Search Results

Fees Course Fees 2025/26 Fees shown below for all HND courses include the fees for college registration, awarding body registration, tuition and assessment. Unless otherwise stated, books and other study materials are not included. For Bank details, please contact our admin office. The fees are correct at the time of printing and The City College reserves the right to amend them without prior notice, if deemed necessary. Student finance You may be able to borrow money for certain courses to help pay for tuition fees and to help with living costs. You might get extra money on top of this, for example, if you’re on a low income, are disabled or have children. If you’re a continuing student or you’ve already created an account, log in to your account . If you have previously studied a higher education course, you may not be eligible for either a tuition or maintenance loan. It is essential to check this before you start studying . It’s important to apply as soon as possible to ensure your funding is in place for the start of the academic year. You can sign up to receive a reminder of when to apply . https://studentfinance.campaign.gov.uk/ Please note, you start repaying your loan once you earn over a certain amount. The size of your monthly repayments will depend on how much you earn, not what you owe. You’ll be charged interest on the loan from the day you take it out. The terms and conditions can change. If you are an EU student, please check with Student Finance directly to see if you are eligible for tuition fees/maintenance loans before submitting your application. Course UK Students per year (full-time) Part-time Fees Start Dates Acupuncture Licentiate Diploma (Student finance not available) 1st Year: £7,200 2nd Year: £7,500 3rd Year: £7,900 N/A March 2026 September 2026 Tui Na – 1 year Diploma (Student finance not available) N/A £2,500 October 2026 Tui Na – 2 year Diploma (Student finance not available) 1st Year: £7,200 2nd Year: £10,000 N/A March 2026 September 2026 BTEC Higher National Certificate or Diploma in Business Management £ 6,355 £ 4,765 January 2026 April 2026 September 2026 BTEC Higher National Certificate or Diploma in International Travel and Tourism Management £ 6,355 £ 4,765 January 2026 April 2026 BTEC Higher National Certificate or Diploma in Hospitality Management £ 6,355 £ 4,765 January 2026 April 2026

Office for Students What It Means to Be a Registered Higher Education Provider Being a registered higher education provider means that the institution has met the eligibility requirements set by the Office for Students (OfS) and is officially listed on the OfS Register. This registration indicates that the provider complies with specific regulatory conditions and standards set by the OfS. https://www.officeforstudents.org.uk/for-providers/regulatory-resources/the-ofs-register/#/provider/10010213 Why Do Higher Education Providers Register with the OfS? Higher education providers register with the OfS for several reasons: Access to Funding: Registration allows providers to recruit students who can access student loans and other financial support. Providers in the Approved (fee cap) category can charge higher statutory fee limits and receive direct grant funding. Quality Assurance: Registration ensures that providers meet high standards of education quality and governance, which can enhance their reputation and attract students. Degree Awarding Powers: Registered providers can apply for the authority to award degrees and use the title "university," which can increase their credibility and appeal. International Recruitment: Registration enables providers to apply for student sponsor licences, allowing them to recruit international students.

Health and Social Care Practice BTEC HIGHER NATIONAL DIPLOMA IN HEALTH AND SOCIAL CARE PRACTICE APPLY ONLINE ADMISSION POLICY FEES STUDENT LOAN OTHER COURSES CONTACT US START ON 22nd September 2025 DURATION HND - 2 YEARS STUDY MODE Full time - Onsite Fulltime - Offsite - Distance Learning LEVEL YEAR 1 - HNC-LEVEL 4 YEAR 2 - HND - LEVEL 5 PRICE £6,355 / YEAR About the Course 1: Why choose a BTEC Higher National qualification? BTEC is globally recognised for its applied learning approach, engaging students in practical, interpersonal, and cognitive skills for over thirty years. These qualifications are tailored for individuals starting their careers or those already employed seeking advancement opportunities. BTECs facilitate progression into the workforce, either directly or through further university study, and are designed to align with employer needs. They are highly regarded by both industry and higher education institutions as leading career-focused qualifications at Levels 4 and 5. In developing BTEC Higher National qualifications, Pearson collaborates with a diverse group of students, employers, higher education providers, colleges, and subject matter experts to ensure the qualifications meet their needs and expectations. Pearson also engages with professional bodies to ensure alignment with recognised standards. The Pearson BTEC Higher National qualifications address the growing demand for high-quality professional and technical education at undergraduate Levels 4 and 5. They offer students a clear pathway to employment and the option to pursue a degree at Level 6. As the awarding body, Pearson has approved The City College to offer a variety of Higher National qualifications. The College’s management and lecturing team is responsible for ensuring that the quality of the provision 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. In addition, once you become a student, the BTEC HN Global website provides a specially designed range of digital resources to give you the best possible experience during the BTEC Higher Nationals course. (Please find the link in the section Useful Links below) 2. Why Choose a Higher National Qualification in Health and Social Care? Health and safety in health, social care, and community sectors is both a regula tory responsibility and a matter of ethical practice. It is crucial that everyone working in these sectors, including those in education and training, are aware of the legislation, regulation, and practices that ensure the safety of both workers and service users. Pearson integrates health and safety throughout its qualifications to ensure students understand these matters as integral to typical health, social care, and community practices, rather than standalone activities. Many units within the qualification include curriculum related to health and safety and statutory requirements. Essential content is taught in sufficient depth to ensure students grasp the importance of these topics. Assessment criteria often require students to provide evidence of aspects of health and safety, risk assessment, legislation, or regulation. Pearson has taken the approach that health and safety be integrated throughout the qualification where appropriate. This ensures that students do not see health and safety matters as separate or ‘standalone’ activities. Rather, health and safety should be understood as a standard feature of typical health, social care, and community practices. Many units within this qualification include curriculum related to health and safety and statutory requirements. Where such topics are included in Essential Content, it is required that they are taught in sufficient depth to ensure students understand their importance. Where there are assessment criteria that call specifically for students to evidence aspects of health and safety, risk assessment, legislation, or regulation, it is required that this be designed in the assessment. The Pearson BTEC Level 4 Higher National Certificate in Health and Social Care Practice requires at least 225 hours of work experience or placement in healthcare, social care, or community work settings. Through the practice unit, learners complete a portfolio of practice learning and development. The Pearson BTEC Level 5 Higher National Diploma in Health and Social Care Practice requires a minimum of 450 hours of work experience across the programme. This total includes the 225 hours completed in Year 1. Learners also complete a portfolio of practice learning and development through the designated practice unit. Pearson BTEC Higher National qualifications in Health and Social Care Practice offer the following benefits: Stimulating Study Programme: An exciting and informative programme that challenges students. Flexible Structure: A simple structure that allows students to progress from the Higher National Certificate to the Higher National Diploma, with optional units linked to their specialist area of study. Specialist Routes: Opportunities to follow specialist routes at Level 5, gaining knowledge and skills for higher education or employment. Core Competencies: Development of core competencies throughout the curriculum to support lifelong learning and professional development. Dynamic Assessments: Assessments that consider cognitive skills (what students know) and applied skills (how they behave and what they can do), supporting a practical approach to learning. Analytical Learning: Unit-specific assessments and Pearson-set themes designed to encourage thorough learning, critical thinking, personal responsibility, and decision-making. Flexible Assessment: A flexible approach to assessment that supports progression to higher education or work and accommodates different learning styles. Quality Assurance: Measures that assure professional organisations, universities, businesses, colleges, and students of the integrity and value of the qualifications. Skills Gap Programme: A programme designed to meet current workforce skills gaps and build talent for future needs in an international environment. Objectives of the Pearson BTEC Higher Nationals in Health & Social Care The objectives of these qualifications are: To develop the skills, knowledge, and understanding that students need to achieve high performance in health, social care, and community environments. To cultivate students with enquiring minds, who possess the abilities and confidence to work across different health, social care, and community functions, and to lead, manage, respond to change, and tackle a range of complex situations. To provide the core skills required for a range of careers in health, social care, and community work, including supportive and assistive roles. To offer a balance between employability skills and the essential knowledge for students with entrepreneurial, employment, or academic ambitions. To enhance students' understanding of the significant impact that technologies have on health, social care, and community