Assessment Brief 2

Programme title: Foundation Year in Business and Law

Module name: Communication and Academic Skills for HE
Assessment title: In this module the learner will investigate the impact of
coronavirus on the sector of their choice.
Module code: (U10471) S21U10471
Class start date: 25th September 2023
Class end date: 21st January 2024
Module lecturer:
Internal verifier: Dr Kaviraj Santayana
Submission deadline: 15th January 2024, time: 2 pm

Module aims

The aim of this module is to provide and support students with the necessary skills base for
engaging with Foundation Year modules, and to help students identify and develop a range
of transferable skills in preparation for studying at degree level. The module aims to develop
a reflective approach by helping students identify their own strengths and weaknesses, and
plan for their personal, educational and career development.

Brief module description/summary

This module content will cover the development of study skills specific to a Higher Education
setting. This will include planning and writing assignments, preparing, and delivering oral
presentations, collating, and presenting relevant information, reading, note taking and
referencing from academic sources. It will then go on to introduce the purpose of research
and consider a range of methods of data collection including surveys, focus groups,
interviews, and secondary data collection. Then students will look at examples of data and

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how to utilise the relevant software to summarise and present the data. Analysis will also be
considered: what can we usefully and accurately say based upon the data?

Overview of learning and teaching activities on the module

+ provide a framework via which students develop the capacity to manage their own learning
and evolve, over the course of their studies, into independent learners, acquiring the
knowledge, understanding and skills that are essential to learning in Higher Education and to
lifelong learning, post-graduation.

Description/Guidance

In this module the learner will investigate the impact of

Topic
coronavirus on the sector of their choice.
Delivery method Group report

Type/format Submission by group members in MS Words

Word count 2800 words

Weight 70% Marks

Submission method: CCCU Turnitin (All the group members must submit their work in
Turnitin)

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Report Structure

Title Page
This needs to include your report title and the names of all group members.

Contents Page

Introduction

Literature Review
Information about what has been written in the literature about the subject matter.

Analysis
Evaluation of the chosen issues

Conclusion
Summary of the key points with concluding statement – this must be informed by your analysis
in the report.

Recommendation
How could things be improved or changed?

References
List of all sources used, both those quoted directly and those indirectly. Harvard Reference Style.

Appendix
Includes any other additional resources you referenced in the report. E.g., a copy of the
questionnaire used in the investigation.

Assessment Grading Criteria

PRESENTATION AND STYLE 25%

 Coherence and organisation of the assignment

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  Clarity of expression (incl. accuracy, spelling, grammar, punctuation)
 Communication and presentation
 Presentation visual

CONFORMING TO INSTRUCTIONS 25%

 Attention to purpose
 Referencing
 Addressing the question

CONTENT AND KNOWLEDGE 25%

 Content and range of knowledge displayed
 Use of literature/evidence of reading
 Quality of sources used

THINKING/ANALYSIS/CONCLUSION 25%
 Conclusion
 Analysis
 Critical reasoning

Assessment marking/grading criteria

Criterion Excellent Very Good Good Sound Satisfactory Fail
100-80 79-70 69-60 59-50 49-40 39-0
1
2
3
4

Referencing system:
Harvard Referencing System

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Learning Materials/Resources:

Essential Resources:
 Cottrell, S. (2019), The Study Skills Handbook, Basingstoke: Palgrave MacMillan.
 Gallagher, K. (2016), Essential study and employment skills for business and
management students, 3rd ed., Oxford: OUP.
 Pears, R. and Shields, G. (2016), Cite them right: The Essential Referencing
Guide. 10th ed., Palgrave Macmillan.

