Dept of Social Work: MSc in Advanced Practice

Module Guide: Development & Assessment of Professional Practice (Peps Stage 2)
HC5908

This guide contains basic essential information for students undertaking PEPS2.

If you have not already done so,it is essentialthat you complete the online sign up to enrol as a student at Royal Holloway. Please fully complete the enrolment processes which are detailed in the email sent to you by the administration team.

Once this has been completed you will receive an email in the next few weeks with your User ID and password in order to access online resources.N.B. You will not be able to access module resources until you complete this process in full.

Please take time to read the IT guidance at the end of this module guide. The IT Service Desk is available to answer technical queries online, by email and on the phone contact details are contained in the IT guidance.

Aims

This course aims to:

• Enable candidates to continue to develop their knowledge and skills in facilitating the professional development of social work students or colleagues.
• Enable the candidates to demonstrate an ability to integrate social work values and anti-oppressive practice when facilitating professional development of social work students or colleagues.
• Provide an opportunity for candidates to demonstrate the requirements of Stage 2 of the Practice Educator Professional Standards

Learning Outcomes

By the end of the course students will be able to:

• Critically analyse the policy, organisational and professional context of practice education and other professional development frameworks
• Critically reflect on the theoretical frameworks and process of adult learning and continuing professional development, including their own professional development
• Select, utilise and critically evaluate a range of assessment methods, making informed and balanced judgements about the professional capabilities and development of others
• Demonstrate an ability to develop and assess professional practice with one or more learners within appropriate professional frameworks
• Evaluate their own practice and that of others, in the context of codes of ethics and practice, taking into account issues of power and oppression, and demonstrating an ability to formulate strategies to address this.

Module Outline (Full days 10am-4pm unless stated otherwise)

Day 1: Wed 4^thOctober Senate House Room 102

• Introduction to the programme and assignment
• Addressing PEPS2 requirements
• Context of practice education & ongoing debates
• Self as a practice educator

Day 2: Wed 8^thNovember Senate House Room 102

• Application of adult learning theory
• Reflection in and on supervision
• Tools for the tasks

Day 3: Wed 24^thJanuary 2024 Senate House Room 102

• Satisfactions, surprises & challenges
• Critical review of assessment
• Feedback: what do we know? How do we do it?

Day 4: Tues 5^thMarch Stewart House Room 1

• Practice Assessment Panels
• Interim Suitability & Fitness to Practice Processes
• Group choice

Day 5: Fri 10^thMay (10am 1pm) Senate House Room 106-7

• Practice Educator CPD
• Assignment workshop

Teaching sessions take place at the following venue:

• Senate House, University of London, Malet St, London WC1E 7HU

Core Module Content includes:

• Critical appraisal of the policy, organisational and professional context of learning & professional development
• Adult learning theory and learning methods: application to practice education
• Models, theories & practice of supervision, including reflective supervision
• A critical review of assessment including holistic assessment, assessment methods and feedback.
• Models, concepts and methods of continuing professional development
• Values & ethics will be integral to this content with particular reference to the PEPS Statement of Values
  

Key Staff:

Module Co-Ordinator & MSc Advanced Practice Programme Director: Alix Walton (alix.walton@rhul.ac.uk)

MSc Administration Team:lss-school@rhul.ac.uk

Key Texts

The list below does not indicate requirements for reading but is a list of texts which are relevant to the content of the module and which provide a range of underpinning knowledge which you may find useful. There is also recommended reading detailed on Moodle. Some reading is available via PDFs or URL links, and other reading can be accessed directly through the library. Click in the reading list icon within the module sessions:

The recommended reading covers a range of social work issues and services. You will also need to read around specialist topics most relevant to your assignment.

Information about the library is available at:

https://intranet.royalholloway.ac.uk/students/campus-life/the-library/welcome-to-the-library.aspx

You are particularly advised to familiarise yourself with the guidance about accessing e-resources at:

https://intranet.royalholloway.ac.uk/students/campus-life/the-library/services/accessing-eresources.aspx

As a student, you are automatically enrolled on theAvoiding Plagiarismcourse (on Moodle), which is designed to ensure that you follow best practice in referencing, paraphrasing and using citations. We strongly advise students to complete this course prior to beginning work on the assignment.
The course also includes information aboutTurnitinwhich is used for submitting work and accessing marks and feedback online.