environments. To provide insight into the global opportunities and challenges in health, social care, and community sectors. To equip students with knowledge and understanding of culturally diverse organisations, cross-cultural issues, and diversity. Key Information Starting Dates January / April / September Mode of Study Full-time  Duration HND – Two years Awarding Body Pearson Award BTEC Level 4 HNC Higher National Certificate in Health and Social Care Practice Award BTEC Level 4 HNC Higher National Diploma in Health and Social Care Practice Price Full-Time (On-site Learning) £6,355/year Price Full-Time Distance Learning (Off-site Learning) £6,355 * STUDENT LOAN AVAILABLE * 3: Aims of the Level 4 and 5 Higher Nationals in Health and Social Care Practice Aims of the Level 4 Higher National Certificate in Health and Social Care Practice The Level 4 units lay the foundations of learning by providing a broad introduction to health, social care, and community practice. This approach develops and strengthens core skills while preparing students for specialist subjects at Level 5 or for employment in roles that require personal responsibility. Students will gain a wide range of knowledge in health, social care, and community practice, linked to practical skills acquired through practice, research, independent study, directed study, and workplace scenarios. They will engage in vocational activities that help them develop vocational behaviours (the attitudes and approaches required for competence) and transferable skills. These transferable skills (such as communication, teamwork, research, and analysis) are highly valued in higher education and the workplace. By the end of Level 4, students will have a solid understanding of the concepts of health, social care, and community practice. Upon passing, they will be competent in a range of subject-specific skills as well as general skills and qualities relevant to key areas of health, social care, and community practice. Aims of the Level 5 Higher National Diploma in Health and Social Care Practice The Level 5 units provide students with further opportunities to specialise in health, social care, and community practice-related occupational areas and to progress to degree-level study. These units prepare students to move on to specific areas of health, social care, and community practice at Level 6, to progress to pre-registration education programmes, or to enter employment with the qualities and abilities necessary for roles that require personal responsibility and decision-making. Students will be able to develop and apply their own ideas to their studies, deal with uncertainty and complexity, explore solutions, demonstrate critical evaluation, and use both theory and practice in a wide range of health, social care, and community practice situations. By the end of Level 5, students will have a sound understanding of the principles in their area of study related to assistive and supportive roles and will know how to apply those principles more widely in the health, social care, and community practice sectors globally. They will be able to perform effectively in their areas of practice. Developing Employability and Academic Skills BTEC Higher Nationals in Health and Social Care Practice focus on developing employability skills and academic study skills essential for career prospects and personal development. These qualifications help students gain practical skills, problem-solving abilities, independence, interpersonal skills, and leadership qualities. Additionally, students benefit from deeper learning opportunities, allowing them to connect different study units and focus on areas of interest, thereby enhancing their research, writing, analytical, and critical thinking skills. 4: What employment and further study opportunities could these qualifications lead to? The Level 4 Higher National Certificate provides a solid foundation in health, social care, and community practice, which students can build upon if they choose to continue their studies. The Level 5 Higher National Diploma allows students to specialise further, committing to specific career paths and progression routes to degree-level study. Upon achieving the Level 5 Higher National Diploma, students can develop their careers in the health, social care, and community practice sectors by: Entering employment or continuing in their current roles. Becoming members of appropriate professional bodies or membership organisations. Obtaining accredited certificates (if available). Committing to continuing professional development (CPD). Progressing to university. The Level 5 Higher National Diploma is recognised by higher education providers as meeting admission requirements for many relevant undergraduate courses, such as: Pre-registration nursing, occupational therapy, therapeutic radiography, and other allied health professional BSc (Hons) programmes. Healthcare science BSc (Hons) programmes. Pre-registration social work BA (Hons) programmes. Social care and social change BA (Hons) programmes. Community development BA (Hons) programmes. Health and social care BSc (Hons) programmes, leading to pre-registration master’s programmes. 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. Degree Finder Pearson's Degree Finder (DF) tool has been created for students studying a Pearson BTEC Higher National qualification who are looking for progression options to university. You can use the DF before, during, or after completing your Pearson course to help you plan your next steps. It is recommended that you read through the user guidance before searching. Look for a direct pathway by entering the specific Higher National subject, including the level and pathway, to find out where your qualification can take you. (Please find the link in the section Useful Links below) 5: Programme structure The regular 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 year-one Level 4 HNC: Requires successful completion of 7 units Mixes 4 core and 3 optional units (selected by the College), each with a value of 15 credits, except Unit 401: Developing Professional Practice, which is 30 credits (120 total) Total Qualification Time (TQT) is 1200 hours Total Guided Learning Hours (GLH) is 480 hours The total independent learning hours for Higher National Certificate (HNC) is 720 hours Follows the Pearson BTEC Level 4 Higher National Certificate in Health and Social Care Practice pathway The year-two Level 5 HND: Requires successful completion of a further 6 units (therefore 13 in total) Mixes 3 core, and 3 optional units (selected by the College), each with a value of 15 credits, except the Unit 501: Establishing Professional Practice and Unit 503: Innovation and Improvement through Participatory Action Research (Pearson-set), which are 30 credits (240 total minimum) Total Qualification Time (TQT) is 2400 hours Total Guided Learning Hours (GLH) is 960 hours The total independent learning hours for Higher National Diploma (HND) is 1,440 hours Follows the Pearson BTEC Level 5 Higher National Diploma in Health and Social Care Practice Pathway TQT (Total Qualification Time) 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 (Guided Learning Hours) 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. Independent learning hours are the hours when a student is learning without the direct guidance of a member of the centre staff. They are critical to the student’s ability to develop knowledge and skills, as well as providing them with the opportunity to develop key transferrable skills such as self-discipline, time management and self-motivation. The 240 credits achieved by successful completion of the HND is equivalent to completing the first two years of a Health and Social Care degree in Practice at a UK university. 6: 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 two to 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. The specification below covers Higher Nationals in Health and Social Care taught from the academic year September 2025 onwards. YEAR 1 *If you are an applicant who completed the Higher National Certificate before September 2025 and want to do the Higher National Diploma, please get in touch for further advice. YEAR 2 7: Work Experience/Placement Requirements The Pearson BTEC Level 4 Higher National Certificate in Health and Social Care Practice requires at least 225 hours of work experience or placement in healthcare, social care, or community work settings. Through the practice unit, learners will complete a portfolio of practice learning and development. The Pearson BTEC Level 5 Higher National Diploma in Health and Social Care Practice requires at least 450 hours of work experience or placement in healthcare, social care, or community settings. Through the practice unit, learners will complete a portfolio of practice learning and development. Health and Social Care PDF Level 4 Work Placement/Experience Requirements The total qualification time for the Pearson BTEC Level 4 Higher National Certificate in Health and Social Care Practice includes a minimum requirement of 225 hours of work placement or experience in healthcare, social care, or community settings. These hours are part of Unit 401: Developing Professional Practice. Recommended placement or workplace settings depend on the pathway the student is studying. The mandatory elements and assessment of work placement or experience are defined in Unit 401: Developing Professional Practice. Students can undertake placements in more than one setting, provided each meets the minimum requirements for the types of settings indicated. They can also exceed the minimum placement hours, as long as the required hours in each setting are met. Additional Guidance Placements or workplaces must enable learners to reach occupational Level 4 practice. It is advised that placements in general areas, outpatient departments, hospital departments, or general practice settings include experience in different areas of practice. Visits to specialist departments, locations, or cross-pathway areas, even for a few hours or days, will benefit learners' knowledge and experience of the wider health and social care sector. Level 4 Supervision and Assessment Requirements on Placement Students are expected to be allocated a placement supervisor during their placement in each setting. The supervisor will monitor and contribute to the continuous assessment of their progress by providing formative feedback. They will also validate placement hours, learning logs, learning experiences, and other elements that students enter into their placement portfolios. Validation, confirmed, signed off, or ratified by the student’s