Recommended Resources:
 Bassot, B. (2016), The Reflective Journal. 2nd ed., London: Palgrave.
 Buzan, T. (2006), The Buzan study skills handbook. BBC publications.
 Cameron, S. (2009), The Business Student’s Handbook. Prentice Hall.
 Cottrell, S. (2015), Skills for Success: Personal Development and Employability. 2nd ed.,
Palgrave.
 Creme, P., Lea, M. (2008), Writing at University: A guide for students (3rd ed).
Maidenhead, UK: Open University Press.
 Gröppel-Wegener, A. (2016), Writing Essays by Pictures: a workbook.
Huddersfield: Innovative Libraries.
 Hall, R. (2011), Brilliant presentation: what the best presenters know, do and say.
Harlow: Prentice Hall.
 Institute of Management (2005), Personal Effectiveness. Hodder & Stoughton.
 Lowes, R., Peters, H. and Turner, M. (2004), The international students’ guide,
studying in English at University, Sage.
 Marsen, S. (2005), Professional Writing, Palgrave Macmillan.
 Morris, C. (2012), Quantitative approaches to business studies, Prentice Hall.
 Oakshott, L. (2012), Essential Quantitative Methods for Business, Management &
Finance. Palgrave Macmillan.
 Richards, D. (2002), Get it Across. Elliot Right Way.
 Stanton, N. (2009), Mastering Communication. Palgrave.
 Stuart-Hoyle, M. and Wiles, J. (2012), Orientation to Higher Education, 2nd ed., Reader’
Pearson.
 Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9th

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 ed., Palgrave Publishing.
 Trought, F. (2017), Brilliant Employability Skills: How to stand out from the crowd in
the Graduate Job Market. Pearson.
 Winstanley, D. (2005), Personal effectiveness, CIPD.

Other

Relevant learning and support resources will be uploaded to the module Blackboard and
provided on a student-specific basis by personal tutors. Students will be instructed and
guided on usage of this material throughout the module. You are expected to keep abreast of
current theories, issues and events that involve or affect business, or law, and studying at
Higher Education. This may be via published academic journals, newspapers, trade magazines
etc.:

 Harvard Business Review (Available through the e-library)

 Financial Times
 The Economist
 The Guardian Education
 The Cambridge Law Journal
 Business Law Review
 Business Law International

Websites

You are expected to keep abreast of news, both specific to business management and general
news as well as other information published in websites. Websites you need to use and be
aware of are:

Chartered Management Institute www.managers.org.uk

Confederation of British Industry www.cbi.org.uk

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Office of National Statistics https://www.ons.gov.uk/

Organisation for Economic Cooperation http://www.oecd.org/unitedkingdom/

and Development – OECD

Government Website portal www.direct.gov.uk

The Bar Council https://www.barcouncil.org.uk/

The Law Society https://www.lawsociety.org.uk/

Please note that the format and order of this reading list is for illustrative purposes only.
Additional course material can also be found in Library services. Students are requested to
submit a single alphabetical order bibliography list containing all sources used for each piece
of work submitted. For guidelines on the required Harvard referencing style, please refer to:
http://www.canterbury.ac.uk/library/docs/harvard.pdf

Other information

This handbook should be read in conjunction with other sources:

 Student Handbook: for programme academic information applying to all modules.

The Programme Handbook(s) available on the student administration Blackboard(s)
for your Programme(s). This not only provides general information about matters
relating to your whole Programme of study but also provides help and guidance on
support relating to personal problems that might be affecting your study as well as
rules and procedures and links to academic support and careers and employment
guidance and opportunities.

 Current Student Webpages: for generic student experience information

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  Advice for Students Blackboard for Business School information

Most of what you need to know about your foundation year, your degrees, rules, and
procedures, where to find help, and so on, can also be found via your student portal. We look
forward to working with you – please don’t hesitate to communicate any concerns or needs
to your module leader who is always happy to help!

Date and validity of Module Handbook

January 2023. Valid for academic year 2023/2024.

