Programme Handbook

___________________________________________

FACULTY OF HEALTH &

SOCIAL CARE

DEPARTMENT OF APPLIED HEALTH & SOCIAL CARE

BSc (Hons) Nutrition and Health

Programme Handbook September 2011

Programme Leader Dr Anne Coufopoulos

[email protected] Tel: 01695 657024

Module Leaders Hazel Flight

Jan Summers Pat Hosgood

Carole Wilson Linda Moss

Dr Gary McDowell Dr Julie Kirby

mailto:[email protected]

2 AC/KFA/BSc(Hons)Nutrition&HealthProgrammeHandbook/Sept10

CONTENTS

Introduction and Welcome 3 Equality and Diversity 5 Support Services 6 Inclusive Services 8 Student Academic, Pastoral and Welfare Support Systems 9 Programme Details 10 Assessment Progression and Achievement 14 Exceptional Circumstances 17 Appeal 18

Academic Malpractice 19

Course Representation 20 Appendices: Appendix 1: Classroom Conduct Appendix 2: Attendance, Sickness and Absence Appendix 3: Marking Criteria


INTRODUCTION AND WELCOME

Welcome to the Faculty of Health & Social

Care; Department of Applied Health &

Social Care (AHSC). We hope that you

enjoy your chosen degree in Nutrition and

Health. Over the course of your degree

programme you will study alongside fellow

nutrition and health students and there will

also be opportunity for shared learning with

students from the BA Women’s Health,

Health Sciences programmes & Foundation

degrees.

The following pages provide an introduction

to academic study and the three-year BSc

(Hons) Nutrition and Health undergraduate

degree. The handbook is designed to

provide you with all the information you

need to understand the programme

structure, organisation, management,

assessment, progression, teaching and

learning resources as well as academic and

pastoral support.

It is important that you read and familiarise

yourself with the contents of this handbook,

as it contains important information about

the University, support services and your

programme of study.

WHAT DO WE OFFER IN THE FACULTY

OF HEALTH AND SOCIAL CARE?

The core purpose of the Faculty of Health &

Social Care is to provide responsive, high

quality education that equips graduates with

the knowledge, perspective and tools to

contribute to positive improvements in the

health and social wellbeing of individuals.

The Faculty of Health & Social Care offers a

wide range of professional and modular

programmes, which include Foundation

degrees, BA/BSc (Hons) Degree Studies,

Masters level study or M.Phil/PhD studies

by research. The Head of AHSC

Department is Barbara Hunter-Douglas. The

Department of Applied Health & Social Care

draw upon a diverse knowledge base of

subjects and specialisms both traditional

and contemporary. Courses relate to health

and well-being and social care provision,

spanning the lifespan from the cradle to the

grave, involving the inclusion and

application of such disciplines as biological

and health sciences, public health and well-

being, psychology and sociology, as well as

ethics and law. Further details of the

department can be found via

http://www.edgehill.ac.uk/health/courses/ap

pliedhealthsocialcare

http://www.edgehill.ac.uk/health/courses/appliedhealthsocialcare

http://www.edgehill.ac.uk/health/courses/appliedhealthsocialcare


Edge Hill University continues to invest in

strengthening and focusing its research

profile and participated fully in the Research

Assessment Exercise. Research areas

have been identified and the Faculty has

developed a Centre for Evidenced Based

Practice Research, which has a number of

Professors and research fellows.


EQUALITY AND DIVERSITY

Edge Hill University’s vision is to ‘provide

an environment where everyone feels able

to participate, contribute, enjoy and

influence their experience; and where

inclusive practices underpin everything we

do. Respect for and celebration of individual

diversity will shape institutional strategy,

direction and behaviour.’

Edge Hill University seeks to identify and

to eradicate any practices, which promote

racism, sexism, gender or which

discriminate against disabled people, or

those from particular socio-economic

backgrounds, or because of their age or

sexual orientation.

