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Child and Adolescent Mental Health
Child and Adolescent Mental Health Level 3 100 Hours Certificate Course
Learn About Child and Adolescent Mental Health
Child and Adolescent Mental Health Online Course
Learn to be aware of mental health signs, symptoms and treatments through ADLs Child and Adolescent Mental Health Online Course
Mental Health is a major issue for people living in developed countries.
It is difficult to estimate how many children and adolescents are affected by mental health conditions. It becomes important then, that people become educated about mental illness in children and adolescents, particularly because they may not be able to recognise that something isn’t quite right. This Level 3 professionally accredited course is an excellent introduction into the nature and scope of mental health issues among children and adolescents. It highlights the signs and symptoms of some common mental health conditions, discusses their potential causes, and outlines possible treatment
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
This course has been endorsed by TQUK. Endorsement of our courses by TQUK sets them apart from other vocational learning programs and is an achievement to be proud of. It further demonstrates that we are an efficient academy with excellent courses and tutorial support. It also means that potential and existing students, employers and universities can be sure of the true value of the learning we provide.
The course is ideal for those working in, or wanting to work in:
Lesson Guide – Child and Adolescent Mental Health
There are 10 lessons:
1. Nature and scope of mental health – looking at difference between adult and child and adolescent mental health. What we mean by mental health? Mental wellness etc.
- understanding normal childhood development
- good mental health
- understanding childhood mental illness
- prevalence of mental health issues in children and adolescents
- differences to adult mental health
- an introduction to the mental health industry
2. Childhood depression also how this changes when reach adolescence. signs and symptoms and treatments.
- types of depression in childhood
- diagnosis of depression in children
- causes of childhood depression
- assessing risk of suicide
3. Anxiety disorders – separation, generalised etc. school phobias, social phobias etc. signs/symptoms/treatment
- scope and nature of anxiety disorders
- different types of anxiety disorders
- childhood anxiety disorders
- adolescent anxiety disorders
- other anxiety related problems
4. Tic disorders – tourette’s etc. signs/symptoms/treatment
- introduction to tic disorders
- types of tics
- gilles de la tourette syndrome (tourette’s disorder)
- transient tic disorder
- chronic tic disorder
- tic disorder (nos)
5. Brain disorders (injury & disease) signs/symptoms/treatment
- differences to adults
- traumatic brain injury
- congenital malformations
- genetic disorders
- infectious diseases
- cerebrovascular disease
- environmental toxins
6. Other disorders – motor disorders, elimination disorders, feeding & eating disorders; signs/symptoms/treatment
- elimination disorders
- feeding and eating disorders of childhood
- reactive attachment disorder
- selective mutism
- stereotypic movement disorder
7. Environmental problems – abuse and neglect, relationship problems signs/symptoms/treatment
- child abuse
- definition of child abuse
- factitious disorder by proxy
- the effects of abuse
- attachment issues
8. Problems of adolescence – anorexia, bulimia, substance use, family conflict signs/symptoms/treatment
- significant disorders of adolescence
9. Holistic and alternative approaches to treatment – this should be a general approach to dealing with children & adolescents i.e. not directed at specific conditions
- drug treatments
- food and mental health
- alternative therapies – homeopathy, art therapy, music therapy, counselling/psychotherapy, craniosacral/biodynamic osteopathy, kinesiology, aromatherapy, sensory integration, behavioural optometry, hearing and mental health, movement therapies.
10. Special project
Please note: each lesson culminates in an assignment which is submitted to the academy, marked by the academies tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals Child and Adolescent Mental Health BPS214:
- Explain the nature and scope of mental health in children and adolescents.
- Identify signs of childhood and adolescent depression and explain alternative responses to different forms of such depression.
- Identify signs of childhood and adolescent anxiety and explain alternative responses to different forms of such anxiety.
- Identify signs of childhood and adolescent tic disorders and explain alternative responses.
- Identify signs and symptoms of mental health issues associated with child and adolescent brain disorders and explain alternative responses.
- Identify signs of other disorders during childhood and adolescent and explain alternative responses to these different disorders.
- Identify signs of environmental problems, including abuse, neglect or relationship issues during childhood and adolescence and explain alternative responses to these different issues.
- Identify signs of adolescent problems and explain alternative responses.
- Determine clinically, culturally and ethically appropriate treatment options to mental health problems in children and adolescents, that may be considered by both/either family, carers, teachers or health practitioners.
- Develop an in depth report on the signs, symptoms and treatments for a specific mental Health condition occurring in children and adolescents.
Practical (Set Tasks)
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Exerpt from the Course
a child may have the full range of symptoms for more than one anxiety disorder.
Whilst the ICD lists separate entries for anxiety disorders with onset in childhood, the DSM
uses the same categories to describe childhood anxiety disorders as those for adult
anxiety disorders – the exceptions being separation anxiety disorder which is listed as a
childhood disorder in both classification systems. The DSM also lists sibling relationship
problems as a condition which may warrant clinical attention whereas in the ICD it is
classified as a childhood anxiety disorder.
anxiety disorders most usually occurring in childhood followed by those most usually
having onset during adolescence. It should be noted however that these are not clear
distinctions. Some children may exhibit the full range of symptoms associated with an
anxiety disorder more usually associated with adolescent or adult onset.
usually the parents. Although it is usual for infants and preschool children to experience
some level of anxiety when separated from attachment figures the anxiety displayed by
children with this condition is much more intense and persists after the preschool period.