BASW (2022)Practice Educator Professional Standards for Social Work (PEPS) refresh 2019.Available from: https://www.basw.co.uk/system/files/resources/peps-review.pdf

Cooper, F (2012)Professional Boundaries in Social Work and Social Care: A practical guide to understanding, maintaining and managing your professional boundaries.London: Jessica Kingsley Publishers. (available as E-book)

Davys, A & Beddoe, L (2010)Best Practice in Professional Supervision: A Guide for Helping Professions.London: Jessica Kingsley Publishers (available as E-book)

Beesley, P. & Taplin, S. (2023) Practice Education in Social Work: Achieving professional standards (3^rdEdition). St Albans, Critical Publishing

Finch, J (2017) Supporting Struggling Students on Placement. Bristol: Policy Press (available as E-book)

Illeris, K (Ed) (2009)Contemporary Theories of Learning.Oxon. Routledge (available as E-book)

Lishman, J (ed.) (2015)Handbook of Practice Learning in Social Work and Social Care: Knowledge and Theory (3^rdEd).London, Jessica Kingsley. (available as E-book)

Rogers, J. (2007)Adults Learning(5^thed.). Milton Keynes, Open University Press (available as E-book)

Taplin, S (Ed.) (2018)Innovations in Practice Learning,St Albans, Critical Publishing. (available as E-book)

Williams, S & Rutter, L (2015)The Practice Educators Handbook (3^rdEdition.)London: Learning Matters (available as E-book)

Wonnacott, J (2011)Mastering Social Work Supervision.London: Jessica Kingsley Publishers (available as E-book)

The following journals are also extremely useful:

• Social Work Education
• Journal of Practice Teaching & Learning
• Practice: Social Work in Action
• British Journal of Social Work

Course Requirements

In order to meet the requirements of the module and the assessment task candidates will need to be able to evidence having:

1. a) taken full responsibility for one social work studentand
2. b) working with one other learner (studentorsocial work colleague e.g. NQSW)

i.e. if the candidate has taken full responsibility for a social work student as part of PEPS1 then they may work with another learner at Stage 2 (e.g. an NQSW). This workmustinvolve some formal assessment of the learner against the PCF and/or other social work national standard. However if the candidate did not work with, or take full responsibility for a student as part of PEPS1, then they must do so as part of Stage 2.

Assignment Task

Assessment of the course is via:

• A 3000 word reflective commentary critically appraising your practice and development in relation to your ability to undertake roles which promote and enable the professional development of others.

• 3 pieces of practice evidence from your work with two or more learners, which will support the reflective commentary This evidence includes:

• 2 formal direct observations of practice (which must be undertaken by someone holding a Practice Teaching Award or Stage 2 of the Practice Educator Standards). One of these observations is likely to have been completed as part of PEPS1. Forms and observation guidance are available on Moodle.
  This is a required element of the assignment.
• 1 witness testimony (this may have been obtained as part of PEPS1) or you may wish to secure an updated witness testimony. If you didnt gather a witness testimony as part of PEPS1 you will need to do so during PEPS2. Forms and guidance are available on Moodle.
  This is a required element of the assignment.

Assignment deadline:

2^ndJuly 2024 by 12 midday(for consideration at a September assessment board)

Assignment Guidance

• Also see the assignment tools and guidance section on Moodle. The final session will include an assignment workshop where you will have plenty of time to ask questions and discuss plans.

Assignment Submission

Assignment submission is via Turnitin (see assignment submission section on the PEPS2 Moodle pages)/.

For your assignment please make sure you always number your pages. You should insert the assignment front sheet (available on Moodle) at the beginning of your assignment giving the information requested. Note that you should not identify yourself by name on/in the reflective commentary (your practice evidence will include your name and is submitted in a separate section of Turnitin).

• Your student number (a long number starting 100*****)
• The module title PEPS2
• The exact word length (assignments do not have a 10% margin on word length so please stay within the word limit)
• Please make it clear if you have used pseudonyms within the case study otherwise we will assume a breach of confidentiality.

As a student, you are automatically enrolled on theAvoiding Plagiarismcourse, which is designed to ensure that you follow best practice in referencing, paraphrasing and using citations. Westrongly advisestudents to complete this course prior to beginning work on the assignment.

