BTEC Higher National Certificate or Diploma in Healthcare Practice (Healthcare Management)
About the course
1: Why choose a BTEC Higher National qualification in Healthcare Practice (formerly Health and Social Care)?
The purpose of BTEC Higher National qualifications in Healthcare Practice is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the healthcare sector and adapt to a constantly changing world. BTEC Higher Nationals include a Level 4 Certificate (HNC) and a Level 5 Diploma (HND). The qualifications aim to widen access to higher education and enhance the career prospects of those who undertake them.
BTEC Higher Nationals are designed to help students secure the knowledge, skills and behaviours needed to succeed in the workplace. They represent the latest in professional standards and provide opportunities for students to develop behaviours for work, for example by undertaking a group project, or responding to a client brief.
At the same time the BTEC Higher Nationals are intended to keep doors open for future study should a student wish to progress further in their education after their level 5 study. They do this by allowing space for the development of higher education study skills, such as the ability to research.
Key Information
Starting Dates | January / April / September |
Mode of Study | Full-time |
Duration | HNC – One year /HND – Two years |
Awarding Body | Pearson |
Award | Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice (Healthcare Management) Pearson BTEC Level 5 Higher National Diploma in Healthcare Practice (Healthcare Management) |
Price Per Year | Full Time £6,000/year |
* STUDENT LOAN AVAILABLE *
2: Who are these qualifications for?
The BTEC HNC/ HND in Healthcare Practice is aimed at you if you want to continue your education through applied learning! Higher Nationals provide a wide-ranging study of the health and social care sector and are designed for students who wish to pursue or advance their career in healthcare practice or related fields.
In addition to the knowledge, understanding and skills that underpin the study of the health and social care sector, Pearson BTEC Higher Nationals in Healthcare Practice give students experience of the breadth and depth of the sector that will prepare them for further study or training.
3: Who awards the qualifications?
The BTEC Higher National qualifications are awarded by Pearson and The City College works in partnership with this organisation to deliver the programme. As the awarding organisation, Pearson has approved The City College to offer a variety of HND qualifications. The College’s management team is then responsible for ensuring that the quality of the provision offered meets Pearson’s exacting conditions and standards.
Quality is monitored regularly through visits from Pearson’s External Examiners and a regular Pearson Annual Management Review.
4: Qualification numbers
The Ofqual Regulated Qualifications Framework (RQF) qualification numbers are as follows:
- Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice: 603/2293/7
- Pearson BTEC Level 5 Higher National Diploma in Healthcare Practice: 603/2294/9
5: Why choose BTEC?
BTECs are work-related qualifications for students taking their first steps into employment, or for those already in employment and seeking career development opportunities. BTECs provide progression into the workplace either directly or via study at university and are also designed to meet the needs of employers. Therefore, Pearson BTEC Higher Nationals are widely recognised by industry and higher education as the principal vocational qualification at Levels 4 and 5.
6: Aims of the Level 4 HNC and Level 5 HND in Healthcare Practice
The Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice offers students a broad introduction to the subject area via a mandatory core of learning, while allowing for the acquisition of skills and experience through specialist pathways and the selection of optional units across a range of occupationally relevant subjects at Level 4. This effectively builds underpinning core and specialist skills while preparing the student for further subject specialisation at Level 5. Students will gain a wide range of sector knowledge tied to practical skills gained in evidence-based practice, personal research, self-study, directed study and workplace learning and experience.
Holders of the Level 4 HNC will be able to demonstrate sound knowledge of the basic concepts, values and principles of healthcare practice, and the skills to perform effectively as a support worker in a number of different settings in the healthcare sector. They will be able to communicate accurately and appropriately and they will have the behaviours and qualities needed for employment that requires some degree of personal responsibility. They will have developed a range of transferable skills to ensure effective team working, independent initiatives, organisational competence and problem-solving strategies. They will be adaptable and flexible in their approach to healthcare practice, show resilience under pressure, and meet challenging targets within a given resource.