Onset is before six years of age, lasts at least for four consecutive weeks, and causes
significant disturbances to social, school or other areas of functioning.
leave them or that the attachment figure will not come back and leave them for good. If
separated they often need to remain in touch through telephone calls, emails, etc. They
often cling to their attachment figures when they are present and may insist on sleeping in
the same bed or room as them. If they are forced to sleep in their own room they may
have disturbed sleep and nightmares. Often they will go to their parents’ bed or may sleep
on the floor outside the parent’s room if the door is locked.
sickness and vomiting. Behavioural changes may reveal angry outbursts, temper
tantrums, excess crying, or the child may become more withdrawn socially. It is also a
strong indicator of refusing to attend school.
upheavals to the child’s life or usual routine e.g. moving to a new school, moving
house, death of a pet. Separation anxiety disorder can predispose the child to
panic disorder or agoraphobia in adolescence.
through a war, emigrating, or ongoing parental conflict, or by brief frightening
experiences e.g. death of a relative, an illness. Occasionally it might occur in
children with overprotective parents. Also, some children seem to have an anxietyprone
temperament in that they overreact to everyday stressors rendering them
more susceptible. There is also a higher incidence amongst children who have a
mother with a history of panic disorder and amongst first degree biological
Children must be encouraged to discuss their concerns and the family should be
involved in treatment. Parents should be educated about how their own worries
and possible overprotection can contribute. Stressors need to be alleviated where
feasible. If specific situations where the anxiety occurs are found then these might
be addressed using behavioural therapy techniques. Rarely, anxiolytic medication
may be prescribed for a brief period.
insects such as spiders, animals such as snakes, darkness, death, and sometimes school
(which some authors refer to as school phobia). In some cases symptoms of anxiety
associated with situations or objects of fear become prolonged and exaggerated and the
child develops a specific phobia. The response to specific objects or situations can be in
the form of a panic attack. Unlike adolescents and adults, children who experience phobic
anxiety disorder do not recognise that their fear is unreasonable. Often phobic stimuli are
avoided but if not they may be endured with accompanying feelings of dread and
but these may not cause significant impairment in their level of functioning. A child might
express intense fear of snakes in the presence of a snake but if they do not encounter
them in daily life and their activities are not limited by a fear of snakes. Diagnosis is made
only if the fear associated with the stimuli, in encountering it, avoiding it, or through
thinking about it, causes significant disruption to the child’s social life or other areas of
functioning. Diagnosis may also be made if the child is significantly distressed by having a
blood-injection-injury type, situational type, or other type where it does not fit into any of
the former types e.g. fear of contracting an illness.
phobia. Severe and persistent fears of animals and insects usually have onset
before the age of 6 years. Most childhood phobias alleviate with age so the rate
significantly declines during adolescence, however many specific phobias found in
adults had their onset in childhood. Often, the fear-arousing object or situation
caused some amount of distress before it became a specific phobia.
expressing fear when confronted with a particular object or situation (especially a
role model e.g. parent or teacher), being continually warned about danger by
parents (e.g. don’t pat dogs they might attack you), hearing constant bad news
about something (e.g. plane crashes), experiencing an unexpected panic attack in
a given fear-provoking situation, or having a traumatic experience (e.g. being
attacked by a dog, being locked in a classroom).
may be treated using behavioural techniques. These involve hierarchical exposure
or systematic desensitisation. The child is encouraged to begin by thinking about
the feared object or situation and gradually over a number of weeks they
eventually confront the object or situation having conquered their fears to some
extent along the way. Parents may be involved to reassure the child and offer
eBook to Compliment this course:
Learn to appreciate and work with the growing mind of infants. This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Written for parents, students and anyone working with children.
How Children Think
by the Staff of ACS Distance Learning
How Children Think eBook course online. Anyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
How do children think? Children are on a constant path of development from conception to adulthood (and beyond). Understanding children from a psychological perspective can be of great assistance to adults, in order to help them support the children in their lives to develop into highly functioning adults – whether their own children, or in a professional or social environment.
This ebook attempts to provide the skills and knowledge to develop a greater understanding of children, and what is really going on for them. The first chapter discusses developmental stages in a child’s life, which is important for understanding what is to be expected and accepted at different points of a child’s development.
The next few chapters initiate the age-old discussion on the effects of nature and nurture on development. Chapter four provides insights into the importance of creating balance in a child’s life and chapter five discusses ways to change undesirable behaviour, providing practical solutions. Chapter six takes this a step further, going into problems and solutions of behaviour modification, as well as discussing issues such as abuse, bullying and deprivation.
The book concludes with a discussion on keeping up to date with constantly evolving research.
This book will provide valuable clues into the way children think, and useful keys to support development. We hope you enjoy it.
This course has been endorsed by TQUK. Endorsement of our courses by TQUK sets them apart from other vocational learning programmes and is an achievement to be proud of. It further demonstrates that we are an efficient academy with excellent courses and tutorial support. It also means that potential and existing students, employers and universities can be sure of the true value of the learning we provide.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: firstname.lastname@example.org
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,