placement supervisor, who has been deemed competent, should be: At the same or higher occupational level as the student is aiming to achieve. In the same area of service delivery where the student is placed. Centres are strongly advised to have a supervision agreement with placement providers so that all three parties (students, centre, and placement provider) are aware of the supervision requirements. Level 5 Work Placement/Experience Requirements The total qualification time for the Pearson BTEC Level 5 Higher National Diploma in Health and Social Care Practice includes a requirement of 450 hours (225 hours at Level 4 and 225 hours at Level 5) of work placement or experience in healthcare, social care, or community settings. These hours are part of Units 401: Developing Professional Practice and 501: Establishing Professional Practice. Recommended placement or workplace settings depend on the pathway the student is studying. The mandatory elements and assessment of work placement or experience are defined in Unit 501: Establishing Professional Practice, and as follows: Students can undertake placements in more than one setting, provided each meets the minimum requirements for the types of settings indicated. They can also exceed the minimum placement hours, as long as the required hours in each setting are met. Additional Guidance Placements or workplaces must enable learners to achieve occupational Level 5 practice. Recommended settings include general areas, outpatient departments, hospital departments, or general practice settings. It is advisable to provide learners with experience in different areas of practice. Even short visits to specialist departments or cross-pathway areas can significantly enhance learners' knowledge and understanding of the broader health and social care sector. Level 5 Supervision and Assessment Requirements on Placement Students are expected to be allocated a placement supervisor during their placement in each setting. The supervisor will monitor and contribute to the continuous assessment of their progress by providing formative feedback. They will also validate placement hours, learning logs, learning experiences, and other elements that students enter into their placement portfolios. Validation, confirmed, signed off, or ratified by the student’s placement supervisor, who has been deemed competent, should be: At the same or higher occupational level as the student is aiming to achieve. In the same area of service delivery where the student is placed. Centres are strongly advised to have a supervision agreement with placement providers so that all three parties (students, centre, and placement provider) are aware of the supervision requirements. 8: Calculation of the overall qualification grade Assessment decisions for Pearson BTEC Higher Nationals must be based on specific criteria provided for each unit and grade level, ensuring consistent standards across qualifications. Each unit assesses the student's understanding, practical skills, and vocational qualities. The criteria follow a hierarchical structure, where higher grades require meeting both lower and higher-level criteria. For example, to achieve a merit, a student must meet both 'explain' (pass criterion) and 'analyse' (merit criterion). Assessors must document how they reached their decisions using the criteria in assessment records. Once all assessments for a unit are completed, the assessment team assigns a grade based on the highest level the student has met for all criteria: Pass: The student meets all pass criteria for the learning outcomes, covering the unit content and achieving Level 4 or 5 of the national framework. Merit: The student meets all merit criteria (and pass criteria) through high performance in each Learning Outcome. Distinction: The student meets all distinction criteria (and pass and merit criteria), demonstrating outstanding performance across the whole unit. Points per credit Pass: 4 x amount of credit of given unit Merit: 6 x amount of credit of given unit Distinction: 8 x amount of credit of given unit Point boundaries Pass 420−599 Merit 600−839 Distinction 840 + 9: Entry requirements and admissions Pearson requires The City College to ensure that every student we enrol has a reasonable expectation of success in the programme. 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’. Mature students will be required to have at least a qualification at Level 1 and to provide the certificate.   For those under 21, who have recently been in education, the entry profile has to include a Level 3 qualification or the equivalent:      A relevant BTEC Level 3 qualification       A GCSE 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      An international equivalent of the above.    Please note: All Health and Social Care Practice applicants will also be required to be working in the Health and Social Care sector and will need to provide a work letter from their employer confirming their job title, start date and daily duties on company letter headed paper BEFORE the course start date. In general, applications are made either directly to the College or through an educational consultant. All applications are treated the same regardless of their origin. All applicants with sufficient entry qualifications are then invited to the admissions process, which consists of an interview and, if successful, an English entry test.   10: Application process All applicants must first submit all relevant documents in the following checklist to the College with a completed online application form: Completed Application form which has been signed Passport size photo An up-to-date CV Passport or other official photo ID Proof of residency Qualification certificates Next of Kin/ emergency contact phone number and address Proof of address which includes your full name and current address. After all the documents have been checked, the applicant must sit an entry test as part of the admissions process. If the interview is passed, applicants are invited to sit an English test. After the interview, all components of the process are considered, and the student will be informed of the decision, normally within 48 hours. 11: 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 ● Common European Framework of Reference (CEFR) level B2 ● PTE Academic 51, ● IELTS 5.5 (reading and writing must be at 5.5). 12: 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). 13: Preparing for Higher Education Embarking on your higher education journey involves several essential steps to ensure a smooth transition and academic success. Start by confirming that you have the necessary qualifications and knowledge for your chosen course. Develop effective study habits and familiarise yourself with academic resources. Financial planning is also crucial; budget for tuition fees, accommodation, and living expenses, and be mindful of additional costs such as books, stationery, and travel. It's important to cultivate key skills such as time management, critical thinking, and communication. Developing self-discipline and adaptability will help you handle university life more effectively. Maintaining your health and well-being is vital, so learn stress management techniques and adopt a healthy lifestyle, ensuring you have access to healthcare and support services. Lastly, engage in induction activities and connect with peers to build a supportive network. By focusing on these areas, you'll be well-prepared for a successful higher education experience. Incorporating Key Skills To thrive as a higher education student, focus on honing the following skills: Time Management: Prioritize tasks and manage your schedule effectively. Study Skills: Take clear notes, think critically, and conduct thorough research. Communication Skills: Improve writing, public speaking, and interpersonal communication. Self-Motivation and Discipline: Set goals, stay focused, and maintain motivation. Problem-Solving Skills: Adapt to new situations and make informed decisions. Financial Management: Create a budget and understand financial concepts. Health and Well-being: Manage stress and maintain a healthy lifestyle. Networking: Build connections and engage in professional development. Technology Skills: Be proficient in digital tools and online learning platforms. By preparing for and developing these essential skills, you'll be well-equipped to navigate higher education life and embark on this exciting new chapter, paving the way to achieving your academic and personal aspirations. We hope you have a positive learning experience at The City College. 14: Additional costs It is vital that all students have their own up-to-date computer or laptop and internet access for blended learning, assessments, and accessing online college resources. While tuition fees cover the cost of programme delivery, there may be additional expenses such as books, stationery, awarding body registration fees, professional body registration fees, and travel costs to events. Academic Essentials Laptop/Tablet: For taking notes, completing assignments, and accessing online resources. Notebooks and Stationery: Pens, pencils, highlighters, sticky notes, and notebooks. Textbooks and Course Materials: Any required reading or materials for your courses. Backpack: A sturdy bag to carry your books and laptop. 15: Useful Links https://hnglobal.highernationals.com/degree-finder https://qualifications.pearson.com/en/qualifications/btec-higher-nationals/health-and-social-care-practice-2025.html https://www.gov.uk/apply-online-for-student-finance https://hnglobal.highernationals.com/login