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CCCU Assessment grading criteria: Foundation Year/Level 0
CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0
Excellent Very good Good Sound Satisfactory Fail Fail
A. KNOWLEDGE & UNDERSTANDING
1. Knowledge and Shows systematic and Demonstrates an Shows an accurate Sound but descriptive Selection of theory is Knowledge of key theories There is a lack of relevant
application of accurate knowledge and accurate, systematic understanding of key knowledge of key satisfactory, and is inaccurate and/or subject-specific theory.
subject and understanding of key understanding of key subject-specific theories with terminology, facts and incomplete. Choice of
theories theories beyond what has theories. Appropriately theories, which are appropriate concepts are handled theory inappropriate.
been taught. Theories are selected theoretical appropriately application; the work accurately, but application Application and/or
consistently and knowledge is applied in integrated within the is balanced towards and understanding are understanding is very
appropriately applied in the assignment. context of the the descriptive rather generalised or limited. limited.
the assignment. assessment task. than the critical or
analytical.
2. Information Selects a broad range of Selects a range of Selects mostly Selects generally Selects some appropriate The selection of The selection of
gathering/ highly relevant relevant information appropriate information appropriate information and processes information is not information is not
processing information and processes and processes it and processes it on the information and it mainly adequately albeit appropriate to the task appropriate to the task
it effectively. effectively. whole effectively. processes it with some omissions or and does not seem to be and the information is not
adequately. errors. systematic. Information is processed.
not processed adequately
and there may be
inaccurate use of
processing tools.
3. Evaluation of Effectively evaluates Effectively evaluates Effectively evaluates Shows an accurate Shows mostly accurate Evaluation of process and The work shows limited or
process and the information/ data and the information/ data and information and/or data basic evaluation of evaluation of information the information and/or no evaluation of either
quality of inquiry process, including the inquiry process and the inquiry process information and/or and or/data and some data is incomplete or process or outcomes.
information / some perceptive critique using prescribed using prescribed data and some basic consideration of the inaccurate.
data developed of the techniques used. guidelines. guidelines. evaluation of the process used.
inquiry process used.

B. COGNITIVE SKILLS
4. Quality of Uses a combination of Some use of primary Uses appropriate Mostly uses Uses a limited number of The work makes some use The work is based on
sources used primary sources and high- sources in conjunction secondary sources, with appropriate secondary appropriate secondary of appropriate sources, unreliable and/ or
quality secondary sources. with high quality some limited use of sources, with some sources with little or no but also draws upon inappropriate sources.
secondary sources. primary sources. limited use of primary direct use of primary unreliable and/or
sources. sources. inappropriate sources.
5. Referencing Sources used are Sources used are Sources used are Most sources used Consistent attempts to cite Citations of sources in the Little or no
acknowledged in the text acknowledged in the acknowledged in the are acknowledged in sources in the text but text are inconsistent, acknowledgement of
and reference list and are text and reference list text and reference list. the text and reference contains inaccuracies, inaccurate and/or sources of information in
used effectively to support and used to support Referencing follows a list. Referencing inconsistencies and/or incomplete. Entries in the text and/or reference list.

