0
  • An empty cart

    You have no item in your shopping cart

Enter your keyword

Course

Higher National Diploma in International Travel and Tourism Management

Pearson Education is the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked.  Pearson BTEC Higher National qualifications are designated higher education qualifications in the UK. They are aligned to the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, and Quality Assurance Agency (QAA) Subject Benchmark Statements. These qualifications are part of the UK Regulated Qualifications Framework (RQF).

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 employer’s needs. Therefore, Pearson BTEC Higher National qualifications are widely recognised by industry and higher education as the principal vocational qualification at Levels 4 and 5.

Why choose Pearson BTEC Higher Nationals?
Pearson 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. A student may even achieve exemption from professional or vendor qualifications, or student membership of selected professional bodies, to help them on their journey to professional competence.

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. Clear alignment of level of demand with the Framework for Higher Education qualification descriptors at level 4 and 5 means that students wishing to progress to level 6 study should feel better prepared.

Why choose Pearson BTEC Higher Nationals?
Pearson 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. A student may even achieve exemption from professional or vendor qualifications, or student membership of selected professional bodies, to help them on their journey to professional competence.

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. Clear alignment of level of demand with the Framework for Higher Education qualification descriptors at level 4 and 5 means that students wishing to progress to level 6 study should feel better prepared.

 

Qualification code
Ofqual Regulated Qualifications Framework (RQF) Qualification number:
Pearson BTEC Level 5 Higher National Diploma in International Travel and Tourism Management: 603/2279/2

Who is this qualification for?

The BTEC Higher National qualifications in International Travel and Tourism Management are aimed at students wanting to continue their education through applied learning. Higher Nationals provide a wide-ranging study of the travel and tourism industry and are designed for students who wish to pursue or advance their career in the travel and tourism sector. In  addition to the knowledge, understanding and skills that underpin the study of travel and tourism, Pearson BTEC Higher Nationals in International Travel and Tourism Management give
students experience of the breadth and depth of the sector that will prepare them for further study or training.

Aims of the Level 5 Higher National Diploma in International Travel and Tourism Management

The Level 5 Higher National Diploma in International Travel and Tourism Management offers students six specialist pathways designed to support progression into relevant occupational areas or on to degree-level study. These pathways are linked to Professional Body standards (where appropriate) and can provide professional status and progression to direct employment. The Level 5 Higher National Diploma offers the following specialist pathways for students who wish to concentrate on a particular aspect of travel and tourism:

  • Aviation
  • Destination Management
  • Events
  • Innovation, Culture and Heritage
  • Sustainable Management
  • Tour Operations

There is also a non-specialist ‘General International Travel and Tourism Management’ pathway, which allows students to complete a Level 5 Higher National Diploma without committing to a particular professional specialism.

Holders of the Level 5 Higher National Diploma 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.

What could these qualifications lead to? 

The Level 5 Higher National Diploma is recognised by Higher Education providers as meeting admission requirements to many relevant travel and tourism related courses, for example:
BA (Hons) in International Travel and Tourism

  • BA (Hons) in Aviation Management
  • BA (Hons) in Tourism Management
  • BA (Hons) in Museum and Heritage Studies

Students should always check the entry requirements for degree programmes at specific Higher Education providers. After completing a BTEC Higher National Certificate or Diploma, students can also progress directly into employment.
The skills offered as part of the Pearson BTEC Higher National Diploma can provide graduates with the opportunity to work in many different areas of the travel and tourism industry. Overleaf are some examples of job roles each qualification could lead to.