Holders of the Level 5 HND will have developed a sound understanding of the principles in their field of study and will have learned to apply those principles more widely. They will have learned to evaluate the appropriateness of different approaches to solving problems. They will be able to perform effectively in their chosen field and will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.
7: Programme Structure
The programme at Level 4 and Level 5 follows the ‘Healthcare Management’ pathway. The normal timescale for achieving a Level 4 HNC by full-time study is one-year. The normal timescale for achieving a Level 5 HND by full-time study is two-years. Progression to Year 2 of the programme is dependent on satisfactory completion of Year 1.
The one-year Level 4 HNC:
- Requires successful completion of 7 units
- Mixes 4 mandatory core, 2 mandatory specialist, and 1 specialist/ optional unit, each with a value of 15 credits except ‘Demonstrating Professional Principles and Values in Health and Social Care Practice’ which is 30 credits (120 total)
- Total Qualification Time (TQT) is 1200 hours
- Total Guided Learning Hours (GLH) is 480 hours.
The two-year Level 5 HND:
- Requires successful completion of a further 7 units (therefore 14 in total)
- Mixes 2 mandatory core, 3 mandatory specialist, and 2 specialist/ optional units, each with a value of 15 credits except ‘Innovation and Improvement through Action Research’ which is 30 credits (240 total minimum)
- Total Qualification Time (TQT) is 2400 hours
- Total Guided Learning Hours (GLH) is 960 hours.
TQT is an estimate of the total amount of time that could reasonably be expected to be required for a student to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. It can include, for example, guided learning, independent and unsupervised research/ learning, unsupervised coursework, watching a pre-recorded podcast or webinar, and unsupervised work-based learning.
GLH are defined as the time when a tutor is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. Guided Learning includes any supervised assessment activity; this includes invigilated examination and observed assessment and observed work-based practice.
The 240 credits achieved by successful completion of the HND is equivalent to completing the first two years of a healthcare practice related honours degree at a UK university (see section 8 below).
8: What is studied and how is it timetabled and assessed?
The academic year is divided into three terms and in each term you will normally be timetabled to study 2-3 units. You will usually be timetabled for at least three days per week and it must be noted that the timetable changes from term-to-term as the programme develops and units are completed.
A variety of forms of assessment evidence will be used, suited to the type of learning outcomes being assessed. Some units, for example, require a practical demonstration of skills while others require students to carry out their own research and analysis, working independently or as part of a team.
Methods of assessment may include, for example, writing a report or essay, recording an interview or role play, examination or in-class tests, giving a presentation with assessor questioning, making a PowerPoint presentation, creating academic posters, displays or leaflets, or keeping a reflective journal.
Year 1
Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice (Healthcare Management) |
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Unit | Unit Title | Unit level | Unit credit | |
Core unit Mandatory |
1 |
Law, Policy and Ethical Practice in Health and Social Care
Unit 1: Law, Policy and Ethical Practice in Health and Social CareIntroduction
Health and social care practitioners are regulated by, and must adhere to, a range
of law and policy when working within the most common settings of health trusts,
primary care and other public authority settings. Even those working in voluntary,
non-profit and private organisations will require a sound understanding of law and
policy in order to practice proficiently, safely, ethically and legally. This unit
develops students’ knowledge and appreciation of the need for them to be
thoroughly informed about relevant law and policy. Further to this, the unit
presents opportunities for students to apply relevant law and policy in practice
settings, both actual and realistic, and to consider the place of codes of practice
and ethics in their day-to-day work.
Learning Outcomes
By the end of this unit students will be able to:
|
4 | 15 |
2 |
Demonstrating Professional Principles and Values in Health and Social Care Practice
Unit 2: Demonstrating Professional Principles and Values in Health and Social Care PracticeIntroduction
Reflecting on our daily activities is an automatic process: it is part of human nature,
and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis.