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 discussion. Referencing discussion. systematic approach, generally follows an omissions. Integration bibliography/reference list
follows a systematic Referencing follows a appropriate to the approach, appropriate between text and are incomplete and/or
approach, appropriate to systematic approach, discipline. Most to the discipline. Most reference list is absent.
the discipline. All elements appropriate to the elements of individual elements of individual inconsistent. Some
of individual references discipline. All references are present references are present elements of individual
are present. elements of individual and accurate. and accurate. references contain errors.
references are
present.
6. Clarity of This work defines This work defines This work defines some This work outlines This work uses generalised In this piece of work In this piece of work no
objectives and appropriate objectives and appropriate objectives appropriate objectives some appropriate but objectives to provide objectives are not objectives are identified,
focus of work addresses them logically and addresses them and addresses them generalised objectives adequate but limited focus appropriate and/or clearly and the assignment lacks
and coherently throughout logically and coherently, providing a and addresses them in to the work identified – focus is not focus and coherence.
the work to an impressive coherently giving clear clear focus to the work. a way which gives logical or coherent.
extent. focus to the work. some focus to the
work.
7. Selecting Methodology selected is Methodology chosen Methodology selected is Choice of Methodology used is The choice of The issue of methodology
research methods effective and appropriate is appropriate to the appropriate to the aims methodology is reasonably appropriate to methodology and is not addressed and/or an
(Relationship to the aims and objectives task and a very good and objectives of the generally appropriate the task, albeit with some relationship to information inappropriate
between method of the task and an rationale is given to task and a coherent to the task and a exceptions, and the brief and/or data being methodology is selected.
chosen and the excellent rationale for its the selection of this rationale is provided for limited rationale is rationale offered for the collected is confused and There is little evidence of
nature of the selection is provided. methodology from the the selection of this given for the selection selection of this confusing. how planning was used to
inquiry) range of prescribed methodology from the of this methodology methodology refers to complete the task.
ones. range of prescribed from the range of established guidance.
ones. prescribed ones.
8. Analysis Makes excellent use of Makes very effective Makes reasonable and Makes satisfactory but Makes mainly satisfactory Here the attempts at The work does not contain
pre-defined techniques of use of pre-defined accurate use of pre- limited use of pre- but limited use of analysis are ineffective effective analysis and does
analysis relevant to the techniques of analysis defined techniques of defined techniques of established techniques of and/or uninformed by the not yet engage with key
discipline. Shows relevant to the analysis, relevant to the analysis, relevant to analysis, relevant to the discipline. disciplinary techniques.
developing ability to discipline. Shows discipline. Shows the discipline. discipline. Some errors or
compare alternative some awareness of developing awareness of omissions may be present.
theories/analytic alternative theories/ alternative theories/
approaches (where analytic approaches analytic approaches
relevant). (where relevant). (where relevant).
9. Conclusions Conclusions show critical Conclusions show Logical conclusions are Generally sound Some relevant conclusions The work demonstrates The work either lacks a
insight and excellent critical insight and drawn which show some conclusions are are drawn which are limited or inaccurate conclusion or presents an
development of thinking. very good critical insight and are drawn, supported by derived from limited understanding of the unsubstantiated and/or
They draw the assignment development of clearly derived from a relevant evidence/ understanding of evidence and does not invalid conclusion.
to a convincing close and thinking. They draw mainly accurate theory/ literature. evidence/ theory/ draw together arguments
relate clearly and logically the assignment to a representation of Some omissions or literature. Some effectively.
to an accurate convincing close and relevant evidence/ confusions may be confusions, digressions
representation of relevant relate logically to an theory/literature. present. and omissions may detract

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 evidence/theory/ accurate from the clarity of the
literature. representation of work.
relevant evidence/
theory/literature.
10. Initiative Effectively assesses the Assesses the needs of Where goals and Demonstrates ability Demonstrates limited Limited ability has been Ability to undertake
(taking action, needs of a situation and a situation and acts to methods are defined, to undertake some ability to undertake tasks demonstrated here to independent tasks was not
independence) takes independent (and achieve appropriate will undertake tasks tasks beyond those beyond those prescribed. undertake tasks beyond demonstrated on this
sometimes imaginative) goals. If in a group requiring independence. prescribed where If in a group setting, shows those prescribed. If in a occasion. If in a group
action necessary to setting, shows If in a group setting, goals and methods are very limited ability to take group setting, the needs setting, the needs and
achieve goals. If in a group awareness of the shows some awareness defined. If in a group account of the needs and and views of others have views of others have not
setting, recognises the needs and views of of the needs and views setting, shows limited views of others. not been meaningfully been considered.
needs and views of others. others. of others. awareness of the considered.
needs and views of
others.
11. Decision Uses appropriate Uses available Recognises benefits and When decisions are When decisions are made, The rationale behind the The outcome or choice is
making information to evaluate information to disadvantages of some made a reasonably a reasonably logical but outcome or choice is unclear or absent. In this
options. Final decision is evaluate possible possible options. Final logical rationale for limited rationale for unclear or untenable. work the student has not
clear and clearly and options. Final decision decision is clear but an decisions is provided. decisions is provided in demonstrated ability to
logically derived from is clear and linked to evidenced rationale for some but not all cases. make decisions.
evaluation. the evaluation. final decision is limited.

