Assessment Brief 1

Programme title: Foundation Year in Business and Law

Module name: Individual Project
Assessment title: Write up a small individual project.
(TOPICS ARE GIVEN BELOW)
Module code: U10477
Module lecturer:
Internal verifier:
Submission deadline: 2nd September 2024, 2:00 pm
Assessment type: Proposal (1200 words)
Weight: 30%

Module Aims

This module gives students the opportunity to investigate, under supervisory guidance, a
particular topic or issue related to the material covered in the subject specific modules. A major
aim of this module is to help students prepare for their chosen subject-specific study at
subsequent levels.

Indicative Module Content

The module invites you to write up a small individual project under the supervision and guidance
of an appropriate, assigned member of teaching staff.

Learning and Teaching Strategies

The Business programmes include a wide range of approaches to learning, teaching, and
assessment. The teaching on this module will comprise of some face-to-face delivery and
individual supervision.

Page 1 of 15
During initial meetings with their supervisor, students select and agree on an appropriate
topic/method/timetable for their study, including key deadlines that are monitored by the
supervisor throughout the semester. Students are required to submit an individual written
proposal, which will briefly outline their chosen topic and what they intend to do in order to
achieve the final written report.

At the end of the semester, a report will be submitted which presents the student’s individual
findings.

Due to the nature of the independent study, it is the student’s responsibility to arrange regular
timely online meetings with their supervisor. All agreed preparation must be completed to
ensure that maximum value is derived from these meetings. If you are unable to attend a meeting
with your supervisor you must let them know, however please ensure regular engagement as
lack of attendance and engagement will likely detrimentally impact your ability to pass this
module.

Overview of Learning and Teaching Activities on the Module

Teaching will be primarily through small group seminars, workshops, VLE/e-learning resources,
and regularone-to-one tutorials with personal tutors/supervisors.

No Learning Outcomes
1 Undertake a basic, subject specific literature review relevant to the focus of study.
2 Employ a simple, discipline appropriate methodology for their investigation.
3 Communicate their ideas, arguments and findings clearly using an individual proposal and
individual essay.

Page 2 of 15
Description/Guidance

Topic: The module invites you write up a small individual project

(TOPICS ARE GIVEN BELOW)
Delivery method: Assignment
Type/format: PROPOSAL
Word count: 1200 words
Weight: 30% Marks
Submission method: CCCU Turnitin
Basic guidelines: • Individual Report
• A series of option topics from which you will need to choose one
will be discussed with you during the taught element of this
module.
• The module invites you to choose, carry out and write up a small
individual project. You MUST use college cover page template.
Assessment grading 25% Evaluation of process and the quality of information/data
criteria: Developed
25% Knowledge and application of subject and theories
10% Quality of sources used
10% Referencing
10% Clarity of objectives and focus of work
20% Clarity of expression (incl. accuracy, spelling, grammar,
punctuation, and numeracy)

Report Topics – Choose One.

1. Investigate the factors that are contributing to the decline of the high street and analyse and
discuss the suggestions that are being made as to how this should be handled.
2. Analyse and discuss changes being made to packaging in response to environmental concerns
and the implications of these changes for business, the consumer and for society.
3. In light of technological advances, analyse and discuss how payment methods have changed for
consumers and the implications of this.

Page 3 of 15
 4. Consider that you are in the process of buying a new car. Would you choose a petrol, diesel, or
electric version? Compare and contrast these three options, including consideration of cost,
practicality, and reliability.
5. With advances in streaming services such as Netflix and Amazon Prime, analyse and discuss the
impact on cinema attendance. What can cinemas doing to increase their footfall?

The format for your Proposal/Report should contain the following:

• Cover/title page
• Table of content
• Introduction/Background to the research
• Research Aim and Objectives
• Literature Review
• Research Methodology
• Gant chart
• References

Referencing System:

The Business students are required to use Harvard as the standard referencing convention.