Core Modules

  • Research Project (Pearson-set)
  • Tourism Consumer Behaviour and Insight

Specialist Modules

Pathway: General

  1. Airline Operations Management
  2. Destination Management Services
  3. Global Events
  4. Global Sustainable Tourism Development
  5. Organisational Behaviour

Pathway: Aviation

  1. Airline Operations Management
  2. Airport Operations Management
  3. Strategic Planning for Air Transport
  4. Global Sustainable Tourism Development
  5. Organisational Behaviour

Pathway: Destination Management

  1. Destination Management Services
  2. Strategic Destination Planning
  3. Destination Marketing
  4. Global Sustainable Tourism Development
  5. Organisational Behaviour

Pathway: Events

  1. Developing the Event Experience
  2. Corporate Events Management
  3. Global Events
  4. Global Sustainable Tourism Development
  5. Organisational Behaviour

Pathway: Innovation, Culture and Heritage

  1. Hospitality Digital Marketing
  2. Innovative Cultural and Heritage Management
  3. Innovative Curation, Interpretation and Education
  4. Global Sustainable Tourism Development
  5. Organisational Behaviour

Pathway: Sustainable Management

  1. Sustainable and Responsible Management
  2. Global Sustainable Tourism Development
  3. Marketing for Ethical Tourism
  4. Global Events
  5. Organisational Behaviour

Pathway: Tour Operations

  1. Chain of Distribution Management in the Travel Industry
  2. Dynamic Products and Packaging
  3. Digital Sales and Marketing
  4. Operations Management Support
  5. Organisational Behaviour

1 – Age restriction
Minimum: 18

2 – Open Entry
At least one GCE A level pass, with supporting passes at GCSE at Grades A, B or C in appropriate subjects

3 – Mature entry
Appropriate work experience

4 – APEL / APL
Students already in employment or with relevant previous experience

5 – English Language Competency
Minimum: CEFR B2
PTE Academic = 51 (in all 4 skills) or IELTS = 5.5 (in all 4 skills)

6 – General Entry Requirements
The City of London College seeks to recruit students of outstanding achievement and potential from all educational backgrounds, so good examination results are the main factor in the admission of students to our courses with atleast a Grade C in English and Mathematics at GCSE O Level or equivalent. In addition to this, we can also use other information supplied to us to ensure we admit students with the most outstanding potential. This information might include: prior and predicted grades, evidence of knowledge and commitment in your personal statement, employer and teacher references, performance at interview and any exceptional circumstances or personal barriers to learning that you have faced. This allows us to build up a full and rounded view of all our applicants.
Although Pearson do not specify formal entry requirements, as a centre we take responsibility to ensure that our prospective students have a reasonable expectation of success on the programme.

For students who have recently been in education, the entry profile therefore is likely to include one of the following:

  • A BTEC Level 3 qualification in Business
  • 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 at A* to C (or equivalent)
  • Other related Level 3 qualifications
  • An Access to Higher Education Certificate awarded by an approved further education institution
  • Related work experience
  • An international equivalent of the above

We consider applicants’ prior learning when considering their acceptance on a BTEC Higher Nationals, through Recognition of Prior Learning.

English Language requirements
In order for students to be successful on Pearson BTEC Higher National qualifications which are both taught and assessed in English, it is critical that they have an appropriate level of English language skills.

  • Common European Framework of Reference (CEFR) level B2
  • PTE 51
  • IELTS 5.5; Reading and Writing must be at 5.5 or equivalent.

Modes of delivery

  • Full-time
  • Part-time
  • Blended learning

The Student Voice
Students are at the heart of our delivery.  Pearson consulted with students in the development of these qualifications.  Students were involved in writing groups, their feedback was sought, and their voices added together with the views of other stakeholders.  The result, are qualifications that will meet the needs and expectations of students worldwide

The skills offered as part of the Pearson BTEC Higher National Diploma can provide graduates with the opportunity to work in many different areas of the travel and tourism industry. Overleaf are some examples of job roles each qualification could lead to.

Students need both relevant qualifications and employability skills to enhance their career prospects and contribute to their personal development. Pearson Higher National International Travel and Tourism Management qualifications embed throughout the programme the development of key skills, attributes and strengths required by 21st century employers.

How Higher Nationals provide both transferable employability skills and academic study skills?