Reflecting on what we do is a fundamental skill that helps us to develop, improve
personally and professionally. It is an active, dynamic process that also helps
develop confidence in our ability to perform our daily working practice and to
become proactive, professional leaders. The art of reflection is a tool that students
will carry with them through and beyond their educational journeys and is a
requisite for many roles in the sector. Developing the necessary skills early helps
students to be prepared for their career progression pathways.
Learning Outcomes
By the end of this unit students will be able to:
|
4 | 30 | |
3 |
Supporting the Individual Journey through Integrated Health and Social Care
Unit 3: Supporting the Individual Journey through Integrated Health and Social CareIntroduction
The integration of the Health and Social Care sub-sectors is important in terms of
being able to provide services for the wellbeing of individuals, and to meet the
increasing demands of a growing and ageing population with increasingly complex
needs. Students working in health will need to be aware of integrated care
pathways: a multidisciplinary approach towards anticipated care that enables an
individual with identified needs to move progressively through their journey and
experience positive outcomes.
By the end of this unit students will be able to:
|
4 | 15 | |
4 |
Fundamentals of Evidence-based Practice (Pearson-set Project)
Unit 4: Fundamentals of Evidence-based Practice (Pearson-set Project)Introduction
Evidence-based practice in health and social care involves taking a systematic
approach to examining a range of evidence in order to answer key questions of
relevance to the sector. The basis of evidence-based practice is research. In health
and social care, research is conducted for a number of reasons for example, to find
prevalence or incidence of disease, to assess quality of life or patient satisfaction.
Research has global relevance and plays a significant role in influencing the
development of high-quality provision, supporting a high-functioning integrated
workforce and promoting the health and wellbeing of those who use health, care
services.
By the end of this unit students will be able to:
|
4 | 15 | |
Specialist Unit Mandatory |
10 |
Developing Operational Management Skills for Healthcare Practice
Unit 10: Developing Operational Management Skills for Healthcare PracticeIntroduction
The healthcare industry is a dynamic changing environment and a key aspect of
working in healthcare practices is the ability to embrace change and consider new
and innovative ways to do more with less. The effective operational manager
focuses on processes that manage and monitor all aspects at work within their area
of healthcare practice while driving innovation and change.
By the end of this unit students will be able to:
|
4 | 15 |
17 |
Effective Reporting and Record-keeping in Health and Social Care Services
Unit 17: Effective Reporting and Record-keeping in Health and Social Care ServicesIntroduction
With the use of technology becoming more widespread, information is increasingly
easy to obtain, store and retrieve. However, it is also becoming easy for the wrong
people to have access to information. With increasing emphasis on accuracy and
digital safety and taking into consideration the sensitive information recorded and
used in healthcare settings, practitioners responsible for handling data or other
information are expected to take the initiative on managing records appropriately
and efficiently, reporting accurately to line managers.
By the end of this unit students will be able to:
|
4 | 15 | |
Plus ONE specialist/ optional unit from the list given below (chosen by the College) |
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Plus ONE specialist/ optional unit (chosen by the College) |
5 |
Health Education in Action
Unit 5: Health Education in ActionIntroduction
Health education involves both giving information and training individuals and
communities to bring about better health outcomes. This role is a key feature of the
role of nurses and other healthcare practitioners. Additionally, health education is
also a key focus for the government. The financial budget for health education has
significantly increased in recent years due to its significant benefits to health
outcomes. This unit will support the development of students’ knowledge,
understanding and skills regarding providing and supporting the provision of health
education to improve the health and wellbeing of individuals accessing healthcare
services.
By the end of this unit students will be able to:
|
4 | 15 |
6 |
Supporting Dementia Care
Unit 6: Supporting Dementia CareIntroduction
The term ‘dementia’ describes the different brain disorders that trigger a loss or
deterioration of brain function. These changes are often small to start with, but
often they become so severe they affect daily life. A person with dementia may also
experience changes in their mood or behaviour. These conditions are all usually
progressive and eventually severe. The World Health Organisation (WHO) suggest
the number of people living with dementia worldwide is estimated at 35.6 million.