Learning Materials/Resources:

Recommended Reading list:

• Anderson, V. (2013), Research Methods in Human Resource Management. 3rd ed., CIPD.
• Blumberg, B., Cooper, D.R. and Schindler, P.S. (2011), Business Research Methods. 3rd ed.,
McGraw Hill.
• Collis, J. & Hussey, R. (2014), Business Research. 4th ed., Palgrave Macmillan (available
online from CCCU Library).
• Reardon, D. (2013), Doing Your Undergraduate Project. Sage.
• Redman, P. (2006), Good Essay Writing: A Social Sciences Guide. 3rd ed., Sage.

Page 4 of 15
 • Saunders, M., Lewis, P. & Thornhill, A. (2012), Research Methods for Business Students. 6th
ed., FT Prentice Hall (available online from CCCU Library).
• Sekaran, U. & Bougie, R. (2013), Research Methods for Business: A Skill Building. 6th ed.,
Wiley.

Journals, magazines & academic articles related and relevant to the subject:

You are expected to keep abreast of current academic theory and the events and issues that
involve or affect international logistics. This may be via published and academic journals,
newspapers, trade magazines etc.

Websites:

You are expected to keep abreast of news, both specific to international logistics and general
news as well as other information published in websites.

Please note that the format and order of this reading list is for illustrative purposes only.
Additional sources 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

Transferable Skills

Cognitive skills of critical thinking, analysis, and synthesis:

• Effective problem solving and decision making using appropriate quantitative and
qualitative skills
• Effective communication, oral and in writing, using a range of media
• Numeracy and quantitative skills including data analysis, interpretation, and extrapolation
• Effective use of Communication and Information Technology (CIT)

Page 5 of 15
 • Effective self-management in terms of time, planning and behaviour, motivation
• Learning to learn and developing an appetite for learning; reflective, adaptive, and
collaborative learning
• Effective performance within a team environment
• Interpersonal skills of effective listening, negotiating, persuasion and presentation
• Abilities to conduct research into business and management issues, either individually or
as part of a team for projects/dissertations/presentations.

Additional Information and Support

Remember that you MUST read this module handbook in conjunction with:
• 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.
• If you are a Combined Honours student i.e., taking modules from different programmes/
departments, you must look at handbooks for both halves of your degree; similarly,
students taking a module that is delivered by a Programme other than their own.
• Graduate skills information on https://www.canterbury.ac.uk/life-after-uni/career-
planning/preparing-to-get-a-graduate-job.aspx

Most of what you need to know about your degree, rules, and procedures, where to find help
and so on can also be found via your student portal as below: https://portal.canterbury.ac.uk.

We look forward to working with you – please don’t hesitate to communicate any concerns or
needs to your supervisor and module leader who are always happy to help!

Page 6 of 15
 Appendix 1: Cover Page

Student Assessment Submission and Declaration

When submitting evidence for assessment, you must sign a declaration confirming that the
work is your own.
ID No
Student name:
CCCU ID No
Submission date:

Programme:
Module name and code:

Title:

Assessor name:

Plagiarism

Plagiarism is a form of cheating. Plagiarism must be avoided at all costs and students who break
the rules, however innocently, may be penalised. It is your responsibility to ensure that you
understand correct referencing practices. As a university level student, you are expected to use
appropriate references throughout and keep carefully detailed notes of all your sources of
materials for material you have used in your work, including any material downloaded from the
Internet. Please consult the relevant unit lecturer or your course tutor if you need any further
advice.

Student declaration
I certify that the assignment submission is entirely my own work. I fully understand the
consequences of plagiarism. I understand that making a false declaration is a form of
malpractice.