The course also includes information aboutTurnitinwhich is used for submitting work and accessing marks and feedback online.

Extensions & Extenuating Circumstances

All students are expected to manage their time appropriately and submit assignments by the deadlines which they have been given. However, it is recognised that on occasion, circumstances may arise which mean that it is impossible to meet these deadlines.

Please refer to the full policy on the RHUL webpages if considering either of these options.

• Extensions
  If you have experienced short-term unforeseeable or unpreventable circumstances then you may request an extension for a maximum of 5 working days.

Applications should be made viahttps://extensions.royalholloway.ac.uk/

Students are allowed 2 two working-day and 2 five working-day extensions per academic year. You cannot request multiple extensions within a single module e.g. apply for 2 x 5 days extensions.
Applications for an extension may be made no more than 5 working days before the submission deadline. Applications for an extension will be automatically granted for short-term unforeseeable or unpreventable situations. Applications for extensions will be accepted until the assessment deadline. Students will receive automatic approval via email (to your Royal Holloway email address), unless the assessment was not eligible for extension, or the student has used all of their extensions already.

• Extenuating circumstancesare circumstances which are outside of your control and which may temporarily prevent you from undertaking an assessment or which have a marked/significant detrimental/adverse impact on your ability to undertake the assessment to the standard normally expected.

If you believe that you have extenuating circumstances which you would like to discuss please contact Alix Walton at the earliest opportunity atalix.walton@rhul.ac.uk

Also see information & application process regarding extenuating circumstances at:
https://intranet.royalholloway.ac.uk/ecampus/documents/pdf/exams/extenuatingcircumstances-guidanceforstudents.pdf

N.B.Work submitted 24 hours late without extensions will be subject to a late penalty of 10% of the mark

N.B.Work submitted after 24 hours will be graded at 0% - extensions can be granted BEFORE but not after the submission date for up to 1 week (5 working days) if there is evidence of a reason why your work could not be submitted on time

MSc Marking Criteria:
From September 2018, work submitted for assessment will be graded by using a set of marks with the pattern X2, X5 or X8. This means that a merit piece of work would be awarded 62%, 65% or 68%. This approach, which is called stepped marking, has been found to help in better aligning grades with marking criteria and for providing greater clarity to students about the standard of their work and how close they are to lower and upper grade boundaries. For example, a 62% represents a low merit, while a 68% indicates a high merit.

Practice Educator Professional Standards: Values & Domains

(BASW, 2022) Available at:https://www.basw.co.uk/system/files/resources/peps-review.pdf

Statement of Values

In order to promote anti-oppressive and anti-discriminatory practices, practice educators and supervisors will:

1. Advise learners of their rights and actively lead on challenging oppression, discrimination and racist practices that may be experienced by learners. This may include overt expressions of racism, or more covert unconscious bias and micro-aggressions. Learners must be supported throughout the process by the learning provider and (Trainee) Practice Educator in the reporting and responding to such concerns. Where appropriate this will require the implementation of whistleblowing policies (BASW, 2014) to ensure an effective working environment for social work (BASW/IFSW, 2013)
2. Manage professional and personal boundaries, appropriately using authority and power within the assessment relationship and recognising and acting upon the implications for assessment of practice. Fundamental to this relationship is an underpinning of the common principles of equality, diversity and inclusion in appropriately supporting learners by acknowledging and responding to their needs and in anti-discriminatory manner.
3. Update on best practice in assessment and research on adult learning and apply this knowledge in promoting the rights and choices of a diverse group of learners. Managing the assessment process whilst actively challenging oppressive practice which does not support learners to reach their potential.
4. Commit to the needs and interests of people with lived experience of social work when assessing the capability and skills of learners at all stages of the assessment process. As appropriate, those with lived experience should play an active part in assessing those being accepted onto and undertaking training in practice education.
5. Identify and question their own values and prejudices and respect, value and celebrate the uniqueness and diversity of leaners such as those from different entry routes and with different personal and professional experiences. Actively challenge when oppressive practice is observed or reported. This is in line with the Professional Capability Framework (BASW 2018, PCF Domain 3).
6. Accept and respect learners circumstances, understand how these impact on the learning and assessment process and make reasonable adjustments as required. Those involved in practice education should recognise and build on learners strengths and consider individual learning styles and use a range of assessment methods (including those preferred by the learner).
7. Implement an holistic approach to assess in a manner that does not stigmatise or disadvantage learners and ensures equality of opportunity in line with the Equality Act 2010. Ensure that the views of those who have lived experiences of social work are central to this assessment process. Show applied knowledge and understanding of the significance of lived experience, poverty, racism, ill health, disability, sex, social class, age, gender reassignment, being married or in a civil partnership, being pregnant or on maternity leave, religion or belief and sexual orientation in managing the assessment process. Recognise and work to prevent and counter unjustifiable oppression, discrimination and disadvantage in all aspects of the assessment process. Be aware of the impact of poverty and associated issues such as food insecurity and how this might affect the experiences of learners and those accessing social work services.
8. Take responsibility for the quality of their work and ensure that it is monitored and appraised; critically reflect on their own practice and identify development needs in order to improve their own performance, raise standards, and contribute to the learning and development of others.