C. PRACTICAL SKILLS
12. Creative Creative work shows well- Creative work shows Creative work shows Creative works shows Creative work shows a This work contains In this piece of work skills
process developed imagination developed some developing a sound level of basic level of imagination undeveloped ideas and/or and techniques are
and technique. Processes imagination and imagination and imagination and and technique. Processes little creativity or undeveloped. Creativity or
involved are manipulated technique. Processes technique. Processes technique. Processes involved have developing skill/technique. Minimal innovation are not
to achieve creative results. involved are handled involved have some involved have some creative consequence. personal style and little evidenced.
Personal style makes its with assurance to creative application and creative consequence. Personal style is lacking, insight into effective
mark on models and achieve creative outcomes. Personal style Personal style is and the work is mainly working processes are
moulds influences with results. Personal style makes its mark at times evident at times in derivative in origin. demonstrated here.
originality and style. makes its mark on in the work and shows work which is
models and moulds some original otherwise largely
influences with some application or derivative in origin.
originality and style. adaptation of models.
13. Performance Compelling, Focused performance Performance Performance Performance that mostly Performance in which Performance in which
communicative, and demonstrating demonstrates demonstrates demonstrates communication, fluency and focus are
convincing performance, communication, communication, communication, communication, commitment and style are severely limited by a lack
demonstrating thorough commitment, and commitment, and an commitment and commitment and limited by struggles with of technical control.
understanding of style. thorough understanding of the understanding of the understanding of the technical control. Improvised passages do
Accurate, flexible, focused, understanding of style genre with careful genre with some genre but with little Improvised passages show not yet show
well-rehearsed, with careful attention attention to detail, attention to detail and attention to detail and poor understanding of the understanding of

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 convincing, and precise to detail, displaying displaying a good level technical ability. displaying a basic level of style and may be style/genre or conventions
performance. consistently high level of technical ability. Improvised passages technical ability. inappropriate. of performance here. This
Improvisations are of technical ability. Improvised passages show a sound Improvised passages show Performance is under- performance is under-
imaginative, creative, and Improvised passages show a good understanding of some understanding of rehearsed and rehearsed, lacking in
stylistically assured. Stage are stylistically correct understanding of style. style. Limited style. Lacks confidence and unconvincing and stage confidence and stage
craft presentation is and considered. Performance well- confidence and little attention given to conduct is barely conduct is not appropriate.
excellent. Performance well- rehearsed. Stage craft attention to stage stage craft presentation. addressed.
prepared, assured and presentation of a good craft presentation.
persuasive. Stage craft standard.
presentation of a very
high standard.
14. Form and Evidence of critically Beginning to evidence Evidence of an Reasonable evidence Some evidence of Work shows little or no The work has not
content in a relating theory to practice. awareness of the appropriate relationship of understanding the understanding of the evidence of an addressed the brief in a
practical context Demonstrates well relationship between between form and relationship between relationship between form understanding of the way that shows
developed ability to theory and practice. content. Limited form and content. and content. Adequate relationship between form understanding of the
analyse, synthesise and Work tends to be presence of creativity. Limited degree of degree of technical and and content. The relationship between form
experiment with conventional but Moderate degree of technical and professional competence. submission lacks creativity and content.
relationships between shows good ability to technical and professional Limited creativity. and is technically poor.
form and content. Good relate form and professional competence and
evidence of some content. Aspects of competence. creativity.
creativity. Technically and creativity present.
professionally competent Structure and content
in most respects. are relevant and
approaching technical
and professional
competence
throughout.

D. TRANSFERABLE SKILLS
15. Extremely effective Very effective Effective communication Generally effective Generally clear Communication is Communication is
Communication communication which communication in a in a format appropriate communication in a communication and some unstructured and disorganised and/or
and presentation demonstrates a strong and format appropriate to to the discipline. format appropriate to evidence of a limited unfocused and/or in a incoherent and does not
(appropriate to sophisticated the discipline which the discipline. awareness of an format inappropriate to show understanding of the
discipline) understanding of the demonstrates strong appropriate academic style the discipline. discipline’s style.
discipline. understanding of the for the discipline.
discipline.
16. Clarity of Fluent writing style, Fluent writing style, Language generally Meaning is clear but Meaning is largely clear, The meaning is often The meaning is unclear
expression (incl. appropriate to assignment. appropriate to the fluent and expressive. language not always but language choices unclear with frequent throughout. Errors in
accuracy, grammar, spelling, and assignment. grammar, grammar, spelling, and used fluently. include errors which errors in grammar, spelling, grammar,
spelling, numeracy are highly spelling, and numeracy are accurate. grammar, spelling detract from the style and spelling, and or numeracy. punctuation and/or
grammar, accurate. numeracy are and/or numeracy are fluency. Accuracy of numeracy make
punctuation, and accurate. mainly accurate. spelling, grammar, interpretation challenging

