Alternative Arrangements
If you have a qualifying condition or disability, the conservatoire can make appropriate adjustments to ensure you have a fair and equitable attempt at your assessments.
What are Alternative Assessment Arrangements?
Alternative Assessment Arrangements are permanent adjustments put in place if you who have disclosed and evidenced their qualifying conditions. The alternative arrangements are given to ensure that a level-playing-field is maintained for all students at the conservatoire.
An example could be if somebody with a Dyslexia diagnosis has difficulty processing information, in the same time that somebody who is neurotypical would. This person may provide evidence showing that they require 25% extra time in timed examinations, therefore, levelling the playing field.
Frequently Asked Questions
How do I request Alternative Assessment Arrangements?
Alternative Assessment Arrangements can be requested by declaring and evidencing any conditions using the Student Support Referral Form, or by contacting the Disability Support Team otherwise.
To ensure equity and fairness in line with our obligations to our awarding body, you may be asked to provide additional evidence for any new diagnoses or requested adjustments if they do not align with your existing evidence on file.
What alternative assessment arrangements can be requested?
As alternative assessment arrangements can only be put in place if the request is evidenced and still allows you to meet the content and context of each learning outcome listed in the module specifications.
It is important therefore that students familiarise themselves with the learning outcomes in each of their module specifications.
Contact the Disability Support team if you are unsure about what evidence to provide to support an adjustment request, or whether a requested adjustment fits with a particular Module Specification.
What are some examples of alternative assessment arrangements?
Alternative arrangements could include, but are not limited to:
- Extensions to assignment deadline, this excludes group submissions
- Extra time for timed assessments
- A smaller assessment room to minimise distractions
- The use of a reader or scribe (amanuensis)
- Supervised rest breaks during assessments, see the guidance below.
What do I do if I need an extension, but it isn’t disability related?
Apply for Additional Consideration for any extension requests that are unrelated to your disabilities, such as: short-term illness, injury, a condition unlikely to last 12 months or more, or any other circumstances beyond your control.
About Supervised Rest Breaks
Information about supervised rest breaks in an assessment.
Supervised Rest Breaks
Sometimes students can experience difficulties in the assessment environment due to disclosed disabilities, neurodivergence, mental health conditions, and/or long-term health conditions which last, or likely to last, for 12 months or more.
Supervised rest breaks in exams can help to ensure that you are not put at a disadvantage due to difficulties/traits that conditions may cause them when under assessment conditions, allowing you to attend to disability-related needs during their exams.
You can inform their tutor/exam invigilator that they require a rest break, which will ‘stop the exam clock’.
Please contact the Disability Support Team to ask any queries about supervised rest breaks in exams, preferably well in advance of the assessment period, to allow them the time to both investigate and respond to queries.
There are a large variety of reasons why you may be given supervised rest breaks in exams, which may include (but are not limited to):
- Diabetics may need to regularly test and manage their blood sugar levels, which may include food/liquid intake or medication use;
- A chronic back condition cause you to need to take rest breaks to relieve pain and discomfort;
- An anxiety-based condition may mean you to need to take rest breaks to use coping strategies/techniques, helping you engage fully with their exam;
- If you have a bowel condition, you may need urgent access to a toilet (the supervisor would accompany them to, but not into, the facilities);
- Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Conditions (ASC) may require you to make use of rest breaks to use sensory/concentration management techniques
Accessing Supervised Rest Breaks
You have to request and have arranged supervised rest breaks with the Disability Support Team in advance of any exams. You can request supervised rest breaks when you disclose their conditions to Leeds Conservatoire by filling out the Disability Support section of the Student Support Referral Form.
Supervised rest breaks are only usually recommended when you provide suitable supporting evidence. This can be a full diagnostic report, evidence of previous adjustments that have been in place for them in school/college, or sometimes based on the nature of your disability.
Granted Supervised Rest Breaks
If you have supervised rest breaks in exams in place, will find this adjustment in the “Alternative Assessment Arrangements” box on their Individual Adjustments Plan or Provisional Adjustments Plan document.
If you do not have supervised rest breaks in exams listed on their most recent Individual Adjustments Plan document, or if you don’t have an Individual Adjustments Plan document in place, you are not entitled to use supervised rest breaks in exams.
Time Limits
Although supervised rest breaks in exams are not formally time-limited at Leeds Conservatoire, it is expected that they would typically last for no longer than 10 minutes per hour of each assessment.
However, supervised rest breaks in exams are flexible, and you can seek advice before the assessment period by contacting the Disability Support Team. You could check with them how rest breaks may be administered in a particular scenario; such as a recital or performance.
Using Your Supervised Rest Breaks
This can vary depending on the scenario, so it would be worthwhile you to ask your tutors about how rest breaks could be used in your assessment before it is due to take place. Please see below for some general advice about how supervised rest breaks are often utilised in exams:
It is helpful to inform your tutors/invigilators of:
- How you are likely to use rest breaks before an exam, where possible;
- How you wish to communicate the need for a rest break without disrupting other students/the audience, with many students choosing to raise their hand;
- How rest breaks may be used in performances, as making staff (and if appropriate, band/group members) aware can help you to avoid confusion. For example, audiences may confuse a student taking a rest break with the end of the performance, which, if informed, the rest of a band/group may help to avoid by staying on stage;
- Whether you are likely to stay in the room for their rest break, or leave the room with a staff member supervising;
- When you are ready to return to the assessment, unless this is obvious (such as when returning to the stage in a performance).
Important Considerations
Rest breaks will only be given in an assessment if you have “supervised rest breaks in exams” showing in the Alternative Assessment Arrangements box on your most recent Individual/Provisional Adjustments Plan.
Supervised rest breaks in exams must only be used to manage the impacts/conditions listed in your Individual/Provisional Adjustments Plan.
You must maintain full assessment conditions during rest breaks. You will not be permitted to write, read, or engage with assessment materials, you cannot interact with other students, and you should not leave the building during rest breaks; this is monitored by the tutors or invigilators.
Supervised rest breaks in exams may be requested in addition to any extra time, in timed examinations, instructed by the Exams Team, alongside any other applicable reasonable adjustments that are in place on your most recent Individual/Provisional Adjustments Plan.
If you have any further questions about supervised rest breaks, please contact the Disability Support Team.