Student signature: Date:

Page 7 of 15
--------------------------------------------------------- 2nd Page ---------------------------------------------------------

Contents
SL no Description Page no

Page 8 of 15
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
application of accurate knowledge and accurate, systematic understanding of key knowledge of key theories satisfactory, and is inaccurate and/or relevant subject-
subject and understanding of key understanding of key subject-specific with appropriate terminology, facts and incomplete. Choice of specific theory.
theories theories beyond what theories. Appropriately theories, which are application; the work is concepts are handled theory inappropriate.
has been taught. selected theoretical appropriately balanced towards the accurately, but Application and/or
Theories are knowledge is applied in integrated within the descriptive rather than the application and understanding is very
consistently and the assignment. context of the critical or analytical. understanding are limited.
appropriately applied in assessment task. generalised or limited.
the assignment.
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 appropriate information information and information is not information is not
processing information and and processes it information and and processes it processes it mainly appropriate to the task appropriate to the
processes it effectively. effectively. processes it on the adequately. adequately albeit with and does not seem to be task and the
whole effectively. some omissions or errors. systematic. Information is information is not
not processed adequately processed.
and there may be
inaccurate use of
processing tools.
3. Evaluation of Effectively evaluates Effectively evaluates Effectively evaluates Shows an accurate basic Shows mostly accurate Evaluation of process and The work shows
process and the information/ data and information/ data and information and/or evaluation of information evaluation of information the information and/or limited or no
quality of the inquiry process, the inquiry process using data and the inquiry and/or data and some basic and or/data and some data is incomplete or evaluation of either
information/data including some prescribed guidelines. process using evaluation of the inquiry consideration of the inaccurate. process or
developed perceptive critique of prescribed guidelines. process used. process used. outcomes.
the techniques used.
B. COGNITIVE SKILLS
4. Quality of Uses a combination of Some use of primary Uses appropriate Mostly uses appropriate Uses a limited number of The work makes some use The work is based
sources used primary sources and sources in conjunction secondary sources, secondary sources, with appropriate secondary of appropriate sources, on unreliable and/
high-quality secondary with high quality with some limited use some limited use of primary sources with little or no but also draws upon or inappropriate
sources. secondary sources. of primary sources. sources. 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 are Consistent attempts to Citations of sources in the Little or no
acknowledged in the acknowledged in the acknowledged in the acknowledged in the text cite sources in the text text are inconsistent, acknowledgement
text and reference list text and reference list text and reference list. and reference list. but contains inaccuracies, inaccurate and/or of sources of
and are used effectively and used to support Referencing follows a Referencing generally inconsistencies and/or incomplete. Entries in the information in text

Page 9 of 15
 to support discussion. discussion. Referencing systematic approach, follows an approach, omissions. Integration bibliography/reference list and/or reference
Referencing follows a follows a systematic appropriate to the appropriate to the between text and are incomplete and/or list.
systematic approach, approach, appropriate discipline. Most discipline. Most elements reference list is absent.
appropriate to the to the discipline. All elements of individual of individual references are inconsistent. Some
discipline. All elements elements of individual references are present present and accurate. elements of individual
of individual references references are present. and accurate. references contain errors.
are present.
6. Clarity of This work defines This work defines This work defines This work outlines some This work uses In this piece of work In this piece of work
objectives and appropriate objectives appropriate objectives some appropriate appropriate but generalised generalised objectives to objectives are not no objectives are
focus of work and addresses them and addresses them objectives and objectives and addresses provide adequate but appropriate and/or clearly identified, and the
logically and coherently logically and coherently addresses them them in a way which gives limited focus to the work. identified – focus is not assignment lacks
throughout the work to giving clear focus to the coherently, providing some focus to the work. logical or coherent. focus and
an impressive extent. work. a clear focus to the coherence.
work.
7. Selecting Methodology selected is Methodology chosen is Methodology selected Choice of methodology is Methodology used is The choice of The issue of
research methods effective and appropriate to the task is appropriate to the generally appropriate to reasonably appropriate methodology and methodology is not
(Relationship appropriate to the aims and a very good aims and objectives of the task and a limited to the task, albeit with relationship to information addressed and/or
between method and objectives of the rationale is given to the the task and a rationale is given for the some exceptions, and the and/or data being an inappropriate
chosen and the task and an excellent selection of this coherent rationale is selection of this brief rationale offered for collected is confused and methodology is
nature of the rationale for its selection methodology from the provided for the methodology from the the selection of this confusing. selected. There is
inquiry) is provided. range of prescribed selection of this range of prescribed ones. methodology refers to little evidence of
ones. methodology from the established guidance. how planning was
range of prescribed used to complete
ones. the task.
8. Analysis Makes excellent use of Makes very effective use Makes reasonable and Makes satisfactory but Makes mainly satisfactory Here the attempts at The work does not
pre-defined techniques of pre-defined accurate use of pre- limited use of pre-defined but limited use of analysis are ineffective contain effective
of analysis relevant to techniques of analysis defined techniques of techniques of analysis, established techniques of and/or uninformed by the analysis and does
the discipline. Shows relevant to the analysis, relevant to relevant to the discipline. analysis, relevant to the discipline. not yet engage with
developing ability to discipline. Shows some the discipline. Shows discipline. Some errors or key disciplinary
compare alternative awareness of alternative developing awareness omissions may be techniques.
theories/analytic theories/analytic of alternative present.
approaches (where approaches (where theories/ analytic
relevant). relevant). approaches (where
relevant).
9. Conclusions Conclusions show Conclusions show Logical conclusions Generally sound Some relevant The work demonstrates The work either
critical insight and critical insight and very are drawn which show conclusions are drawn, conclusions are drawn limited or inaccurate lacks a conclusion or
excellent development good development of some critical insight supported by relevant which are derived from understanding of the presents an
of thinking. They draw thinking. They draw the and are clearly evidence/ theory/literature. limited understanding of evidence and does not unsubstantiated
the assignment to a assignment to a derived from a mainly evidence/theory/