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numeracy) punctuation, and for an assessor.
numeracy allows
understanding but needs
to be improved.
17. Digital skills Excellent use of a range of A range of digital A range of appropriate Appropriate digital Understandable and clear Some appropriate digital Digital technologies are
appropriate digital technologies are used digital technologies are technologies are used work with use of technologies are used but not used appropriately;
technologies to enhance accurately to enhance used largely accurately to enhance the work, appropriate digital overall digital literacy is digital literacy not
the work, showing digital the work, to enhance the work, showing some digital technologies but errors poor. demonstrated.
literacy and originality. demonstrating very showing good digital literacy. which detract from digital
good digital literacy. literacy. literacy.

18. Presentation Message is presented Message is presented Presentation is clear and Presentation has a Visual aspect and/or Presented in a Presentation is
(visual) clearly and imaginatively clearly and creatively has some visual impact. generally sound structure of presentation disorganised manner. disorganised and/or
with very strong visual with strong visual structure and visual is adequate but with Lacks appropriate support incoherent and/or medium
impact. impact. tools are used limited creativity. from visual tools. is non-visual.
effectively.
19. Presentation Presentation is very well Presentation is well Presentation is well- Presentation has a Pace, audibility and/or Delivery is disorganised Presentation is not
(oral) structured and engaging. structured and structured and attempts generally sound structure of presentation and/or pace and audibility understandable and/or
Audibility and pace are engaging. Audibility to engage the audience. structure. Pace and are adequate with some is poor. inaudible and/or not an
appropriate to audience and pace are effective Pace and audibility are audibility are areas for development. oral presentation.
and used engagingly with in engaging the very good. satisfactory most of
excellent effect to enhance audience. the time.
the presentation.
20. Interactive Interacts effectively within Meets obligations to Shows awareness of the Shows awareness of Uses basic interactive skills In this assignment there In this assignment there
and group skills a learning group, giving others (tutors and/or need to adopt a range of the need for adopting appropriately to usefully was a tendency to avoid was a lack of contributions
(including and receiving information peers) providing responses to interact a range of responses contribute to the group working with others or to the group, or the
teamwork, and ideas and modifying contributions to effectively. Contributes to interact effectively. aims. contributions to this group contributions made were
negotiation, responses where support shared effectively to group Contributes activity were not effective unconstructive and made
understanding appropriate. objectives. Recognises aims. reasonably effectively or constructive. it harder for the group to
group dynamics) and assesses to group aims. achieve their aims.
alternative options.

21. Self- Confident self- Confident self- Adopts both a formal Adopts both a formal Shows awareness of Demonstrates some self- In this task self-awareness
presentation/ presentation employing a presentation and and informal style and and informal style and different styles of self- awareness and/or and appropriate
interpersonal range of interpersonal interpersonal skills uses basic interpersonal uses basic presentation and is willing interpersonal skills but at interpersonal skills were
skills skills appropriate to the appropriate to the skills appropriate to the interpersonal skills to use them in different key moments the skills not matched to the needs
individual’s aims and individual’s aims and setting(s). generally situations but without deployed did not match of the situation.
setting(s). setting(s). appropriately but not always matching the needs the needs of the situation.
always matching the of the situation.
needs of the situation.