This number is anticipated to double by 2030 and more than triple by 2050.
By the end of this unit students will be able to:
|
4 | 15 | |
8 |
Addressing Health Inequalities
Unit 8: Addressing Health InequalitiesIntroduction
Despite significant advances in public health in the UK over the past century there
remains inequalities in health status across the country. Public health addresses all
areas relating to the health and wellbeing of our communities. It covers an
extremely wide remit and addresses issues such as air pollution, obesity, climate
change and smoking, to name but a few. These are issues that affect not only the
individual but wider populations as well.
By the end of this unit students will be able to:
|
4 | 15 | |
11 |
Changing Perspectives in Public Health
Unit 11: Changing Perspectives in Public HealthIntroduction
The development of the concept of public health has its roots in the Victorian times.
However, even prior to this era other measures were developed in keeping
communities healthy including the development of sewage systems in Roman times
and in early Egyptian medical practice up to 5000 years ago. Public health has
evolved with time with an emphasis on the leading health issues of any community
at any given time. Significant epidemiological factors have influenced the practice
of public health.
By the end of this unit students will be able to:
|
4 | 15 | |
12 |
Supporting Independent Living
Unit 12: Supporting Independent LivingIntroduction
The aim of this unit is to explore the principle of supported independent living and
provide students with the knowledge, understanding and skills to implement
effective programmes of care for individuals living in their own homes or other
domiciliary care environments.
By the end of this unit students will be able to:
|
4 | 15 | |
13 |
Supporting Individuals with Specific Needs
Unit 13: Supporting Individuals with Specific NeedsIntroduction
Healthcare practitioners encounter individuals with specific needs and often these
needs, for example learning disability, may be an inherent part of an individual’s
condition and presentation. Individuals with specific needs often present with
physical and emotional disabilities across a spectrum of disorders or are those who
are considered at high risk of developing specific needs as a result of illness or
injury. Such conditions may impact on an individual’s ability to interpret information
and they may not be able to function effectively, either cognitively and socially.
By the end of this unit students will be able to:
|
4 | 15 | |
14 |
Sociological and Psychological Perspectives on Health
Unit 14: Sociological and Psychological Perspectives on HealthIntroduction
The work of sociologists and psychologists have had a significant impact on
healthcare practice. Sociologists investigate the interaction between society and
health. Psychologists explore the relationship among psychological, cultural,
behavioural factors and health. Together they have informed our understanding of
health and illness, contributed to major changes in healthcare policy and been
useful in developing behaviour modification therapies and improving the health
status of individuals. Understanding how these perspectives are used to inform
their practice, deepens students’ approach to caring for individuals and supports
the development of skills and behaviours for effective professional practice.
By the end of this unit students will be able to:
|
4 | 15 | |
15 |
Healthcare Technology in Practice
Unit 15: Healthcare Technology in PracticeIntroduction
Advances in information and other technologies have had a significant impact on
work practices in the healthcare sector. These technological advances have many
benefits including, early diagnosis and detection, reduction in invasive procedures
and consistent measuring of vital signs towards more effective and efficient
healthcare.
By the end of this unit students will be able to:
|
4 | 15 | |
16 |
Supporting Adults in Residential Care
Unit 16: Supporting Adults in Residential CareIntroduction
Adult residential care has changed in its approach, and is constantly evolving to
ensure it keeps up with market forces. Each setting must be responsive, diverse
and able to provide high-quality, personalised care and support that meets the
needs of people, regardless of who pays for care.