International Travel and Tourism Management BTEC HIGHER NATIONAL CERTIFICATE / DIPLOMA IN INTERNATIONAL TRAVEL AND TOURISM MANAGEMENT APPLY ONLINE ADMISSION POLICY FEES STUDENT LOAN OTHER COURSES CONTACT US START ON 21st September 2026 DURATION HND - 2 YEARS STUDY MODE Full-time LEVEL YEAR 1 - HNC-LEVEL 4 YEAR 2 - HND - LEVEL 5 PRICE £6,355 / YEAR ABOUT THE COURSE 1: Why choose a BTEC Higher National qualification? BTEC is globally recognised for its applied learning approach, engaging students in practical, interpersonal, and cognitive skills for over thirty years. These qualifications are tailored for individuals starting their careers or those already employed seeking advancement opportunities. BTECs facilitate progression into the workforce, either directly or through further university study, and are designed to align with employer needs. They are highly regarded by both industry and higher education institutions as leading career-focused qualifications at Levels 4 and 5. In developing BTEC Higher National qualifications, Pearson collaborates with a diverse group of students, employers, higher education providers, colleges, and subject matter experts to ensure the qualifications meet their needs and expectations. Pearson also engages with professional bodies to ensure alignment with recognised standards. The Pearson BTEC Higher National qualifications address the growing demand for high-quality professional and technical education at undergraduate Levels 4 and 5. They offer students a clear pathway to employment and the option to pursue a degree at Level 6. As the awarding body, Pearson has approved The City College to offer a variety of Higher National qualifications. The College’s management and lecturing team is responsible for ensuring that the quality of the provision 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. In addition, once you become a student, the BTEC HN Global website provides a specially designed range of digital resources to give you the best possible experience during the BTEC Higher Nationals course. (Please find the link in the section Useful Links below) 2. Why choose a Higher National Qualification in International Travel and Tourism Management? The purpose of these qualifications is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the travel and tourism sector and adapt to a constantly changing world. They aim to widen access to higher education and enhance the career prospects of those who undertake them. Objectives of the Pearson BTEC Higher Nationals in International Travel and Tourism Management: To develop the knowledge, skills, and behaviours needed to succeed in the travel and tourism workplace. To secure the knowledge and understanding that underpins the study of the travel and tourism sector, preparing students for further study or training. To provide experience of the breadth and depth of the travel and tourism sector. To enable students to develop higher education study skills, such as the ability to conduct research and self-study. KEY INFORMATION Starting Dates: January / April Mode of Study: Full-time Duration: HND – Two years Awarding Body: Pearson Award: BTEC Level 4 Higher National Certificate in International Travel and Tourism Management Award: BTEC Level 5 Higher National Certificate in International Travel and Tourism Management : Price: Full-Time (On-site Learning) £6,355/year * STUDENT LOAN AVAILABLE * 3: Aims of the Level 4 and Level 5 HND in International Travel and Tourism Management Aims of the Pearson BTEC Level 4 Higher National Certificate in ITTM The Level 4 units provide a broad introduction to the sector, laying the foundation for learning. Students will gain a sound knowledge of the basic concepts and characteristics of travel and tourism. They will develop: A wide range of sector knowledge tied to practical skills gained in research, self-study, directed study, and workplace scenarios. The qualities needed for employment that require some degree of personal responsibility. A range of transferable skills for effective team working, independent initiatives, organisational competence, and problem-solving strategies. The ability to be adaptable and flexible, show resilience under pressure, and meet challenging targets. Aims of the Pearson BTEC Level 5 Higher National Diploma (HND) in ITTM: The Level 5 programme follows the flexible ‘General International Travel and Tourism Management’ pathway. Students will: Develop a sound understanding of the principles in their field of study and learn to apply those principles more widely. Learn to evaluate the appropriateness of different approaches to solving problems. Be able to perform effectively in their chosen field and possess the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. 4: What employment and further study opportunities could these qualifications lead to? Having a BTEC HNC/HND provides a solid grounding in travel and tourism, which students can build on should they decide to continue their studies. On successful completion of the Level 5 Higher National Diploma, students can develop their careers in the travel and tourism sector through: Entering or continuing existing employment. Linking with the appropriate Professional Body. Committing to Continuing Professional Development (CPD). Progressing to university. Those who enter employment may do so in job roles such as: Marketing and Sales Manager Operations Manager Tourism Development Manager Visitor Attractions Manager Events Manager Progression to University 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 (e.g., universities) as meeting admission requirements to many relevant travel and tourism-related courses, including, 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 where they wish to gain admission and ‘top-up’ their HND. Degree Finder Pearson's Degree Finder (DF) tool has been created for students studying a Pearson BTEC Higher National qualification who are looking for progression options to university. You can use the DF before, during, or after completing your Pearson course to help you plan your next steps. It is recommended that you read through the user guidance before searching. Look for a direct pathway by entering the specific Higher National subject, including the level and pathway, to find out where your qualification can take you. 5: Programme structure 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 is dependent on satisfactory completion of Year 1. TQT (Total Qualification Time) is an estimate of the total amount of time reasonably required for a student to achieve the qualification, including guided learning and independent study. GLH (Guided Learning Hours) are defined as the time a tutor is present to give specific guidance, including lectures, tutorials, supervised study, and supervised assessment activity. The 240 credits achieved by successful completion of the HND is equivalent to completing the first two years of a Travel and Tourism related honours degree at a UK university. 6: What is studied and how is it timetabled and assessed? The academic year is divided into three terms and you will normally study 2–3 units in each term. You will usually be timetabled for at least two days per week. Please note 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. 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, making a PowerPoint presentation, creating academic posters, displays or leaflets, or keeping a reflective journal. The specification below covers Higher Nationals in ITTM taught from the academic year Sept 2018-July 2019 to date of date of last Registration August 2026 Year 1 Year 2 7: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 for the HND is calculated based on student performance in Level 5 units only. Points per credit Pass: 4 x amount of credit of given unit Merit: 6 x amount of credit of given unit Distinction: 8 x amount of credit of given unit All units in valid combination must have been attempted for each qualification. Units that have been attempted but not achieved, and subsequently granted compensation, will appear as ‘Unclassified’ (‘U’ grade) on the student’s Notification of Performance. 8: Entry requirements and admissions Pearson requires The City College to ensure that every student we enrol has a reasonable expectation of success in the programme. 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’. Mature students will be required to have at least a qualification at Level 1 and to provide the certificate.   For those under 21, who have recently been in education, the entry profile has to include a Level 3 qualification or the equivalent:      A relevant BTEC Level 3 qualification       A GCSE 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      An international equivalent of the above.      Applications are made either directly to the College or through an educational consultant. All applications are treated the same regardless of their origin. All applicants with sufficient entry qualifications are then invited to the admissions process, which consists of an interview and, if successful, an English entry test.   9: Application process All applicants must first submit all relevant documents in the following checklist to the College with a completed online application form: Completed Application form which has been signed Passport size photo An up-to-date CV Passport or other official photo ID Proof of residency Qualification certificates Next of Kin/ emergency contact phone number and address Proof of address which includes your full name and current address. After all the documents have been checked, the applicant must sit an entry test as part of the admissions process. If the interview is passed, applicants are invited to sit an English test. After the interview, all components of the process are considered, and the student will be informed of the decision, normally within 48 hours. 10: 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 ● Common European Framework of Reference (CEFR) level B2 ● PTE Academic 51, ● IELTS 5.5 (reading and writing must be at 5.5). 11: 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). 12: Preparing for Higher Education Embarking on your higher education journey involves several essential steps to ensure a smooth transition and academic success. Start by confirming that you have the necessary qualifications and knowledge for your chosen course. Develop effective study habits and familiarise yourself with academic resources. Financial planning is also crucial; budget for tuition fees, accommodation, and living expenses, and be mindful of additional costs such as books, stationery, and travel. It's important to cultivate key skills such as time management, critical thinking, and communication. Developing self-discipline and adaptability will help you handle university life more effectively. Maintaining your health and well-being is vital, so learn stress management techniques and adopt a healthy lifestyle, ensuring you have access to healthcare and support services. Lastly, engage in induction activities and connect with peers to build a supportive network. By focusing on these areas, you'll be well-prepared for a successful higher education experience. Incorporating Key Skills To thrive as a higher education student, focus on honing the following skills: Time Management: Prioritize tasks and manage your schedule effectively. Study Skills: Take clear notes, think critically, and conduct thorough research. Communication Skills: Improve writing, public speaking, and interpersonal communication. Self-Motivation and Discipline: Set goals, stay focused, and maintain motivation. Problem-Solving Skills: Adapt to new situations and make informed decisions. Financial Management: Create a budget and understand financial concepts. Health and Well-being: Manage stress and maintain a healthy lifestyle. Networking: Build connections and engage in professional development. Technology Skills: Be proficient in digital tools and online learning platforms. By preparing for and developing these essential skills, you'll be well-equipped to navigate higher education life and embark on this exciting new chapter, paving the way to achieving your academic and personal aspirations. We hope you have a positive learning experience at The City College. 13: Additional costs It is vital that all students have their own up-to-date computer or laptop and internet access for blended learning, assessments, and accessing online college resources. While tuition fees cover the cost of programme delivery, there may be additional expenses such as books, stationery, awarding body registration fees, professional body registration fees, and travel costs to events. Academic Essentials Laptop/Tablet: For taking notes, completing assignments, and accessing online resources. Notebooks and Stationery: Pens, pencils, highlighters, sticky notes, and notebooks. Textbooks and Course Materials: Any required reading or materials for your courses. Backpack: A sturdy bag to carry your books and laptop. 14: Useful Links https://hnglobal.highernationals.com/degree-finder https://qualifications.pearson.com/en/qualifications/btec-higher-nationals/hospitality-management-2025.html https://www.gov.uk/apply-online-for-student-finance https://hnglobal.highernationals.com/login