Page 10 of 15
 convincing close and convincing close and accurate Some omissions or literature. Some draw together arguments and/or invalid
relate clearly and relate logically to an representation of confusions may be present. confusions, digressions effectively. conclusion.
logically to an accurate accurate representation relevant evidence/ and omissions may
representation of of relevant evidence/ theory/literature. detract from the clarity of
relevant evidence/ theory/literature. the work.
theory/ literature.
10. Initiative Effectively assesses the Assesses the needs of a Where goals and Demonstrates ability to Demonstrates limited Limited ability has been Ability to undertake
(taking action, needs of a situation and situation and acts to methods are defined, undertake some tasks ability to undertake tasks demonstrated here to independent tasks
independence) takes independent (and achieve appropriate will undertake tasks beyond those prescribed beyond those prescribed. undertake tasks beyond was not
sometimes imaginative) goals. If in a group requiring where goals and methods If in a group setting, those prescribed. If in a demonstrated on
action necessary to setting, shows independence. If in a are defined. If in a group shows very limited ability group setting, the needs this occasion. If in a
achieve goals. If in a awareness of the needs group setting, shows setting, shows limited to take account of the and views of others have group setting, the
group setting, and views of others. some awareness of awareness of the needs and needs and views of not been meaningfully needs and views of
recognises the needs the needs and views views of others. others. considered. others have not
and views of others. of others. been considered.
11. Decision Uses appropriate Uses available Recognises benefits When decisions are made a When decisions are The rationale behind the The outcome or
making information to evaluate information to evaluate and disadvantages of reasonably logical rationale made, a reasonably outcome or choice is choice is unclear or
options. Final decision is possible options. Final some possible for decisions is provided. logical but limited unclear or untenable. absent. In this work
clear and clearly and decision is clear and options. Final decision rationale for decisions is the student has not
logically derived from linked to the evaluation. is clear but an provided in some but not demonstrated
evaluation. evidenced rationale all cases. ability to make
for final decision is decisions.
limited.
C. PRACTICAL SKILLS
12. Creative Creative work shows Creative work shows Creative work shows Creative works shows a Creative work shows a This work contains In this piece of work
process well-developed developed imagination some developing sound level of imagination basic level of imagination undeveloped ideas and/or skills and
imagination and and technique. imagination and and technique. Processes and technique. Processes little creativity or techniques are
technique. Processes Processes involved are technique. Processes involved have some involved have developing skill/technique. Minimal undeveloped.
involved are handled with assurance involved have some creative consequence. creative consequence. personal style and little Creativity or
manipulated to achieve to achieve creative creative application Personal style is evident at Personal style is lacking, insight into effective innovation are not
creative results. results. Personal style and outcomes. times in work which is and the work is mainly working processes are evidenced.
Personal style makes its makes its mark on Personal style makes otherwise largely derivative derivative in origin. demonstrated here.
mark on models and models and moulds its mark at times in in origin.
moulds influences with influences with some the work and shows
originality and style. originality and style. some original
application or
adaptation of models.