By the end of this unit students will be able to:
|
4 | 15 |
Year 2
Pearson BTEC Level 5 Higher National Diploma in Healthcare Practice (Healthcare Management) |
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Unit | Unit Title | Unit level | Unit credit | |
Core unit Mandatory |
18 |
Innovation and Improvement through Action Research (Pearson-set Project)
Unit 18: Innovation and Improvement through Action Research (Pearson-set Project)Introduction
Why conduct research?’ It is an important and interesting question that should be
considered when looking at ways to improve healthcare service provision. Some
who embark on the research process find it can be daunting and see it as an
obstacle to be overcome and swept aside as quickly as possible. Yet research can
be a motivating and engaging experience, particularly for the researcher who is
passionate about making a difference. Research can have a positive impact on local
practice and policy, as well as promoting and informing global health programmes.
Refining and using effective research skills and methods is key to being able to
produce high-quality research that can contribute to developing a richer
understanding of a phenomenon, driving improvements in public health and in
healthcare as a whole.
By the end of this unit students will be able to:
|
5 | 30 |
19 |
Reflective Approaches in Implementing Person-centred Practice
Unit 19: Reflective Approaches in Implementing Person-centred PracticeIntroduction
Reflective practice is used throughout the healthcare profession as a means to
improving the practitioner’s skills, reviewing how they have dealt with situations
that have occurred and identified areas that need further development. Overall this
enables the practitioner to provide a high-quality service and adopt a more
professional approach to the user of services. Being a reflective practitioner is key
to lifelong learning and development for working in health, care and support service
professions. Reflective practice works to ensure that a high-quality service is
offered to the users of services and the effective practitioner identifies areas for
development and where they can share good practice.
By the end of this unit students will be able to: |
5 | 15 | |
Specialist Unit Mandatory |
23 |
Managing Quality in Care Environments
Unit 23: Managing Quality in Care EnvironmentsIntroduction
Every organisation should strive for excellence in service and in health and social
care, the process of continuous improvement to safety, wellbeing and satisfaction is
a hallmark of effective service provision. Staff and service users should be
reassured that managers recognise the benefits of improvement to the quality of
provision, and the impact of the individual on the overall success of the
organisation. Being able to able to understand and implement continuous
improvement measures is part of the manager’s role in care service provision.
Further, increasing demands on care settings to improve quality of service have
identified the importance of all staff understanding the different perspectives on,
and methods of, achieving quality on a daily basis.
By the end of this unit students will be able to: |
5 | 15 |
25 |
Facilitating Change in Healthcare Environments
Unit 25: Facilitating Change in Healthcare EnvironmentsIntroduction
Change management is so much more than to make something different. From the
investigation as to whether change is necessary through to the exploration of team
dynamics, leadership, barriers to change, motivation and planning for change,
involvement of the multidisciplinary team with the implementation of change and,
finally, results evaluation, with the potential to re-plan future strategy. The one
constant within the health service is change; from health departments and agencies
which define the shape of training, education, skill and the competence of the
healthcare workforce, through to a number of local initiatives and strategies that
require implementation.
By the end of this unit students will be able to:
|
5 | 15 | |
29 |
Human Resource Management for Healthcare
Unit 29: Human Resource Management for HealthcareIntroduction
Recruitment and retention of staff is an extremely important element of the
healthcare sector. Those with responsibility for this need to have the knowledge
and understanding of the processes involved in the recruitment and management of
staff in the healthcare workplace., They need to recognise their responsibilities in
relation to their own developmental needs as well as those they are responsible for.
By the end of this unit students will be able to: |
5 | 15 | |
Plus TWO specialist/ optional units from the list given below (chosen by the College) |
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Plus TWO specialist/ optional units (chosen by the College) |
26 |
Supporting Team and Partnership Working Across Health and Care Services
Unit 26: Supporting Team and Partnership Working Across Health and Care ServicesIntroduction
It is important for organisations to work together to enable access to services to be
provided for the continuation of care and the well- being for the users of services.
This will help to ensure that high-quality provision is offered which is efficient. It is
also important for an integrated service to be applied when the authorities are
dealing with safeguarding and protection to ensure that the health, social services,
and police are aware of children and adults that may need to be supported and if
they are at risk.