Student Welfare Pastoral-Care-Policy v8 Reasonable Adjustment and Special Consideration Policy v7 RASC Application Form Reasonable Adjustment and Special Considerations Leaflet for CCA Reasonable Adjustment and Special Considerations Leaflet for BTEC Student Welfare at The City College If you are thinking about applying to The City College or The City College of Acupuncture, it is important that you make us aware of any individual support that you may require. Student Recruitment: Interview and Online Test During the recruitment process, applicants will be given an interview and an English test. The English test is online and is dyslexia friendly. If you are concerned about either the interview or testing process, please do contact the college, and we are happy to discuss personal needs with you. Student Support If your course is funded by the Student Loan Company/Student Finance England and you have a long-term medical condition, mental health issue or neurodiversity that impacts your education, then you may be able to apply for Disabled Students’ Allowance (DSA) through Student Finance England*. Whether or not you are eligible for DSA, you can receive internal help through Reasonable Adjustments and Special Consideration (RASC) support. It is important that you disclose any medical conditions or learning differences as soon as possible, preferably before starting the programme. The College is unable to give you additional support in your studies if we are unaware of individual requirements. If you were diagnosed/become aware of issues after enrolling on the programme, please provide evidence of any medical/other condition, as soon as possible. If you suspect that you may need extra support and have no formal paperwork, please do still come and speak to us, as we may be able to offer internal support. *Please note that Acupuncture courses do not receive Student Finance Funding and therefore CCA students are not eligible for DSA. What are Reasonable Adjustments/Special Considerations? A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places a student at a substantial disadvantage during their time as a student. Examples of reasonable adjustments include, but are not limited to, extensions for submission deadlines, assessment material in large print, or photocopies on coloured paper. Additionally, as formal practical and written exams are part of their course, our Acupuncture RASC students are entitled to a pro-rata extra time allowance of 15 minutes per hour for these exams. A special consideration is any action that helps reduce the effect of a short-term issue that places the student at a substantial disadvantage during exams or assessments. Examples of special considerations may include, but are not limited to, deferrals of exams or extensions for submission deadlines. Other Support: The City College provides support to all students through their Welfare Officer and supporting administration team. If you have individual needs, then please do speak to us as every student is different, and we will do our utmost to make your experience as a student as easy as possible. In addition, The City College also has an individual bookable Quiet Space, which our students can book as a space in which to reflect or decompress. If you wish to see our Quiet Space, please ask at Reception, and we will show you the room and explain how it can be booked.

Hospitality Management BTEC HIGHER NATIONAL CERTIFICATE / DIPLOMA IN HOSPITALITY MANAGEMENT APPLY ONLINE ADMISSION POLICY FEES STUDENT LOAN OTHER COURSES CONTACT US START ON 21st September 2026 DURATION HND - 2 YEARS STUDY MODE Full-time LEVEL YEAR 1 - HNC-LEVEL 4 YEAR 2 - HND - LEVEL 5 PRICE £6,355 / YEAR ABOUT THE COURSE 1: Why choose a BTEC Higher National qualification? BTEC is globally recognised for its applied learning approach, engaging students in practical, interpersonal, and cognitive skills for over thirty years. These qualifications are tailored for individuals starting their careers or those already employed seeking advancement opportunities. BTECs facilitate progression into the workforce, either directly or through further university study, and are designed to align with employer needs. They are highly regarded by both industry and higher education institutions as leading career-focused qualifications at Levels 4 and 5. In developing BTEC Higher National qualifications, Pearson collaborates with a diverse group of students, employers, higher education providers, colleges, and subject matter experts to ensure the qualifications meet their needs and expectations. Pearson also engages with professional bodies to ensure alignment with recognised standards. The Pearson BTEC Higher National qualifications address the growing demand for high-quality professional and technical education at undergraduate Levels 4 and 5. They offer students a clear pathway to employment and the option to pursue a degree at Level 6. As the awarding body, Pearson has approved The City College to offer a variety of Higher National qualifications. The College’s management and lecturing team is responsible for ensuring that the quality of the provision 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. In addition, once you become a student, the BTEC HN Global website provides a specially designed range of digital resources to give you the best possible experience during the BTEC Higher Nationals course. (Please find the link in the section Useful Links below) 2. Why choose a Higher National Qualification in Hospitality Management? The purpose of these qualifications is to develop students as independent-thinking professionals who can meet the demands of employers and adapt to a constantly changing world. They aim to widen access to higher education and improve career prospects. Objectives of the Pearson BTEC Higher Nationals in Hospitality The objectives of these qualifications are to: Develop the skills, knowledge, and understanding needed for high performance in the hospitality environment. Foster enquiring minds with the abilities and confidence to work across different hospitality functions, lead, manage, respond to change, and tackle complex situations. Provide core skills for a range of careers in hospitality, including food and beverage, culinary arts management, and front office operations. Balance employability skills with essential knowledge for entrepreneurial, employment, or academic ambitions. Enhance understanding of the impact of new digital technologies on the hospitality environment. Offer insights into hospitality operations and the opportunities and challenges of a global marketplace. Equip students with knowledge of culturally diverse organisations, cross-cultural issues, diversity, and values, allowing flexible study to meet local and specialist needs. KEY INFORMATION Starting Dates: January / April / September Mode of Study: Full-time Duration: HND – Two years Awarding Body: Pearson Award: BTEC Level 4 Higher National Certificate in Hospitality Management Award: BTEC HND Diploma in Hospitality Management (General Pathway) : Price: Full-Time (On-site Learning) £6,355/year * STUDENT LOAN AVAILABLE * 3: Aims of the Level 4 and 5 Higher Nationals in Hospitality Aims of the Pearson BTEC Level 4 Higher National Certificate in Hospitality? The Level 4 units provide a broad introduction to hospitality management, laying the foundations for learning. These units develop and strengthen core skills, preparing students for specialist subjects at Level 5 or for employment in roles that require some personal responsibility. Students will gain extensive hospitality management knowledge linked to practical skills acquired through research, independent study, directed study, and workplace scenarios. They will engage in vocational activities that help them develop the attitudes and approaches required for competence, known as vocational behaviours, as well as transferable skills. Transferable skills, such as communication, teamwork, research, and analysis, are highly valued in higher education and the workplace. By the end of Level 4, students will have a solid understanding of the basic concepts of hospitality management. They will be proficient in a range of subject-specific skills and general skills relevant to key areas of hospitality management. Aims of the Pearson BTEC Level 5 Higher National Diploma in Hospitality Management The Level 5 units offer students the opportunity to specialize in a hospitality management-related occupational area and to progress to degree-level study. These units prepare students to advance to specific areas of hospitality management at Level 6 or to enter employment in roles that require personal responsibility and decision-making. Students will develop and apply their own ideas to their studies, handle uncertainty and complexity, explore solutions, demonstrate critical evaluation, and integrate both theory and practice in various hospitality management situations. By the end of Level 5, students will have a solid understanding of the principles in the area of Hospitality management- General pathway and will know how to apply those principles more broadly in the business world. Developing Employability and Academic Skills The BTEC Higher Nationals in Hospitality support the development of key employability skills, including problem-solving, independence, interpersonal skills, commercial awareness, and business management. These skills enhance your career prospects and personal development, providing a vocational context for deeper learning and progression to university degree courses. 