform to your potential.

Repeated self-certification will normally result in the student being referred to the University student Health Service for assessment.

2. Medical Certification

For illness of more than one week the university will accept self-certification, as above, for illness of up to one week but if you are ill for longer than this you should obtain a consultation with your GP and ask for your illness to be certified using Part III of this form. Copies of this form are available in local GP practices.

When you visit your GP for treatment or because you are concerned about your health as stated above, you should always consult your GP if your illness is severe or if you are in any doubt about your health. If you do this you may ask your GP to certificate your illness and part III may be used for this purpose. Some practices may make a charge for this.

3. Illness prior to/or during Examinations

If you are ill immediately prior to or during examinations you must inform your Department immediately and discuss the situation with your personal tutor or other appropriate person in the department. Depending on the circumstances, you may be advised to proceed with the examinations or, instead, to sit the examinations at the next opportunity. You may be asked to self-certify your illness using this form and the appropriate person in the Department will use Part II to record advice given and/or that you appeared to be unfit to perform to your potential.

This should be handed in, or posted, to the appropriate office or person in the department as soon as possible.

If you are taken ill during an examination, you should be referred to the University student Health Centre. The doctor or nurse at the student Health Centre who sees you will, at your request, complete this form and send it to the department to confirm the visit and the ill health.

Key Contacts

Internal Information Sources

If you are calling from outside the Manchester area add ‘0161’. Calling from outside the UK add 0044161. For the latest listings of internal information sources please see our website at

Service Telephone
Accommodation Office 275 2888
Counselling Service 275 2864
Dryden Street Nursery 272 7121
Harassment Advisors (Confidential Support) 275 2071 / 275 7795
International Society 275 4959 / 275 7697
International Students’ Welfare Officer 275 2972
John Rylands Library 275 3751
Joule Library 200 4925
Sugden Sports Centre 200 4026
Nightline (Confidential telephone helpline run by students) 275 2983 / 275 2984
Graduate and Mature Students Society (Burlington) 275 2392
Special Needs Co-ordinator(Physical and Learning Disabilities) 275 7512/Minicom:275 2749
SU Overseas Students Officer 275274
SU Graduate and Mature Students Officer 275 2746
SU Switchboard 275 2930
SU Womens Officer 275 2939
Student Health Service 275 2858
Travel (Campus Travel) 274 3105
Women’s Safety (evening minibus service) 275 2939

External Services Service Telephone:

Service Telephone
Alcoholics Anonymous 236 6569
George House Trust (HIV and AIDS help line) 274 4499
Citizens’ Advice Bureau 834 9844
Life Line (Drugs Advice) 839 2054
Manchester Brook Advisory Centre (Abortion/Sexual Health) 237 3001
Manchester Central Library 234 1900
Manchester City Council Housing Aid 234 4750
Rape Crisis Line 273 4500
Samaritans 236 8000

Central University Departments:

Department Contact
Central Academic Advisory Service

CAAS is a confidential service offering students the opportunity to discuss any matters that may be affecting academic progress.

275 3033
Graduate Office Faculty of Medical and Human Sciences 275 5034 / 275 5035
The Language Centre

The Language Centre offers English Language and academic skills support to both Home and International students in the form of part-time courses, workshops for specific groups and individual tutorial support.

275 3556 / 275 3426

(home students)

275 3533

(overseas students)

Student Administration

Information, support and advice on examinations, welfare, problems concerning academic progress, disability, appeals and complaints procedures.

275 2071
Student Services Centre

Offers advice to students on general funding opportunities and distributes grant cheques quarterly from University, Research Councils and external funding bodies. Point of call for swipe/library card problems.

275 5000