Students need both relevant qualifications and employability skills to enhance their career prospects and contribute to their personal development. Pearson Higher National business qualifications embed throughout the programme the development of key skills, attributes and strengths required by 21st century employers.

Where employability skills are referred to in this specification, this generally refers to skills in three main categories:

  • Cognitive and problem-solving skills: critical thinking, approaching non- routine problems by applying expert and creative solutions, use of systems and digital technology, generating and communicating ideas creatively.
  • Intra-personal skills: self-management, adaptability and resilience, self- monitoring and self-development, self-analysis and reflection, planning and prioritising.
  • Interpersonal skills: effective communication and articulation of information, working collaboratively, negotiating and influencing, self-presentation.

Students can also benefit from opportunities for deeper learning, where they are able to make connections between units and select areas of interest for detailed study. In this way BTEC Higher Nationals provide a vocational context in which students can develop the knowledge and academic study skills required for progression to university degree courses, including:

  • Active research skills
  • Effective writing skills
  • Analytical skills
  • Critical thinking
  • Creative problem-solving
  • Decision-making
  • Team building
  • Exam preparation skills
  • Digital literacy
  • Competence in assessment methods used in higher education

Start Dates

TO BE CONFIRMED

Tuition Fee

Full Time: £6000.00 per year

Duration

Full Time / 2 Years

Awarding Body

BTEC Higher Nationals are vocational qualifications we at the City of London College work with employers on the design, delivery and assessment of the course. This ensures that students enjoy a programme of study that is engaging and relevant, and which equips them for progression.

Just as the student voice is important, so too is the employer’s. Employers play a significant role in the design and development of all regulated qualifications, including the Higher Nationals in Business. This input should extend into the learning experience, where engagement with employers will add value to students, particularly in transferring theory into practice.

At the City of London College we consider a range of employer engagement activities. These could include:

  • Field trips to local businesses
  • Inviting members of the local business community to present guest lectures
  • Using employers to judge the quality of assessed presentations
  • (For the more entrepreneurial) establishing a panel of experts who students can pitch an idea to.

Students are integral to teaching and learning. As such it is important that they are involved as much as possible with most aspects of the programme on to which they are enrolled. This input could include taking into account their views on how teaching and learning will take place, their role in helping to design a curriculum, or on the assessment strategy that will test their knowledge and understanding.

There are many ways in which we capture the student voice and student feedback, both formal and informal. Formal mechanisms include the nomination of student representatives to act as the collective student voice for each student cohort, student representation at course team meetings, and an elected Higher Education representative as part of the Student Union. Student forums also take place periodically throughout the year with minutes and action plans updated and informing the overall annual course monitoring process. Unit specific feedback is also collated by students completing unit feedback forms, end of year course evaluations, and scheduled performance review meetings with their tutor.

However, this is not the only time when feedback from students is sought. Discourse with students is constant, teachers adopt a ‘reflection  on action’ approach to adjust teaching, so that students are presented with an environment that is most supportive of their learning styles. Just as employers  could have an input into assessment design, so too could students. This supports the development of assignments that are exciting and dynamic, and fully engage students in meaningful and informative assessment.

The biggest advantage of consulting students on their teaching, learning and assessment is securing their engagement in their own learning. Students feel empowered and develop a sense of ownership of all matters related to teaching, learning and assessment, not just their own experiences. Students could also view themselves as more accountable to their lecturers, ideally seeing themselves as partners in their own learning and not just part of a process.

Condensed and expanded delivery

At the City of London College we recognise that learners have different needs and varying levels of learning abilities.  Therefore, we offer the BTEC courses in both condensed expanded delivery modes.

Both versions have their advantages: the condensed version provides an opportunity for students to gain early success and achievement. This enhances their self-efficacy (the sense of one’s belief in one’s ability to succeed) and self-confidence, with teachers being able to identify and respond to less able students early in the teaching and learning cycle. The advantages of the expanded version include providing a longer timescale for students to absorb new knowledge and therefore, potentially, improve success, and giving tutors an opportunity to coach and support less able students over a longer period of time.