GUIDANCE STATEMENTS

Domain A: Work with others to organise an effective learning environment
*Where mention is made of those involved in supporting the learning this refers to practice supervisors, practice educators, university tutors, people with lived experience of social work, line managers, workplace colleagues, and other professionals and agencies.

Practice educators at stage 1 and 2 should:

A1. Establish an effective collaborative working relationship with learners and manage the power and authority in the educator/ assessor role skillfully.

A2. Devise an induction programme that considers learners needs and their previous experience.

A3. Create reflective spaces for learners growth and development and provide regular reflective supervision.

A4. Ensure all those involved in supporting the student have clarity and understanding of each others roles.

A5. Work openly and cooperatively with others in the planning of learning opportunities and key activities at all stages of learning and assessment.

A6. Consider student confidentiality and ensure all student information is maintained in a secure environment according to General Data Protection Regulations.

A7. Contribute to the learning and development of the agency as a learning organisation. This may include encouraging the student to make links with others in the team by working alongside, making presentations and contributing to team resources. It may also include showing leadership by helping to review and improve the provision, policies and procedures of the learning organisation and identify barriers for learners.

Domain B: Teaching, facilitating and supporting learning and professional development in practice

Practice educators at stage 1 and 2 should:

B1. Demonstrate informed expertise in their practitioner role, e.g. an applied knowledge of contemporary issues in research and relevant policy, legislation and practice.

B2. Using a range of learning methods, including modelling good social work practice. Teach and support the learning of relevant social work knowledge and research, and the integration of theory and research in practice. Knowledge taught should include the powers and duties, and policy and procedures of the agency.

B3. Help students to understand their own learning processes and to develop different models and strategies for critical reflection and analysis.

B4. Discuss and plan with the student the learning and assessment programme, the students particular needs and capabilities, and how best the learner can derive further support for learning.

B5. Make sound reasoned judgements about the level of work the student can be allocated, and the support required to achieve both learning and the work goals.

B6. Demonstrate an understanding of, and critical engagement with, learning theories, to make professional educational judgments about students needs and how to meet them.

Domain C: Manage the fair and transparent assessment of students in practice

Practice educators at stage 1 and 2 should:

C1. Ensure that holistic assessment decisions are the outcomes of informed, evidence-based judgments, drawing on evidence, which is relevant, valid, reliable and sufficient from a range of sources, including direct observation. Clearly explain the decisions to students.

C2. Encourage students to self-evaluate and seek service users, carers and work-based colleagues feedback to develop their performance.

C3. Provide timely, honest and constructive feedback on student performance in an appropriate format. Review student progress throughout the assessment process, identifying strengths and any areas requiring improvement, making clear to students how they may improve to meet the acceptable standard.

C4. Ensure that all assessment decisions, and the supporting evidence, are documented and recorded according to the required standard. Provide holistic assessment reports which demonstrate clear evidence for decisions. Demonstrate ability to work well with others in the assessment process, particularly if learners practice is marginal or failing.

C5. Engage students in the design, planning and implementation of methods to assess students performance against the appropriate standards.

C6. Extend the development of all students including those who already have strong skills or are experiencing difficulties. Ensure that disagreements about assessment judgements and complaints made about the assessment process are managed in accordance with agreed procedures.

Domain D: Developing knowledge and continuing performance as a practice educator

Practice educators at stage1 and 2 should:

D1. Seek feedback from students on their experience of being assessed and the consequences of the assessment programme for them. Incorporate the feedback into future assessment activity.