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22. Time Meets deadlines. Plans Meets deadlines. Makes plans and Meets important Usually meets important Some deadlines met, but Deadlines not or rarely
management/ well ahead. Sets self- Plans and monitors implements them in an deadlines. Exhibits deadlines. Exhibits limited most deadlines missed. met. Not yet
self-management determined targets and progress to allow effective manner to some limited evidence evidence of planning. Extremely limited evidence demonstrating ability to
contingency plans allowing sufficient time for meet deadlines. of planning. of effective time make and implement
sufficient time to receive development of the management. plans.
and act on work.
guidance/feedback.
23. Independence Identifies learning needs Shows independence Largely works Undertakes clearly Demonstrates limited Demonstrates very limited Has not yet demonstrated
/autonomy and follows activities to in planning learning, independently. Accesses directed work ability to work ability to work ability to work
(including improve performance. Is identifying and uses a range of independently. Uses independently, needing independently, needing independently, needing
planning and autonomous in learning appropriate learning learning resources, the standard learning significant guidance on significant guidance on significant guidance on all
managing tasks and shows a desire resources, and acting feedback, and support resources and methods and resources. methods and resources. Is or almost all methods and
learning) to keep learning and on feedback to keep to try to keep learning feedback to try to Engages with guidance to unsuccessful in engaging resources.
improving. learning and and improving keep learning and meet core requirements. with guidance to meet
improving performance. improving core requirements
performance. performance.
24. Reflection Confidently evaluates own Confidently evaluates Able to evaluate own Demonstrates an Dependent on criteria set Partial awareness of Work does not apply
(including self- strengths and weaknesses own strengths and strengths and understanding of the by others. Begins to criteria set by others and criteria set by others or
criticism/ and the criteria by which weaknesses and weaknesses and shows criteria set by others. recognise own strengths limited ability to evaluate show recognition of own
awareness) such judgements are shows developing understanding of criteria Recognises own and weaknesses in relation own strengths and strengths and weaknesses.
made. Interrogates understanding of the for judgements. Starts to strengths and to these criteria. Does not weaknesses in relation to An inaccurate view of the
received opinion, criteria by which such question received weaknesses in relation question received opinion. them. situation is presented.
prejudices and value sets judgements are made. opinion, prejudices and to these criteria. Does
operating. Prepared to question value sets operating. not question received
received opinion, opinion.
prejudices and value
sets operating.
25. Critical review Assesses / evaluates the Assesses and/or Comments in general Comments in general Comments in general Demonstrates limited Has not yet demonstrated
(to be used in work of others evaluates the work of terms on the work of terms on the work of terms on the work of ability to make reasoned ability to make reasoned
peer assessment) convincingly using a range others using existing others using prescribed others using others using prescribed and appropriate comment and appropriate comment
of criteria (existing and criteria. Provides formats. Identifies some prescribed formats. formats. Some of the on the work of others. on the work of others.
some self-determined), insights into how work strengths and May identify some comments may be
indicating possibilities for could be developed. weaknesses and may strengths and/or inaccurate or
improvement. suggest some weaknesses. inappropriate with room
generalised for development.
improvements.

E. PROFESSIONAL COMPETENCES
26. Work within a Develops objectives which Develops objectives Uses objectives which Mostly uses objectives Objectives used show an Not enough of an attempt No attempt made to
framework of are consistent with which are consistent are consistent with which are consistent awareness of the needs of made to ascertain needs of ascertain needs of
professional professional values and/or with professional professional values with professional clients and professional clientele and develop a clientele and develop a

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values/code of code of conduct and values and/or code of and/or code of conduct values/ code of values/ code of conduct, workable brief. Limited workable brief. Has not
conduct appropriate to the conduct and generally but are set by the conduct but are set by but these are sometimes use of professional values worked within the
clientele. appropriate to the clientele. Limited the clientele. Very inconsistently reconciled and/or code of conduct prescribed professional
clientele. consideration of limited consideration and may impact the frameworks. values and/or code of
appropriateness and of appropriateness quality of the brief conduct framework.
practicability of planned and practicability of developed.
brief. planned brief.
27. Reflective Effectively evaluates Evaluates own Interprets own practice Interprets own Mostly able to interpret Very limited interpretation Incomplete or inaccurate
practice personal practice and that practice effectively and that of others using practice and that of own practice and that of of own practice and that of interpretation of own
of others using several and to evaluate the several frames of others using others using prescribed others here. As a result, practice and that of others
appropriate frames of practice of others reference. Identifies prescribed frames of frames of reference. Only appropriate future action here. As a result, not yet
reference. Develops plans using several frames some appropriate reference. Identifies able to identify limited planning is extremely able to plan any
of actions considering this of reference. further actions. some further actions. further actions. limited. appropriate future actions.
evaluation. Considers alternative
future actions.

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