4: What employment and further study opportunities could these qualifications lead to? The Level 4 Higher National Certificate provides a solid grounding in hospitality management, which students can build on if they decide to continue their studies. The Level 5 Higher National Diploma allows students to specialise by committing to specific career paths and progression routes to degree-level study. Once students have achieved the Level 5 Higher National Diploma, they can develop their careers in the hospitality management sector by: Entering employment Continuing existing employment Linking with the appropriate professional body Linking with the appropriate vendor-accredited certificates (if appropriate) Committing to continuing professional development (CPD) Progressing to university Progression to University The Level 5 Higher National Diploma is recognised by higher education providers as meeting admission requirements to many relevant undergraduate hospitality management-related courses, for example: BSc (Hons) in Hospitality and Events Management BA (Hons) in Hospitality Management BA and BSc (Hons) in Culinary Arts Management BSc (Hons) in International Hospitality Management 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. Degree Finder Pearson's Degree Finder (DF) tool has been created for students studying a Pearson BTEC Higher National qualification who are looking for progression options to university. You can use the DF before, during, or after completing your Pearson course to help you plan your next steps. It is recommended that you read through the user guidance before searching. Look for a direct pathway by entering the specific Higher National subject, including the level and pathway, to find out where your qualification can take you. Follows the ‘General Hospitality Management’ pathway. 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 Hospitality related honours degree at a UK university (see section 8 below). 5: Programme structure The regular 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. Level 4 HNC: Requires successful completion of 8 units 5 Mandatory units plus 3 optional units selected by the College, each with a value of 15 credits (120 total) Total Qualification Time (TQT) is 1200 hours Total Guided Learning Hours (GLH) is 480 hours The total independent learning hours for Higher National Certificate (HNC) is 720 hours Follows the Hospitality Management pathway.  Year 2 Level 5 HND: Requires successful completion of a further 7 units (therefore 15 in total) Mixes 2 mandatory plus 5 optional units selected by the College, each with a value of 15 credits except the Research Project which is 30 credits (240 total minimum) Total Qualification Time (TQT) is 2400 hours Total Guided Learning Hours (GLH) is 960 hours The total independent learning hours for Higher National Diploma (HND) is 1,440 hours. Follows the Hospitality Management General pathway. TQT (Total Qualification Time) 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 (Guided Learning Hours) 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. Independent learning hours are the hours when a student is learning without the direct guidance of a member of the centre staff. They are critical to the student’s ability to develop knowledge and skills, as well as providing them with the opportunity to develop key transferrable skills such as self-discipline, time management and self-motivation. The 240 credits achieved by successful completion of the HND is equivalent to completing the first two years of a Business-related honours degree at a UK university (see section 8 below). 6: 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 two to 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. The specification below covers Higher Nationals in Hospitality taught from the academic year September 2025 onwards. Year 1 *If you are an applicant who completed the Higher National Certificate before September 2025 and want to do the Higher National Diploma, please get in touch for further advice. Year 2 7:Calculation of the overall qualification grade Assessment decisions for Pearson BTEC Higher Nationals must be based on specific criteria provided for each unit and grade level, ensuring consistent standards across qualifications. Each unit assesses the student's understanding, practical skills, and vocational qualities. The criteria follow a hierarchical structure, where higher grades require meeting both lower and higher-level criteria. For example, to achieve a merit, a student must meet both 'explain' (pass criterion) and 'analyse' (merit criterion). Assessors must document how they reached their decisions using the criteria in assessment records. Once all assessments for a unit are completed, the assessment team assigns a grade based on the highest level the student has met for all criteria: Pass: The student meets all pass criteria for the learning outcomes, covering the unit content and achieving Level 4 or 5 of the national framework. Merit: The student meets all merit criteria (and pass criteria) through high performance in each Learning Outcome. Distinction: The student meets all distinction criteria (and pass and merit criteria), demonstrating outstanding performance across the whole unit. Points per credit Pass: 4 x amount of credit of given unit Merit: 6 x amount of credit of given unit Distinction: 8 x amount of credit of given unit Point boundaries Pass 420−599 Merit 600−839 Distinction 840 + 8: Entry requirements and admissions Pearson requires The City College to ensure that every student we enrol has a reasonable expectation of success in the programme. 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’. Mature students will be required to have at least a qualification at Level 1 and to provide the certificate.   For those under 21, who have recently been in education, the entry profile has to include a Level 3 qualification or the equivalent:      A relevant BTEC Level 3 qualification       A GCSE 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      An international equivalent of the above.      Applications are made either directly to the College or through an educational consultant. All applications are treated the same regardless of their origin. All applicants with sufficient entry qualifications are then invited to the admissions process, which consists of an interview and, if successful, an English entry test.   9: Application process All applicants must first submit all relevant documents in the following checklist to the College with a completed online application form: Completed Application form which has been signed Passport size photo An up-to-date CV Passport or other official photo ID Proof of residency Qualification certificates Next of Kin/ emergency contact phone number and address Proof of address which includes your full name and current address. After all the documents have been checked, the applicant must sit an entry test as part of the admissions process. If the interview is passed, applicants are invited to sit an English test. After the interview, all components of the process are considered, and the student will be informed of the decision, normally within 48 hours. 10: 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 ● Common European Framework of Reference (CEFR) level B2 ● PTE Academic 51, ● IELTS 5.5 (reading and writing must be at 5.5). 11: 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). 12: Preparing for Higher Education Embarking on your higher education journey involves several essential steps to ensure a smooth transition and academic success. Start by confirming that you have the necessary qualifications and knowledge for your chosen course. Develop effective study habits and familiarise yourself with academic resources. Financial planning is also crucial; budget for tuition fees, accommodation, and living expenses, and be mindful of additional costs such as books, stationery, and travel. It's important to cultivate key skills such as time management, critical thinking, and communication. Developing self-discipline and adaptability will help you handle university life more effectively. Maintaining your health and well-being is vital, so learn stress management techniques and adopt a healthy lifestyle, ensuring you have access to healthcare and support services. Lastly, engage in induction activities and connect with peers to build a supportive network. By focusing on these areas, you'll be well-prepared for a successful higher education experience. Incorporating Key Skills To thrive as a higher education student, focus on honing the following skills: Time Management: Prioritize tasks and manage your schedule effectively. Study Skills: Take clear notes, think critically, and conduct thorough research. Communication Skills: Improve writing, public speaking, and interpersonal communication. Self-Motivation and Discipline: Set goals, stay focused, and maintain motivation. Problem-Solving Skills: Adapt to new situations and make informed decisions. Financial Management: Create a budget and understand financial concepts. Health and Well-being: Manage stress and maintain a healthy lifestyle. Networking: Build connections and engage in professional development. Technology Skills: Be proficient in digital tools and online learning platforms. By preparing for and developing these essential skills, you'll be well-equipped to navigate higher education life and embark on this exciting new chapter, paving the way to achieving your academic and personal aspirations. We hope you have a positive learning experience at The City College. 13: Additional costs It is vital that all students have their own up-to-date computer or laptop and internet access for blended learning, assessments, and accessing online college resources. While tuition fees cover the cost of programme delivery, there may be additional expenses such as books, stationery, awarding body registration fees, professional body registration fees, and travel costs to events. Academic Essentials Laptop/Tablet: For taking notes, completing assignments, and accessing online resources. Notebooks and Stationery: Pens, pencils, highlighters, sticky notes, and notebooks. Textbooks and Course Materials: Any required reading or materials for your courses. Backpack: A sturdy bag to carry your books and laptop. 14: Useful Links https://hnglobal.highernationals.com/degree-finder https://qualifications.pearson.com/en/qualifications/btec-higher-nationals/hospitality-management-2025.html https://www.gov.uk/apply-online-for-student-finance https://hnglobal.highernationals.com/login

