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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

Mission Statement Mission Statement for The City College The college has the motto “Where Students Come First”. It is with this motto foremost in our minds that we pledge to provide the highest standards of value-for-money education to the individual without compromising on quality. Our mission is to provide high-quality education and training to students from diverse backgrounds, enabling them to achieve academic success and pursue rewarding careers. We aim to maintain high academic standards and promptly respond to global education and training developments. Our History Established in 1979, The City College is one of the oldest independent colleges in London. Located just a few minutes from Old Street station and near the heart of the City of London, thousands of students have successfully completed their studies, and many have progressed to higher education or secured successful careers in various fields. We are renowned for maintaining high academic standards and providing quality tuition, as well as our adaptability in responding to developments in global education and training markets. Our exceptional pastoral care for students is also a key feature. The majority of students join The City College based on recommendations from past or current students. Our Ethos We foster a friendly and informal environment while maintaining a disciplined approach to study. Our educational philosophy is to equip students with the resources necessary to become well-rounded, highly motivated candidates for their chosen careers. We are committed to providing excellent pastoral care and building our reputation on the academic success of our students and the quality of our services. We strive to offer an affordable learning experience in a supportive and caring environment that helps students successfully achieve their goals.

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

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Cookie Policy for The City College This is the Cookie Policy for The City College, accessible from www.citycollege.ac.uk What Are Cookies As is common practice with almost all professional websites, our college site uses cookies, which are tiny files that are downloaded to your computer, to improve your experience. This page describes what information they gather, how we use it and why we sometimes need to store these cookies. We will also share how you can prevent these cookies from being stored however this may downgrade or ‘break’ certain elements of the sites functionality. For more general information on cookies see https://www.aboutcookies.org.uk How We Use Cookies We use cookies for a variety of reasons detailed below. Unfortunately in most cases there are no industry standard options for disabling cookies without completely disabling the functionality and features they add to this site. It is recommended that you leave on all cookies if you are not sure whether you need them or not in case they are used to provide a service that you use. Disabling Cookies You can prevent the setting of cookies by adjusting the settings on your browser (see your browser Help for how to do this). Be aware that disabling cookies will affect the functionality of this and many other websites that you visit. Disabling cookies will usually result in also disabling certain functionality and features of the this site. Therefore it is recommended that you do not disable cookies. The Cookies We Set Account related cookies: If you create an account with us then we will use cookies for the management of the signup process and general administration. These cookies will usually be deleted when you log out however in some cases they may remain afterwards to remember your site preferences when logged out. Site preferences cookies: In order to provide you with a great experience on this site we provide the functionality to set your preferences for how this site runs when you use it. In order to remember your preferences we need to set cookies so that this information can be called whenever you interact with a page is affected by your preferences. Third Party Cookies In some special cases we also use cookies provided by trusted third parties. The following section details which third party cookies you might encounter through this site. This site uses Google Analytics which is one of the most widespread and trusted analytics solution on the web for helping us to understand how you use the site and ways that we can improve your experience. These cookies may track things such as how long you spend on the site and the pages that you visit so we can continue to produce engaging content.For more information on Google Analytics cookies, see the official Google Analytics page. Third party analytics are used to track and measure usage of this site so that we can continue to produce engaging content. These cookies may track things such as how long you spend on the site or pages you visit which helps us to understand how we can improve the site for you. From time to time we test new features and make subtle changes to the way that the site is delivered. When we are still testing new features these cookies may be used to ensure that you receive a consistent experience whilst on the site whilst ensuring we understand which optimisations our users appreciate the most. Several partners advertise on our behalf and affiliate tracking cookies simply allow us to see if our customers have come to the site through one of our partner sites so that we can credit them appropriately and where applicable allow our affiliate partners to provide any bonus that they may provide you for making a purchase. We also use social media buttons and/or plugins on this site that allow you to connect with your social network in various ways. For these to work the following social media sites including; facebook, twitter, will set cookies through our site which may be used to enhance your profile on their site or contribute to the data they hold for various purposes outlined in their respective privacy policies. More Information Hopefully that has clarified things for you and as was previously mentioned if there is something that you aren’t sure whether you need or not it’s usually safer to leave cookies enabled in case it does interact with one of the features you use on our site. This Cookies Policy was created with the help of the CookiePolicyGenerator.com However if you are still looking for more information then you can contact us through one of our preferred contact methods: Email: info@citycollege.ac.uk Phone: 020 7253 1133