As there are pros and cons to both approaches, the use of a planning forum helps to ensure the most suitable approach.  We may choose to deliver the first teaching block using the expanded version, with the subsequent teaching block being delivered through a condensed approach.  This approach applies equally to programmes that are being delivered face-to-face or through distance learning.

We use wide range of techniques to deliver the syllabus.

The table below lists some of the techniques that we use in a planned programme structure.

Technique Face-to-face Distance learning
Lectures and seminars These are the most common techniques used by tutors. They offer an opportunity to engage with a large number of students, where the focus is on sharing knowledge through the use of presentations. Delivery would be through video conferencing and/or pre-recorded audio and/or visual material, available through an online platform. Synchronous discussion forums could also be used.
Workshops These are used to build on knowledge shared via tutors and seminars. Teaching can be more in-depth where knowledge is applied, for example to case studies or real-life examples.

Workshops could be student-led, where students present, for example, findings from independent study.

While more challenging to organise than for face-to-face delivery, workshops should not be dismissed. Smaller groups of three or four students could access a forum simultaneously and engage in the same type of activity as for face-to-face.
Tutorials These present an opportunity for focused one-to-one support, where teaching is led by an individual student’s requirements. These can be most effective in the run up to assessment, where tutors can provide more focused direction, perhaps based on a formative assessment. Other than not necessarily being in the same room as a student, tutors could still provide effective tutorials. Video conferencing tools provide the means to see a student, which makes any conversation more personal.
Virtual Learning Environments (VLEs) These are invaluable to students studying on a face-to-face programme. Used effectively, VLEs not only provide a repository for taught material such as presentation slides or handouts, but could be used to set formative tasks such as quizzes. Further reading could also be located on a VLE, along with a copy of the programme documents, such as the handbook and assessment timetable. A VLE is a must if students are engaged with online delivery through distance or blended learning, as this would be the primary or the key source of learning. Where distance learning is primarily delivered through hard copies of workbooks, etc., the same principle would apply as for face-to-face learning.

 

Technique Face-to-face Distance learning
Blended learning The combination of traditional face-to-face learning and online learning. This can enable the students to gain personalised support, instruction and guidance while completing assigned activities and tasks remotely. Offline learning enables students to develop autonomy and self- discipline by completing set activities and tasks with limited direction and traditional classroom-based constraints.
Work-based learning Any opportunity to integrate work-based learning into a curriculum should be taken. This adds realism and provides students with an opportunity to link theory to practice in a way in which case studies do not. Many full-time students are involved in some form of employment, either paid or voluntary, which could be used, where appropriate, as part of their learning, for example when assignments require students to contextualise a response to a real organisation. It is likely that the majority of distance learning students would be employed and possibly classed as mature students. Bringing theory to life through a curriculum, which requires work- based application of knowledge, would make learning for these students more relevant and meaningful. Perhaps more importantly, assessment should be grounded in a student’s place of work, wherever possible.
Guest speakers These could be experts from industry or visiting academics in the subject area that is being studied. They could be used to present a lecture/seminar, a workshop or to contribute to assessment. The objective is to make the most effective use of an expert’s knowledge and skill by adding value to the teaching and learning experience. As long as the expert has access to the same platform as the students then the value-added contribution would still be very high. Consideration would need to be given to timings and logistics, but with some innovative management this technique would still have a place in distance learning programmes.
Field trips Effectively planned field trips, which have a direct relevance to the syllabus, would add value to the learning experience. Through these trips students could relate theory to practice, have an opportunity to experience organisations in action, and potentially open their minds to career routes. The use of field trips could be included as part of a distance learning programme. They will add the same value and require the same planning. One additional benefit of field trips for distance learning is that they provide an opportunity for all students in a cohort to meet, which is a rare occurrence for distance learning students.

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether students can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess, and so do not need to develop through a course of learning.

We recognise students’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be valid and reliable.