By the end of this unit students will be able to:
|
5 | 15 |
27 |
Social Policy in Public Health
Unit 27: Social Policy in Public HealthIntroduction
Social policy is integral to the function of health and care services, it involves the
legislation, guidelines and expectations regarding conduct of professionals and
services that are responsible for securing the welfare of individuals within a society.
In public health, social policy is specifically focused on policies that the government
and other agencies representing the population determine are the vision for
improving and maintaining the health of the nation.
By the end of this unit students will be able to: |
5 | 15 | |
32 |
Team and Individual Leadership: Coaching and Mentoring Others
Unit 32: Team and Individual Leadership: Coaching and Mentoring OthersIntroduction
The purpose of this unit is to enable students to understand the role and
contribution of mentorship in health and social care, which is to support the
personal development and lifelong learning of staff. Mentorship is achieved through
effective leadership, mentoring and/or coaching. Health and social care workers
need to be able to differentiate between team and individual leadership, mentoring
and coaching, and know how to apply these in their own practice.
By the end of this unit students will be able to:
|
5 | 15 | |
35 |
Project Management for Healthcare
Unit 35: Project Management for HealthcareIntroduction
This unit will provide students with the opportunity to gain understanding and
develop skills relating to project management principles, methodologies, tools and
techniques. This includes undertaking independent research, managing and
implementing a project. They will develop confidence and abilities in decisionmaking, problem-solving, consequential thinking, critical analysis and research
activities within their chosen field. Further, they will be able to critically assess key
concepts, systems, processes, and practices within a work-based context to
determine appropriate outcomes and solutions, present evidence and make
recommendations in an appropriate, clear and understandable way.
By the end of this unit students will be able to: |
5 | 15 |
9: Compulsory work experience/placement requirements
The Level 4 HNC in Healthcare Practice requires at least 225 hours of work experience/ placement in health and/ or social care settings and a ‘Professional Learning and Development’ portfolio (PLAD), including reflective accounts, to be completed.
The Level 5 HND in Healthcare Practice requires at least 450 hours of work experience/ placement in health and/ or social care settings and a ‘Professional Learning and Development’ portfolio (PLAD), including reflective accounts, to be completed over the two-year period of the qualification.
Students can undertake placement in more than one setting, providing they meet the minimum requirement for types of setting as indicated above.
All work hours should be evidenced in the individual student’s ‘Practical Learning, Assessment and Development Portfolio’ (PLAD), which will be given at the start of the course.
In order to work in the care sector, you would require Disclosure and Barring Service (DBS) clearance and you will be responsible for arranging this. There will be a charge to obtain DBS clearance to be met by yourself or your employer. You will not get DBS clearance if you have a criminal record and so are unlikely to get employment in the care sector now or in the future. You must declare all criminal convictions to the college otherwise we cannot advise you properly.
10: Calculation of the overall qualification grade
The calculation of the overall qualification grade is based on the student’s performance in all units. Students are awarded a Pass, Merit or Distinction qualification grade using the points gained through all 120 credits, at Level 4 for the HNC or Level 5 for the HND, based on unit achievement. The overall qualification grade is calculated in the same way for the HNC and for the HND.
All units in valid combination must have been attempted for each qualification. All 120 credits count in calculating the grade (at each level, as applicable). The overall qualification grade for the HND will be calculated based on student performance in Level 5 units only.
Units that have been attempted but not achieved, and subsequently granted compensation, will appear as ‘Unclassified’; i.e. a ‘U’ grade, on the student’s Notification of Performance, that is issued with the student certificate.
Points per credit | |
---|---|
Pass | :4 |
Merit | :6 |
Distinction | :8 |
Point boundaries | |
---|---|
Grade | Point boundaries |
Pass | 420−599 |
Merit | 600−839 |
Distinction | 840 + |
11: What are the employment and further study opportunities for these qualifications?
Having a BTEC HNC/ HND provides a solid grounding in healthcare practice which students can build on should they decide to continue their studies beyond the Certificate/ Diploma stage.