Page 11 of 15
13. Performance Compelling, Focused performance Performance Performance demonstrates Performance that mostly Performance in which Performance in
communicative, and demonstrating demonstrates communication, demonstrates communication, which fluency and
convincing performance, communication, communication, commitment and communication, commitment and style are focus are severely
demonstrating thorough commitment, and commitment, and an understanding of the genre commitment and limited by struggles with limited by a lack of
understanding of style. thorough understanding understanding of the with some attention to understanding of the technical control. technical control.
Accurate, flexible, of style with careful genre with careful detail and technical ability. genre but with little Improvised passages show Improvised
focused, well-rehearsed, attention to detail, attention to detail, Improvised passages show attention to detail and poor understanding of the passages do not yet
convincing, and precise displaying consistently displaying a good level a sound understanding of displaying a basic level of style and may be show understanding
performance. high level of technical of technical ability. style. Limited confidence technical ability. inappropriate. of style/genre or
Improvisations are ability. Improvised Improvised passages and attention to stage craft Improvised passages Performance is under- conventions of
imaginative, creative, passages are stylistically show a good presentation. show some rehearsed and performance here.
and stylistically assured. correct and considered. understanding of understanding of style. unconvincing and stage This performance is
Stage craft presentation Performance well- style. Performance Lacks confidence and conduct is barely under-rehearsed,
is excellent. prepared, assured and well- rehearsed. Stage little attention given to addressed. lacking in
persuasive. Stage craft craft presentation of a stage craft presentation. confidence and
presentation of a very good standard. stage conduct is not
high standard. appropriate.
14. Form and Evidence of critically Beginning to evidence Evidence of an Reasonable evidence of Some evidence of Work shows little or no The work has not
content in a relating theory to awareness of the appropriate understanding the understanding of the evidence of an addressed the brief
practical context practice. Demonstrates relationship between relationship between relationship between form relationship between understanding of the in a way that shows
well developed ability to theory and practice. form and content. and content. Limited form and content. relationship between form understanding of
analyse, synthesise and Work tends to be Limited presence of degree of technical and Adequate degree of and content. The the relationship
experiment with conventional but shows creativity. Moderate professional competence technical and submission lacks creativity between form and
relationships between good ability to relate degree of technical and creativity. professional competence. and is technically poor. content.
form and content. Good form and content. and professional Limited creativity.
evidence of some Aspects of creativity competence.
creativity. Technically present. Structure and
and professionally content are relevant and
competent in most approaching technical
respects. and professional
competence
throughout.
D. TRANSFERABLE SKILLS
15. Extremely effective Very effective Effective Generally effective Generally clear Communication is Communication is
Communication communication which communication in a communication in a communication in a format communication and some unstructured and disorganised and/or
and presentation demonstrates a strong format appropriate to format appropriate to appropriate to the evidence of a limited unfocused and/or in a incoherent and does
(appropriate to and sophisticated the discipline which the discipline. discipline. awareness of an format inappropriate to not show
discipline) understanding of the demonstrates strong appropriate academic the discipline. understanding of
discipline. style for the discipline.

