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Transparency Information 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. 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 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.

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

Admissions - Appeals and Complaints ADMISSION APPEALS AND COMPLAINTS PROCEDURE A copy of the College’s Admissions Appeals and Complaints Policy can be downloaded here: DOWNLOAD

Admission Policy STUDENT RECRUITMENT AND ADMISSIONS POLICY A copy of the College’s Student Recruitment and Admissions Policy can be downloaded here: DOWNLOAD

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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.

Policies and Procedures Welcome to the page for policies, procedures, forms and statements! The contents of this page are arranged in alphabetical order. Academic-Appeal-Policy v12 Academic Conduct and Malpractice Policy v16 Academic Freedom Policy v14 Admissions Appeals and Complaints Procedure – this can be found in the Admissions tab Code-of-Ethical-Conduct v9 Complaints-Policy-v14 Computer-Access-Policy-v8 Conflicts-of-Interest-Policy-v9 Employability-Strategy-Policy v14 Equality and Diversity Policy v9 Environment-and-Sustainability-Policy-v9 External-Speaker-Policy-v11 - External-Speaker-Policy-Form Extenuating-Circumstances-Policy-v14 Fitness-to-Practise-Procedure-v18 Fitness-to-Study-Procedure-v16 Freedom-of-Speech-Policy v15 HESA_Student_collection_notice_2025-26 IT-E-Learning-Policy-v10 Modern-Slavery-Human-Trafficking-statement-v11 Multi-Faith-Quiet-Prayer-Space-Guidelines-2025 Non-academic-Misconduct-Procedure-v12 Pastoral-Care-Policy v9 Prevent-Policy-v10 Privacy-Notice-v9 Recognition-of-Prior-Learning-Policy-v9 Refund-and-Compensation-Policy-v17 Safeguarding-Policy-v10 Sexual-Misconduct-Anti-bullying-and-Harassment-Policy 2025-26 - How to Report - Reporting Form - Anonymous Reporting Form - Online-Reporting-Form - Online-Anonymous-Reporting-Form Staff Academic Malpractice Policy v10 Staff-Development-Policy-v9 Student-Engagement-Policy v9 Student Recruitment and Admissions Policy - this can be found in the Admissions tab Student Transfer Plan v8 Whistleblowing-Policy-v10 Work-Experience Policy-v14

Courses BTEC HND in Business Management Pearson Jan / April / Sep £6,355 / year BTEC HND in International Travel & Tourism Management Pearson Jan / April £6,355 / year BTEC HND in Hospitality Management Pearson Jan / April £6,355 / year APPLY NOW APPLY NOW APPLY NOW

Term Calendar HNC/HND TERM DATES 2025-2026 The following is the calendar for the academic year, September 2025 – July 2026. In addition to the holiday periods mentioned below, there will be no classes, and the college will be closed on 03 April 2026, 06 April 2026, 04 May 2026, and 25 May 2026, which are UK Bank Holidays. Any changes will be communicated via the VLE (SharePoint) and on the website. September Term 22.09.25 to 26.09.25 Induction Week – For New Intake 1 week 29.09.25 to 25.10.25 Normal Classes 4 weeks 27.10.25 to 01.11.25 Midterm Break 1 week 03.11.25 to 13.12.25 Normal Classes 6 weeks Assessment Deadline Friday 19 December 2025 11.30pm MOODLE January Term 26.01.26 to 30.01.26 Induction Week – For New Intake 1 week 02.02.26 to 14.02.26 Normal Classes 2 weeks 16.02.26 to 21.02.26 Midterm Break 1 week 23.02.26 to 28.03.26 Normal Classes 5 weeks 30.03.26 to 11.04.26 Easter Break 2 weeks 13.04.26 to 02.05.26 Normal Classes 3 weeks Assessment Deadline Friday 08 May 2026 11.30pm MOODLE May Term 05.05.26 to 08.05.26 Induction Week – For New Intake 1 week 11.05.26 to 23.05.26 Normal Classes 2 weeks 25.05.26 to 30.05.26 Midterm Break 1 week 01.06.26 to 25.07.26 Normal Classes 8 weeks Assessment Deadline Friday 31 July 2026 11.30pm MOODLE

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 26th January 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

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 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