On successful completion of the Level 5 Higher National Diploma, students can develop their careers in the healthcare sector through:
- Entering employment
- Continuing existing employment
- Linking with the appropriate Professional Body
- Committing to Continuing Professional Development (CPD)
- Progressing to university.
Those who enter employment in the healthcare sector may do so in job roles such as:
- Lower non-clinical managerial
- Co-ordinator and supervisory roles in healthcare administration
- Operation and support services, e.g. information, office, patient services, estates, health improvement services.
Successful completion of the BTEC HND is equivalent to completing the first two years of a related honours degree at a UK university. The qualification is recognised by Higher Education providers (eg. universities) as meeting admission requirements to many relevant healthcare practice-related courses, including, for example:
- BSc (Hons) in Management Studies (Health and Social Care)
- BA/BSc (Hons) in Health and Social Care
- BA/BSc (Hons) in Health Studies
- BSc (Hons) in Adult Nursing
- BSc (Hons) in Public Health
- BSc (Hons) in Health Promotion.
Students should always check the entry requirements for degree programmes at specific Higher Education providers where they wish to gain admission and ‘top-up’ their HND.
12: Entry requirements and admissions
The City College is required by Pearson to ensure that every student we enrol has a reasonable expectation of success on the programme. All applicants must be at least 18 years of age.
Applicants aged over 21 years at the start of their course and who have been out of education for at least three years are classed as ‘mature students’. The prior qualifications and/ or work experience of such applicants will be reviewed by the College to consider if their individual profile shows they have the potential to achieve the qualification. If we believe it does and all other requirements of the admissions process are met, such applicants may be enrolled.
For those who have recently been in education, the entry profile is likely to include one of the following:
- A relevant BTEC Level 3 qualification
- A GCE Advanced Level profile that demonstrates strong performance in a relevant subject or adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades A* to C and/or 9 to 4 (or equivalent) in subjects such as Maths and English
- Other related Level 3 qualifications
- An Access to Higher Education Diploma awarded by an approved further education institution
- Related work experience
- An international equivalent of the above.
Applicants for the HND Healthcare Practice programme must be in suitable employment before the programme commences in order to be enrolled. The employment may be paid or unpaid – see above for further work experience/ placement requirements.
13: Application process
All applicants must first submit all relevant documents in the following checklist to the College with a completed application form:
- Completed Application form which has been signed at the back
- Passport size photo
- An up-to-date CV
- Passport or other official photo ID
- Qualification certificates
- Next of Kin/ emergency contact phone number and address
- Proof of address which includes your full name and current address
- Letter from your employer confirming you are in suitable employment.
After all the documents have been checked, the applicant must sit an entry test as part of the admissions process. If the test is passed, applicants are invited for an interview. After the interview, all components of the process are considered, and the student will be informed of the decision, normally within 48 hours.
Applicants to the HND Healthcare Practice programme should note that your employer must be willing to sign a Memorandum of Understanding (MoU) with the college so responsibilities and expectations are agreed and clear (more information about this can be found out by contacting the admin department).
14: English language ability for non-native speakers (not born in the UK)
Non-native English speakers who have not undertaken their final two years of schooling in English, must demonstrate capability in English at Level 2 (or equivalent) before being admitted to the programme. Equivalent grades to Level 2 include CEFR B2, PTE 51, and IELTS 5.5 (reading and writing must be at 5.5).
15: English language ability for non-native speakers who were taught in English for the final two years of school (or more)
Some applicants will not be native-speakers but will have studied the final two years of school in English (eg. those from West Africa).
16: Additional Costs
It is vital that all students have their own up-to-date computer/ laptop and internet for blended learning/assessment/access to online college resources.
All applicants are advised that the fees paid cover the cost of tuition for programme delivery, but there may be additional costs to cover, for example, books if required, stationary, awarding body registration fees, professional body registration fees, and travel costs to events.
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