Value for Money You can download an outline explaining how The City College provides value for money here: DOWNLOAD You can download a pie chart identifying how The City College spends public money here: DOWNLOAD

Testimonials Very nice experience! I evolved a lot! Ana Hera HNC BUSINESS What can I say ? For sure The City College is one of the best colleges that I have studied in! The Teachers are friendly and we can really learn Business! I have great classmates from different countries and enjoy our time together. I’m really thankful to everyone from The City College Roxana-Elena Corfala HNC BUSINESS I'm from Romania and I love studying at The City College because it's so much fun! All the teachers and staff are friendly and we do lots of activities in class and I now have lots of knowledge about business! I have studied at other Colleges in the past but The City College really is a good place to study because of experienced teachers and staff! Grisa Corfala HNC BUSINESS It was a great experience and the teachers are great people. They help you anytime you ask them for help . Staff is great . The location is very good Bogdan Ioan Oros HNC BUSINESS The City College helped me to perform my skills Ionut Lefter HNC BUSINESS The experience has been very good, I was ready to give up due to my circumstances but was encouraged by staff and lecturers to carry on. They gave me the confidence and I was able to carry on and pass the course. There is a pleasant atmosphere and the lessons were done in lively and fun way which made it easy to learn and made it enjoyable. Shahid Misbah HNC BUSINESS Despite the fact that this lesson required a lot more work than I had anticipated, I enjoyed it. The setting in the classroom was quite cosy. I appreciated the respect I received from my classmates and felt comfortable sharing my opinions with them. The majority of them were incredibly lovely, and I relished getting to know them. I was quite grateful that they showed me the same respect and openness that they did. I also discovered that a lot of the students in this class are incredibly cool and engaging folks. Francisco Mbaki HNC BUSINESS Studying at The City College London was enjoyable experience Jovan Leon Washington HNC BUSINESS I have had an amazing time at The City College Had an amazing support system Arhena Gamakolo Yohari HNC BUSINESS My time at London City College was great! The teachers were supportive, lots of interesting units, and top-quality resources. The supportive atmosphere helped me grow, and now I feel ready for the future. The City College gave me a fantastic education and unforgettable learning journey. Paulo Jorge Dos Santos HNC BUSINESS Very happy, I’m grateful to meet such a wonderful people Lavinia Sauca HNC BUSINESS I had a great experience during my first year of Studies, great support from teachers and colleagues. I would highly recommend to anyone looking to study. Maria Prisacariu HNC BUSINESS Great experience and great support from the teachers. Highly recommend. Mihaela Starluciuc HNC BUSINESS Starting HNC programme at City College was the best decision I ever made. This gave me the opportunity to invest in my future and improve my skills about business. Aurel Cretu HNC BUSINESS The college was really good. Everything was done professionally with good information Pitshou Nsumbu HNC BUSINESS Overall, I had a great experience at The City College. All the staff was very prompt and helpful, every time they gave me a response in time. I hope to have more good experiences in my HND year. Patricia Andreea Cioara HNC BUSINESS My experience at The City College was fantastic! The program was engaging, and the lecturers were incredibly knowledgeable and supportive. Rebeca Schipor HNC BUSINESS I loved learning with The City College. The staff are friendly and helpful. I have learnt so much, not just in business but about myself as well. Debbie Johnson HNC BUSINESS My experience at The City College was a pleasant one because there are nice and helpful people. In case if you have a problem they immediately are answering and are resolving it. Stefan Nichiteanu HNC BUSINESS My experience at The City College was exciting. I didn't know what to expect at the beginning, but as time went on, I developed more connections with the course and found it very interesting. From the induction, administration team, and lecturers, I was willing to abide with the rules and regulations of the college. The support from the college was very encouraging and inspiring which helped to motivate me and put in more effort to work hard. Vannie Bockarie HNC BUSINESS I am very happy that I had the opportunity to study with other wonderful people who are part of the staff of The City College. Very professional people who know how valuable their work is and how important it is to pass on to others the knowledge they have acquired in many years of study. If I were to rate these wonderful people, 10/10 would not be enough. Thank you so much for everything you have done for us on this journey!! Dumitru Ionut Juncu HNC BUSINESS My experience with The City College was a really good one with patient teachers and welcoming colleagues. Ana Maria Juncu HNC BUSINESS One of the best Colleges from my perspective. Always there to help students to reach their goals. Razvan Mihai HNC BUSINESS My experience was a very nice one. Starting from first interview up to the last assessment everything went above of what I was expecting I’d recommend this college to anyone who wants to start a new course Vladimir Teglas HNC BUSINESS A very good Journey. Dragos Emil Bodea HNC BUSINESS The best Ionela Bodea HNC BUSINESS My experience in The City College was unforgettable. I met new friends there, I learned how to work in a team, how to be patient and ambitious. The atmosphere was very nice, the lecturers were very friendly and they taught us so many things. They were always ready to help us in any situation. The City College is the best place for the students. I recommend it with two hands! Vanesa Misak Tyufekchiyan HNC BUSINESS The College's commitment to hands-on learning and industry relevance has equipped me with the practical skills and knowledge needed to succeed in my chosen field. I am confident that the education I received here has prepared me well for the challenges ahead in my career. I highly recommend The City College to anyone looking to pursue their academic and professional goals. Agnesa Vasalie HNC BUSINESS

Transparency Information TRANSPARENCY 2026 INFORMATION: WORKBOOK OVERVIEW This workbook contains data tables relating to the attainment of 2023-24 and 2024-25 qualifiers. The following worksheets are included in this workbook: Table 1b Attainment 2023-25 - This worksheet contains table 1b which relates to attainment at the provider. This table presents detailed information on attainment by characteristics for 2023-24 and 2024-25 qualifiers. TRANSPARENCY 2026 INFORMATION: ATTAINMENT OF 2023-24 AND 2024-2025 QUALIFIERS Provider: Inter-ED UK Limited UKPRN: 10010213 For details of non-numeric values in the following tables, please see the ‘Rounding and suppression’ worksheet Table 1b: Detailed information on attainment for 2023-24 qualifiers. Table 1b: Detailed information on attainment for 2024-25 qualifiers. TRANSPARENCY 2026 INFORMATION: ROUNDING AND SUPPRESSION The data has been rounded as follows: a. Denominators or headcounts have been rounded to the nearest 10. b. Percentages been rounded to the nearest 0.1. Any data point that is not reportable will be replaced with a symbol to indicate why, applied according to the following hierarchical order: - N/A: where there are no students in the population (or two or fewer). - [low]: Low numbers of students, where there are more than two but fewer than 23 students in the denominator. - [DPL]: Data protection for low numerators, where data has been suppressed for data protection reasons. The code [DPL] has been used to indicate where the data has been suppressed due to a numerator or headcount that is less than or equal to two, meaning that the percentage will take on a value close to 0 per cent. - [DPH]: Data protection for high numerators, where data has been suppressed for data protection reasons. For the percentages, the code [DPH] has been used to indicate where data has been suppressed due to a numerator that is greater than two but is within two of the denominator. TRANSPARENCY 2023 INFORMATION: WORKBOOK OVERVIEW This workbook contains data tables relating to the attainment of 2021-22 qualifiers. The following worksheets are included in this workbook: Table 1a Attainment 2021-22 – This worksheet contains table 1a which relates to attainment at the provider. This table presents the percentage of classified first degrees at grade 2:1 or above by characteristics for 2021-22 qualifiers. Table 1b Attainment 2021-22 – This worksheet contains table 1b which relates to attainment at the provider. This table presents detailed information on attainment by characteristics for 2021-22 qualifiers. Rounding and suppression – Details of the rounding and suppression rules applied to tables. TRANSPARENCY 2023 INFORMATION: ATTAINMENT OF 2021-22 QUALIFIERS Provider: Inter-ED UK Limited UKPRN: 10010213 For details of non-numeric values in the following tables, please see the ‘Rounding and suppression’ worksheet Table 1a: Percentage of classified first degrees at grade 2:1 or above by characteristic for 2021-22 qualifiers. Table 1b: Detailed information on attainment for 2021-22 qualifiers. TRANSPARENCY 2023 INFORMATION: ROUNDING AND SUPPRESSION The data contained in the tables in this workbook have been rounded and suppressed as follows: Numerators and denominators have been rounded to the nearest 10. Where the numerator or denominator rounds to 20 or less, the data are suppressed with an “N”. Percentages are rounded according to the smallest, unsuppressed denominator in a given mode and characteristic. If the denominator rounds to: – 50 or less: percentages are rounded to 5% – 1000 or less: percentages are rounded to 1% – More than 1000: percentages are rounded to 0.1% “N/A” is displayed where there is no provision in a given mode or level “DP” indicates suppression for data protection reasons. This is applied where the numerator is two or less, or differs from the denominator by no more than two students.