Page 12 of 15
 understanding of the the discipline’s
discipline. style.
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
expression (incl. appropriate to appropriate to the fluent and expressive. language not always used but language choices unclear with frequent unclear throughout.
accuracy, spelling, assignment. Grammar, assignment. Grammar, Grammar, spelling, fluently. Grammar, spelling include errors which errors in grammar, Errors in spelling,
grammar, spelling, and numeracy spelling, and numeracy and numeracy are and/or numeracy are detract from the style spelling, and or numeracy. grammar,
punctuation, and are highly accurate. are accurate. accurate. mainly accurate. and fluency. Accuracy of punctuation and/or
numeracy) spelling, grammar, numeracy make
punctuation, and interpretation
numeracy allows challenging for an
understanding but needs assessor.
to be improved.
17. Digital skills Excellent use of a range A range of digital A range of appropriate Appropriate digital Understandable and clear Some appropriate digital Digital technologies
of appropriate digital technologies are used digital technologies technologies are used to work with use of technologies are used but are not used
technologies to enhance accurately to enhance are used largely enhance the work, showing appropriate digital overall digital literacy is appropriately;
the work, showing the work, demonstrating accurately to enhance some digital literacy. technologies but errors poor. digital literacy not
digital literacy and very good digital the work, showing which detract from digital demonstrated.
originality. literacy. good digital literacy. literacy.
18. Presentation Message is presented Message is presented Presentation is clear Presentation has a Visual aspect and/or Presented in a Presentation is
(visual) clearly and imaginatively clearly and creatively and has some visual generally sound structure structure of presentation disorganised manner. disorganised and/or
with very strong visual with strong visual impact. and visual tools are used is adequate but with Lacks appropriate support incoherent and/or
impact. impact. effectively. limited creativity. from visual tools. medium is non-
visual.
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 structured and structured and generally sound structure. structure of presentation and/or pace and audibility understandable
engaging. Audibility and engaging. Audibility and attempts to engage Pace and audibility are are adequate with some is poor. and/or inaudible
pace are appropriate to pace are effective in the audience. Pace satisfactory most of the areas for development. and/or not an oral
audience and used engaging the audience. and audibility are very time. presentation.
engagingly with good.
excellent effect to
enhance the
presentation.
20. Interactive Interacts effectively Meets obligations to Shows awareness of Shows awareness of the Uses basic interactive In this assignment there In this assignment
and group skills within a learning group, others (tutors and/or the need to adopt a need for adopting a range skills appropriately to was a tendency to avoid there was a lack of
(including giving and receiving peers) providing range of responses to of responses to interact usefully contribute to the working with others or contributions to the
teamwork, information and ideas contributions to support interact effectively. effectively. Contributes group aims. contributions to this group group, or the
negotiation, and modifying shared objectives. Contributes effectively reasonably effectively to activity were not effective contributions made
to group aims. group aims. or constructive. were unconstructive

Page 13 of 15
understanding responses where Recognises and assesses and made it harder
group dynamics) appropriate. alternative options. for the group to
achieve their aims.
21. Self- Confident self- Confident self- Adopts both a formal Adopts both a formal and Shows awareness of Demonstrates some self- In this task self-
presentation presentation employing presentation and and informal style and informal style and uses different styles of self- awareness and/or awareness and
/interpersonal a range of interpersonal interpersonal skills uses basic basic interpersonal skills presentation and is interpersonal skills but at appropriate
skills skills appropriate to the appropriate to the interpersonal skills generally appropriately but willing to use them in key moments the skills interpersonal skills
individual’s aims and individual’s aims and appropriate to the not always matching the different situations but deployed did not match were not matched
setting(s). setting(s). setting(s). needs of the situation. without always matching the needs of the situation. to the needs of the
the needs of the situation.
situation.
22. Time Meets deadlines. Plans Meets deadlines. Plans Makes plans and Meets important deadlines. Usually meets important Some deadlines met, but Deadlines not or
management/self- well ahead. Sets self- and monitors progress implements them in Exhibits some limited deadlines. Exhibits most deadlines missed. rarely met. Not yet
management determined targets and to allow sufficient time an effective manner evidence of planning. limited evidence of Extremely limited evidence demonstrating
contingency plans for development of the to meet deadlines. planning. of effective time ability to make and
allowing sufficient time work. management. implement plans.
to receive and act on
guidance/feedback.
23. Identifies learning needs Shows independence in Largely works Undertakes clearly directed Demonstrates limited Demonstrates very limited Has not yet
Independence/ and follows activities to planning learning, independently. work independently. Uses ability to work ability to work demonstrated
autonomy improve performance. Is identifying appropriate Accesses and uses a the standard learning independently, needing independently, needing ability to work
(including autonomous in learning learning resources, and range of learning resources and feedback to significant guidance on significant guidance on independently,
planning and tasks and shows a desire acting on feedback to resources, feedback, try to keep learning and methods and resources. methods and resources. Is needing significant
managing to keep learning and keep learning and and support to try to improving performance. Engages with guidance to unsuccessful in engaging guidance on all or
learning) improving. improving performance. keep learning and meet core requirements. with guidance to meet almost all methods
improving core requirements. and resources.
performance.
24. Reflection Confidently evaluates Confidently evaluates Able to evaluate own Demonstrates an Dependent on criteria set Partial awareness of Work does not
(including self- own strengths and own strengths and strengths and understanding of the by others. Begins to criteria set by others and apply criteria set by
criticism/ weaknesses and the weaknesses and shows weaknesses and criteria set by others. recognise own strengths limited ability to evaluate others or show
awareness) criteria by which such developing shows understanding Recognises own strengths and weaknesses in own strengths and recognition of own
judgements are made. understanding of the of criteria for and weaknesses in relation relation to these criteria. weaknesses in relation to strengths and
Interrogates received criteria by which such judgements. Starts to to these criteria. Does not Does not question them. weaknesses. An
opinion, prejudices and judgements are made. question received question received opinion. received opinion. inaccurate view of
value sets operating. Prepared to question opinion, prejudices the situation is
received opinion, and value sets presented.
prejudices and value operating.
sets operating.