D2. Show understanding of, and the ability to apply, models and theories of supervision, knowledge and research on assessment, teaching and learning, and critical reflection.

D3. Establish and maintain effective resources for their own support and supervision in respect of their role in workplace learning. Demonstrate the ability to consult and work with others in contentious and challenging contexts such as dealing with struggling students and formal appeals and complaints.

D4.Demonstrate critical reflection on their own development as practice educators, including the use of feedback from direct observations, colleagues and HEI tutors and other assessment sources.

D5.Apply learning to subsequent practice education experience using a range of methods.

D6. Contribute to the development of the agency as a learning organisation by providing information and advice from their experience on the quality and effectiveness of placement learning.

D7. Demonstrate an ability to deepen and extend their ability and expertise as a practice educator. This may also include the transfer of practice educator skills, knowledge and values to new roles in mentoring, supervision, teaching and/or assessment and show leadership in workplace learning.

D8.Show ability to; critique and apply models and theories of supervision, and knowledge and research on assessment, teaching and learning, critical reflection and other relevant knowledge. Contribute to the extension of that knowledge through their expertise and research. Promote the profile of the practice educator as playing a key role in the development of excellent early career practitioners.

Dont Panic - Read This!

Module Registration
In order to be registered on to the course by Royal Holloway, you will need to complete an on line enrolment. You will receive an email regarding this from a Departmental administrator and should go to the link given within the email and follow the instructions. Please do this as soon as possible after you receive the email and ensure that you complete the full process.

Once this has been completed you will receive another email (normally within 2-3 weeks) with your User ID, password and a Royal Holloway email address.
You will need these details in order to access online resources so it is important that you complete the online sign up as quickly as possible.

Accessing Moodle

Moodle is the Colleges virtual learning environment (VLE). It will be used throughout the course for sharing information.If you have any difficulties with Moodle, please contact the helpdesk by emailinge-learning@rhul.ac.ukwith the following information:

• Your name
• Your username
• The title of the course
• The module code (see 1^stpage of this module guide)
• Your web browser
• Please use a short, informative subject for your email that summarises the problem you are having

Accessing Moodle

1. Open Internet Explorer, or your web browser of choice
2. In the address panel enter the URL for Moodlehttps://moodle.royalholloway.ac.uk/
3. Press [Enter] to display the Moodle homepage

Logging in to Moodle

In order to access your courses you need to login to Moodle. To do this:

1. Click on the Login icon at the top right-hand corner of Moodles homepage
2. Enter your Microsoft Office 365 ID e.g. zraa666@live.rhul.ac.uk
3. In the Password panel enter your password, remembering that this is case sensitive
4. Click on Login
5. You will then see, on the left-handside of the front page of Moodle, a block titled My Courses. Your courses can be accessed from here. If you do not see your courses you can also search by course code in the search box (normally at the bottom of the page). Your course code is on the front page of this guide.
   Leaving Moodle
6. When you have finished working with Moodle click on theLogoutlink at the top right-hand corner of Moodles homepage.
7. You can then close down the browser

Submission & Assessment Flowchart

DEPARTMENT OF SOCIAL WORK

FRONT COVER FOR ASSIGNMENTS

STUDENT NUMBER:

Name of Programme: MSc in Advanced Practice

Name of Module:

Word Count:

Student Assignment Declaration

• I confirm that the submitted coursework my own work and is not plagiarised from other sources.

• The work of others, whether published or unpublished, has been given full and proper acknowledgement.

• I have maintained the confidentiality of service users, carers and family members and students throughout the assignment. This includes anonymisation of names, addresses, dates of birth, case ID numbers and any other identifying features.

• I fully understand that failure to comply with this declaration will result in an automatic referral.

Common IT queries

Term time IT services

Monday - Friday: 09:00 - 17:00

Saturday and Sunday: 12:00pm - 17:00

The IT Service Desk is available to answer technical queries online, by email and on the phone.

Email: itservicedesk@rhul.ac.uk

Phone: 01784 414321

Online: https://intranet.royalholloway.ac.uk/students/help-support/it-services/getting-help-with-it.aspx

Please note that the service is staffed by student staff at the weekends so some queries will be logged and answered during the working week.