FACILITIES COMPUTER LABS CLASSROOMS There are eight large classrooms, each equipped with a projector, a computer connected to the internet, and a whiteboard. All rooms are spacious and have natural light. Three classrooms can accommodate up to 40 students, while the others can accommodate up to 25 students. The College has two general-access computer suites with over 50 personal computers, as well as additional computers available in the library. Students are welcome to bring their laptops or tablets and connect to the College network through Wi-Fi. All students have access to notices and documents via SharePoint and Moodle, the College's Virtual Learning Environment (VLE). THE LIBRARY COMPLIMENTARY PUBLIC RESOURCES The college has a large stock of text and reference books with a range of journals, magazines and periodicals for reference purposes only, and additional tables and desk and computers for quiet study. The City College of Acupuncture (CCA) has dedicated rooms for the Acupuncture course, including a multi-bed clinic with eight private bays for patient treatment by third-year Acupuncture and Tui Na students (with an additional clinic space opening in September 2025). There is also a large classroom equipped with treatment couches, and a smaller classroom for breakout discussions and lectures. The Acupuncture rooms are regularly hired for CPD courses. THE CITY COLLEGE OF ACUPUNCTURE There are many public resource facilities in London. Students may join the local public library – a high-tech centre close to the college- free of charge. In addition, The British Library is only a short bus ride from the college. STUDENT COMMON ROOM This area has seating, a free water dispenser, and a sink area with a fridge and kettle. There are various notice boards containing information about College and local activities, as well as articles relevant to different courses. THE QUIET SPACE The Quiet Space is the perfect retreat for students who may feel overwhelmed during the day. This room is bookable at Reception for half-hour slots for one student at a time. PRAYER ROOM A small, separate multi-faith quiet prayer space is provided, which is safe, clean, and inclusive for peaceful reflection and private prayer for everyone at The City College during the normal academic day.

Sexual Misconduct Anti-bullying and Harrassment Policies and Procedures Sexual-Misconduct, Harassment or Bullying Information Please find below: Sexual-Misconduct-Anti-bullying-and-Harassment-Policy-2025/26 Sexual-Misconduct-Anti-bullying-and-Harassment-Policy-2024/25 How to Report Sexual-Misconduct, Harassment or Bullying Guide Sexual Misconduct, Anti-Bullying and Harassment Reporting Form Online Reporting Form Sexual Misconduct, Anti-Bullying and Harassment Anonymous Reporting Form Anonymous Online Reporting Form The Policy sets out The City College’s commitment, and legal duty, to provide a caring and safe environment for students, staff and governors. In addition, it sets out the scope of the policy, definitions of bullying, harassment and sexual misconduct and what to do if you are being bullied, harassed or experiencing sexual misconduct. The previous Policy is also included so that there is open and honest disclosure to any changes to the current Policy. Students, staff or governors can report any instances of bullying, harassment or sexual misconduct through the attached reporting form or using the anonymous reporting form. Please note the Student Welfare Officer, Susan Riaz, can be contacted at: sriaz@citycollege.ac.uk should you wish to discuss any situation in confidence or receive advice or support

Student Protection Plan THE CITY COLLEGE STUDENT PROTECTION PLAN Provider’s name: Inter-Ed UK Ltd t/a The City College Provider’s UKPRN: 10010213 Legal address: University House, 55 East Road, London N1 6AH Contact point for enquiries about this student protection plan: The Director of Studies STUDENT PROTECTION PLAN FOR THE PERIOD 2018/19 1. An assessment of the range of risks to the continuation of study for your students, how those risks may differ based on your students’ needs, characteristics and circumstances, and the likelihood that those risks will crystallise The risk that The City College as a whole is unable to operate is low because our financial performance is strong, and a sound business continuity plan is in place ready to deal with any major disruption. The College also operates from a single site which is owned by a partner company so therefore the risk that this site would close is very low. The risk that the College will not be able to deliver individual programmes is also low. There are five level 4/5 HND programmes, a level 3 and a level 5 teaching programme, and the level 6 Acupuncture and Tui Na programmes. Recruitment has been consistent for a number of years from the appropriate sectors. Numbers for the provision for Acupuncture and Tui Na provision are increasing and in line with expectations. The College is committed to providing teaching for all students who have enrolled or been accepted onto an existing course and any course closure would only occur once all students had completed their studies. The risk that the College is no longer able to deliver material components of our programmes is low. Units are designed to be taught by teams of academic staff. Most of our academic staff are hourly paid and teach at other colleges or universities. Our central location and reputation helps us to recruit and retain a wide variety of well-qualified and experienced staff to teach on our courses. The risk that the College will not maintain its’ accreditation to deliver programmes from Pearson, the awarding body, is low. This is based on the fact there has been consistently positive annual management reports and annual External Examiner reports published by Pearson. The risk that the College will not maintain its’ designation is medium-low. The College has a solid history of meeting QAA expectations as part of the HER and annual review process. The most recent annual review stated improvements were needed and the College has been addressing these by implementing revised and robust quality assurance and enhancement systems, procedures, policies and practices. 2. The measures that you have put in place to mitigate those risks that you consider to be reasonably likely to crystallise In the unlikely event that the College decided to discontinue provision, we would teach out the programme ensuring that all students enrolled on the programme or holding an offer of a place are able to complete the course. An action plan will be put in place to provide students with an assurance that they will be able to complete their studies and that they would not be adversely affected by the closure. Where applications have been received to the programme but no offers made, applicants will be notified as soon as possible in order that they are able to find an alternative programme. 3. Information about the policy you have in place to refund tuition fees and other relevant costs to your students and to provide compensation where necessary in the event that you are no longer able to preserve continuation of study If the College was not able to preserve the continuation of study, it has sufficient financial resources to teach out existing course, reflected in the Refund and Compensation Policy to which we will adhere and make available on the website and intranet. In addition: As mentioned in the Business Continuity Plan, the College has business interruption insurance cover for up to 24 months which would come into force in the case the college cannot continue its operations due to unavoidable circumstances In case of closure, the college would endeavour to teach out students who have paid fees for the academic year/ period. In terms of students funded by the Student Loan Company, fees are paid on a termly basis. If student attendance is confirmed for a particular term, every effort will be made to teach students for the reminder of that term In terms of change of location, students will be given at least 6 months’ notice in advance before the change in location. If a student wished to withdraw, then a refund will be given on a pro rata basis. If the change in location added extra cost for travel, the college would reimburse the difference in costs between the current and the new location In terms of compensation, this would be assessed on case-by-case basis. 4. Information about how you will communicate with students about your student protection plan The College will publicise our student protection plan to current and prospective students using our website, the intranet and the student handbooks. Staff will be made aware of the implications of our student protection plan when they propose course changes through the course approval procedure, annual programme monitoring procedure or periodic review procedure, as appropriate. The student protection plan will be reviewed by the Senior Leadership Team and with students through the Student-Staff Liaison Committee meetings, and other relevant meetings with students. Student involvement will therefore be through the elected student representative system utilising cohort reps. and programme reps. Any changes will then be confirmed using the website, intranet and by contacting students individually through letter or email. Students affected would also be invited to a meeting if this was practicable. If this student protection plan needs to be engaged in any way we would aim to provide all students with a minimum 6 months’ notice of closures/ withdrawal, excepting in emergency situations and/ or events beyond our control where this may not be possible. The College also has a Business Continuity Plan in place to manage emergency situations effectively.