Students seeking RPL need to book an appointment with the Course Leader to review their previous academic attainments and work experience.

Equality and fairness are central to the provision at the City of London College.  Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities.  Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning.  In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.

College’s equality policy requires all students to have equal opportunity to access our qualifications and assessments.

We are committed to making sure that:

  • Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
  • All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Our policy regarding access to its qualifications is that:

  • They should be available to everyone who is capable of reaching the required standards
  • They should be free from any barriers that restrict access and progression
  • There should be equal opportunities for all those wishing to access the qualifications.
+ Employer Engagement

BTEC Higher Nationals are vocational qualifications we at the City of London College work with employers on the design, delivery and assessment of the course. This ensures that students enjoy a programme of study that is engaging and relevant, and which equips them for progression.

Just as the student voice is important, so too is the employer’s. Employers play a significant role in the design and development of all regulated qualifications, including the Higher Nationals in Business. This input should extend into the learning experience, where engagement with employers will add value to students, particularly in transferring theory into practice.

At the City of London College we consider a range of employer engagement activities. These could include:

  • Field trips to local businesses
  • Inviting members of the local business community to present guest lectures
  • Using employers to judge the quality of assessed presentations
  • (For the more entrepreneurial) establishing a panel of experts who students can pitch an idea to.
+ Engaging with students

Students are integral to teaching and learning. As such it is important that they are involved as much as possible with most aspects of the programme on to which they are enrolled. This input could include taking into account their views on how teaching and learning will take place, their role in helping to design a curriculum, or on the assessment strategy that will test their knowledge and understanding.

There are many ways in which we capture the student voice and student feedback, both formal and informal. Formal mechanisms include the nomination of student representatives to act as the collective student voice for each student cohort, student representation at course team meetings, and an elected Higher Education representative as part of the Student Union. Student forums also take place periodically throughout the year with minutes and action plans updated and informing the overall annual course monitoring process. Unit specific feedback is also collated by students completing unit feedback forms, end of year course evaluations, and scheduled performance review meetings with their tutor.

However, this is not the only time when feedback from students is sought. Discourse with students is constant, teachers adopt a ‘reflection  on action’ approach to adjust teaching, so that students are presented with an environment that is most supportive of their learning styles. Just as employers  could have an input into assessment design, so too could students. This supports the development of assignments that are exciting and dynamic, and fully engage students in meaningful and informative assessment.

The biggest advantage of consulting students on their teaching, learning and assessment is securing their engagement in their own learning. Students feel empowered and develop a sense of ownership of all matters related to teaching, learning and assessment, not just their own experiences. Students could also view themselves as more accountable to their lecturers, ideally seeing themselves as partners in their own learning and not just part of a process.

+ Delivery Techniques

Condensed and expanded delivery

At the City of London College we recognise that learners have different needs and varying levels of learning abilities.  Therefore, we offer the BTEC courses in both condensed expanded delivery modes.

Both versions have their advantages: the condensed version provides an opportunity for students to gain early success and achievement. This enhances their self-efficacy (the sense of one’s belief in one’s ability to succeed) and self-confidence, with teachers being able to identify and respond to less able students early in the teaching and learning cycle. The advantages of the expanded version include providing a longer timescale for students to absorb new knowledge and therefore, potentially, improve success, and giving tutors an opportunity to coach and support less able students over a longer period of time.

As there are pros and cons to both approaches, the use of a planning forum helps to ensure the most suitable approach.  We may choose to deliver the first teaching block using the expanded version, with the subsequent teaching block being delivered through a condensed approach.  This approach applies equally to programmes that are being delivered face-to-face or through distance learning.

We use wide range of techniques to deliver the syllabus.

The table below lists some of the techniques that we use in a planned programme structure.

Technique Face-to-face Distance learning
Lectures and seminars These are the most common techniques used by tutors. They offer an opportunity to engage with a large number of students, where the focus is on sharing knowledge through the use of presentations. Delivery would be through video conferencing and/or pre-recorded audio and/or visual material, available through an online platform. Synchronous discussion forums could also be used.
Workshops These are used to build on knowledge shared via tutors and seminars. Teaching can be more in-depth where knowledge is applied, for example to case studies or real-life examples.

