Learning and Teaching Policy
The purpose of this document is to provide learners and tutors/assessors with a set of guidelines regarding the relationship of learning and teaching to the aims and objectives of theÂ National College and the various programmes of study that it offers. The methods of learning encouraged, and the techniques of teaching adopted, should reflect and be derived from the aims and objectives of the course, which should in turn should complement and endorse the aims and objectives identified for the programme.
This policy was devised in accordance with our mission to advance the professional practice of hypno-psychotherapy through the provision of high quality courses and excellence in the support of our students while recognising that the needs of the public who receive the therapeutic services are paramount.
The National CollegeÂ is committed to developing learners who are confident, determined and innovative and sees itself, primarily, as a learning organisation.
The National CollegeÂ recognises the value of its courses in terms of personal growth and development, and, as such, this element is specifically incorporated into all courses provided.
There is recognition of the fact that learners within the National CollegeÂ will be from a variety of different backgrounds. Difference is welcomed and learners are encouraged to understand the value that diversity can add to their learning experience. The academic background of learners in particular will vary, and it is the policy of the National CollegeÂ to ensure that the abilities of the learner are assessed before acceptance, but the ethos of the National CollegeÂ is one of potential and possibility, so encouragement and development are considered to be vital components of all our policies.
Potential for development of students is recognised by the full provision of progression routes. However, choice is also a vital factor and so the course structure can be seen as a ladder or a spider’s web, or a single point dependent on the learner’s choice. TimeÂ limits are also as flexible as possible to incorporate the maximum of choice. Learners are encouraged to consider all aspects of their lives and their futures while considering options and while undertaking their training so that their experiences within the National CollegeÂ can be of the greatest benefit.
Learners are encouraged to develop strong management of their own learning, which is particularly relevant to those in private therapy practice.
Diversity of teaching style is encouraged while maintaining an appropriate balance of theory and practice. The place of demonstration, experiential learning and student involvement is valued within the National CollegeÂ courses. In all therapeutic teaching, interaction is considered to be of paramount importance.
The National CollegeÂ recognises that interaction between learners contributes significantly to learning and so this is facilitated.
The involvement of visiting tutors is encouraged. All visiting tutors are subject to approval by the Board, and to evaluation by the learners. All cases will be judged on their individual merits, so that for example a retired practitioner may be acceptable as a visiting tutor whereas normally tutors are required to be currently practising.
- 1. NCHP Personnel
- 2. Aims of the NCHP
- 3. Foreword and General Philosophy of the NCHP
- 4. Course Structure
- 5. Course Overview
- 6. Stage 1
- 7. Stage 2
- 8. Stage 3
- 9. Stage 4 & Further Training
- 10. Entry Requirements
- 11. College - Student Relations
- 12. NCHP Structure and External Accreditation
- 13. Professional Recognition
- 14. Teaching Staff
- 15. Code of Ethics and Practice
- 16. Questions about Study Answered
- 17. Course Schedule and Fees
- 18. Guide to Enrolling
- 19. Student Application Form
- 20. Course Enrolment Form
- 21. Equality and Diversity Policy
- 22. Appeals Policy
- 23. Learning and Teaching Policy
- 24. Code of ethics for trainers
- 25. Complaints procedure