Page 14 of 15
25. Critical review Assesses/evaluates the Assesses and/or Comments in general Comments in general terms Comments in general Demonstrates limited Has not yet
(to be used in work of others evaluates the work of terms on the work of on the work of others using terms on the work of ability to make reasoned demonstrated
peer assessment) convincingly using a others using existing others using prescribed formats. May others using prescribed and appropriate comment ability to make
range of criteria criteria. Provides prescribed formats. identify some strengths formats. Some of the on the work of others. reasoned and
(existing and some self- insights into how work Identifies some and/or weaknesses. comments may be appropriate
determined), indicating could be developed. strengths and inaccurate or comment on the
possibilities for weaknesses and may inappropriate with room work of others.
improvement. suggest some for development.
generalised
improvements.
E. PROFESSIONAL COMPETENCES
26. Work within a Develops objectives Develops objectives Uses objectives which Mostly uses objectives Objectives used show an Not enough of an attempt No attempt made to
framework of which are consistent which are consistent are consistent with which are consistent with awareness of the needs made to ascertain needs ascertain needs of
professional with professional values with professional values professional values professional values/code of of clients and of clientele and develop a clientele and
values/code of and/or code of conduct and/or code of conduct and/or code of conduct but are set by the professional values/code workable brief. Limited develop a workable
conduct and appropriate to the and generally conduct but are set by clientele. Very limited of conduct, but these are use of professional values brief. Has not
clientele. appropriate to the the clientele. Limited consideration of sometimes inconsistently and/or code of conduct worked within the
clientele. consideration of appropriateness and reconciled and may frameworks. prescribed
appropriateness and practicability of planned impact the quality of the professional values
practicability of brief. brief developed. and/or code of
planned brief. conduct framework.
27. Reflective Effectively evaluates Evaluates own practice Interprets own Interprets own practice and Mostly able to interpret Very limited interpretation Incomplete or
practice personal practice and effectively and to practice and that of that of others using own practice and that of of own practice and that of inaccurate
that of others using evaluate the practice of others using several prescribed frames of others using prescribed others here. As a result, interpretation of
several appropriate others using several frames of reference. reference. Identifies some frames of reference. Only appropriate future action own practice and
frames of reference. frames of reference. Identifies some further actions. able to identify limited planning is extremely that of others here.
Develops plans of Considers alternative appropriate further further actions. limited. As a result, not yet
actions considering this future actions. actions. able to plan any
evaluation. appropriate future
actions.

Page 15 of 15