User accounts

• Collegeusernamesare four letters and three numbers (e.g. abcd123).
• Students Microsoft Office 365 ID (also sometimes referred to as an email username) is your username with @live.rhul.ac.uk added at the end (e.g.abcd123@live.rhul.ac.uk).
• Student email addresses are normally in the format firstname.lastname.20XX@live.rhul.ac.uk, where 20XX is the year they started at Royal Holloway, e.g. (holloway.1886@live.rhul.ac.uk).

The email address is not currently used to log in to any services Royal Holloway provide, but some external services may ask for it.

The highlighted rows are the accounts you are most likely to be using. Others you may never use so dont worry about spending time getting familiar with all focus on the accounts you need.

Passwords

There are two main ways for students to change their password: via our password manager, or by logging in to a lab PC on campus.

Password manager can be accessed from anywhere by visitinghttps://passwordmanager.rhul.ac.uk/. Students can use it whether they know their current password or not - there is a forgot my password option.

Students will need to log in to a lab PC to change their password, so they do need to know their current details. When they have logged in, they should pressControl+Alt+Delete. This will open a menu with several options including Change a password. They will be asked to enter their old password and select a new one.

Password rules

Passwords must contain between 8 and 16 characters. They should not contain a space, a UK pound sign ( ), a quote character ( " ), a less than symbol ( < ) or any character not on a standard UK keyboard.

Teams

A large amount of teaching and an increased number of other student services are taking place on Microsoft Teams. Students can download Teams by going torhul.ac.uk/software.

We have some guidance on Teams on our web pages, which students can access by going torhul.ac.uk/it.

Email

The login page for students is mail.live.rhul.ac.uk.

They should log in with their username with @live.rhul.ac.uk added at the end (e.g.abcd123@live.rhul.ac.uk).

All Royal Holloway email accounts come with 50GB of space.

Student email addresses at Royal Holloway last a lifetime and email accounts will not be deleted when students leave. However, we only offer limited support to alumni who forget their details. Students shouldmake a note of their username and password before they leave.

Students who receive error messages when trying to log in to their emails should be directed to the IT Service Desk.

Off-campus access

Students can access their documents and other services more easily off-campus if they are connected to the VPN. There is a short set-up procedure for the VPN which can be found on the Off-campus section of the IT intranet.

The URL ishttps://intranet.royalholloway.ac.uk/students/help-support/it-services/it-essentials/access-off-campus/access-off-campus.aspx

CampusNet

CampusNet is Royal Holloways residential and campus-wide network. It is available via wired or wireless connection.

CampusNet supports a wide variety of network-capable items, and most common devices such as laptops, smartphones and tablets are automatically supported by CampusNet.

We also allow various internet-enabled devices including printers, games consoles and other smart devices but many of these require manual registration. If theyre using the Wi-Fi, students can add their devices themselves by logging in tocampusnet.rhul.ac.uk. If theyre using ethernet, they should will need to email theIT Service Deskwith their device's make, model, and MAC address. They will also need to provide their room number as well as the port number, which will be on a sticker attached to the port.

Devices should stay registered to the network. However, it is normal for devices to be prompted to re-register if they havent been on campus for a few weeks (e.g. over the Summer or Christmas breaks).

Printing

All students receive 10 per academic term as printer credit. Credit is not stackable - if they do not use it, it will not be rolled over into the next term.

Students can add printer credit to their own accounts by visitingprinting.rhul.ac.uk.There is a minimum deposit of 5.

Free software

Students can download a number of free pieces of software fromrhul.ac.uk/software. There are:

• Microsoft Office (including Teams)
• Sophos
• Mathematica
• MATLAB
• NVivo
• SPSS

Spam

Students and staff can report suspicious messages directly to our cybersecurity team by pressing the report button on the top ribbon on their window. Students who have clicked on spam or affected by a spam attack should be sent directly to the IT Service Desk, where we will advise that they:

• Change their password
• Run a virus scan
• Check their email settings for rules or options they do not recognise.

Lost documents

Students can restore files or folders they delete from their network drives for up to 30 days. There is an FAQ online here:https://intranet.royalholloway.ac.uk/students/help-support/it-services/faq/network-drives/how-do-i-restore-documents-to-my-network-drives.aspx.

More help

The IT Services pages on the intranet have guides on all the things covered in this document and an extensive set of FAQs. Students can access this by going torhul.ac.uk/it.