Workshops could be student-led, where students present, for example, findings from independent study.

While more challenging to organise than for face-to-face delivery, workshops should not be dismissed. Smaller groups of three or four students could access a forum simultaneously and engage in the same type of activity as for face-to-face.
Tutorials These present an opportunity for focused one-to-one support, where teaching is led by an individual student’s requirements. These can be most effective in the run up to assessment, where tutors can provide more focused direction, perhaps based on a formative assessment. Other than not necessarily being in the same room as a student, tutors could still provide effective tutorials. Video conferencing tools provide the means to see a student, which makes any conversation more personal.
Virtual Learning Environments (VLEs) These are invaluable to students studying on a face-to-face programme. Used effectively, VLEs not only provide a repository for taught material such as presentation slides or handouts, but could be used to set formative tasks such as quizzes. Further reading could also be located on a VLE, along with a copy of the programme documents, such as the handbook and assessment timetable. A VLE is a must if students are engaged with online delivery through distance or blended learning, as this would be the primary or the key source of learning. Where distance learning is primarily delivered through hard copies of workbooks, etc., the same principle would apply as for face-to-face learning.

 

Technique Face-to-face Distance learning
Blended learning The combination of traditional face-to-face learning and online learning. This can enable the students to gain personalised support, instruction and guidance while completing assigned activities and tasks remotely. Offline learning enables students to develop autonomy and self- discipline by completing set activities and tasks with limited direction and traditional classroom-based constraints.
Work-based learning Any opportunity to integrate work-based learning into a curriculum should be taken. This adds realism and provides students with an opportunity to link theory to practice in a way in which case studies do not. Many full-time students are involved in some form of employment, either paid or voluntary, which could be used, where appropriate, as part of their learning, for example when assignments require students to contextualise a response to a real organisation. It is likely that the majority of distance learning students would be employed and possibly classed as mature students. Bringing theory to life through a curriculum, which requires work- based application of knowledge, would make learning for these students more relevant and meaningful. Perhaps more importantly, assessment should be grounded in a student’s place of work, wherever possible.
Guest speakers These could be experts from industry or visiting academics in the subject area that is being studied. They could be used to present a lecture/seminar, a workshop or to contribute to assessment. The objective is to make the most effective use of an expert’s knowledge and skill by adding value to the teaching and learning experience. As long as the expert has access to the same platform as the students then the value-added contribution would still be very high. Consideration would need to be given to timings and logistics, but with some innovative management this technique would still have a place in distance learning programmes.
Field trips Effectively planned field trips, which have a direct relevance to the syllabus, would add value to the learning experience. Through these trips students could relate theory to practice, have an opportunity to experience organisations in action, and potentially open their minds to career routes. The use of field trips could be included as part of a distance learning programme. They will add the same value and require the same planning. One additional benefit of field trips for distance learning is that they provide an opportunity for all students in a cohort to meet, which is a rare occurrence for distance learning students.
+ Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether students can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess, and so do not need to develop through a course of learning.

We recognise students’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be valid and reliable.

Students seeking RPL need to book an appointment with the Course Leader to review their previous academic attainments and work experience.

+ Equality & Diversity

Equality and fairness are central to the provision at the City of London College.  Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities.  Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning.  In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.

College’s equality policy requires all students to have equal opportunity to access our qualifications and assessments.

We are committed to making sure that:

  • Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
  • All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Our policy regarding access to its qualifications is that:

  • They should be available to everyone who is capable of reaching the required standards
  • They should be free from any barriers that restrict access and progression
  • There should be equal opportunities for all those wishing to access the qualifications.

Privacy Preference Center

Close your account?

Your account will be closed and all data will be permanently deleted and cannot be recovered. Are you sure?

Font Resize
Contrast