Edge Hill University is also committed to

widening access to its programmes and

facilities to members of groups under

represented in Higher Education. This

commitment is accompanied by the

recognition that equal opportunity must

embrace all aspects of employment and

service delivery including curriculum;

teaching; learning and assessment:

research issues; and extra curricular

activities.

To this end Edge Hill University makes it a

condition of service and admission that

employees and students adhere to this

policy and our Single Equality Scheme,

which incorporates our race equality policy,

disability equality policy and gender equality

policy. Any breaches of these are dealt with

under the Staff or Student Disciplinary

Procedures, as appropriate. Edge Hill

University also makes every effort to ensure

that traders, contractors, institutions,

organisations or individuals who interact

with Edge Hill are aware of the policy.

Discovery by the University of any

inequitable policy or practice by them may

result in Edge Hill breaking links and

ceasing to do business with them.

Students and staff are encouraged to make

any concerns known to members of the

Equal Opportunities & Student Support

Committee (EOSSC). These are members

of staff who have expertise in, or who are

committed to equality and diversity.

The first point of contact for students is the

Student Information Desk in the Student

Information Centre on the Ormskirk campus.

The Student Information Officer will refer

you on to an individual member of staff as

appropriate. A full copy of the Single

Equality Scheme can be obtained from the

Students

Services Information Centre Helpdesk or

from Edge Hill’s web site

www.edgehill.ac.uk

http://www.edgehill.ac.uk/

6 AC/DD/BSc(Hons)Nutrition&HealthProgrammeHandbook/Sept11

SUPPORT SERVICES

Edge Hill University's Student Services team

provide comprehensive advice and support

and can help you with almost anything to do

with general student living.

Most services are accessed via the

dedicated on-campus Student Information

Centre, including:

Accommodation Support and Advice -

whether you live on-campus or in private

rented accommodation.

Careers Centre - help finding part-time

and vacation work and support with

career planning;

Care Leavers - Are you a Care Leaver, if

so, there is a huge amount of support

available to you within Edge Hill

University

Childcare Support - advice and support

to parents of pre-school children on

securing local childcare places and the

range of financial help available;

Counselling - a wide range of services

assisting and enriching student life, from

one-to-one counselling to relaxation

sessions and confidence building.

Finance and Welfare Advice -

constructive and honest financial advice

in complete confidence;

Disability / Dyslexia Support - inclusive

support service to students with a range

of learning, personal support needs and

disabilities;

A dedicated Health and Well-being Centre is

available at Milton House on Ruff Lane, with

doctors surgeries held 3 times a week.

Student Services aim is to ensure that

everyone in the Edge Hill community can

make the most of the opportunities for study

and learning and that all our students feel

valued as individuals.

The Student Information Desk is your

"One-Stop-Shop" for most enquiries relating

to life at Edge Hill University.

Help available from the Student Information

Desk includes:

Appointments with the Finance &

Welfare Officers.

Room locations and timetables (if you're

struggling to find where or when your

next lecture is taking place).

Term and exam dates.

Help and advice with any complaints or

problems.

Assistance completing any forms.

The Student Information Desk is open

8:30am - 7:30pm Monday to Thursday and

8:30am - 5:00pm Friday during term time


and 8:30am - 5:00pm Monday to Friday

during vacation periods. You can contact the

Student Information Desk on 01695 584554

or just call in and someone will point you in

the right direction.

Useful contacts:

Counselling and Supervisory Services, The

Health and Well-being Centre, Milton

House, 41 Ruff Lane, Ormskirk, L39 4QX

Tel: 01695 650988; Email:

[email protected]

The Health and Well-being Centre is located

in Milton House, 41 Ruff Lane. Opening

times are 8.30am - 5.00pm, Monday - Friday

during term time for staff and students.

The Nurse is available 8.30am - 4.30pm,

Monday – Friday during term time.

Telephone 01695 657265 Internal Ext:

7265.

For further information on Student Services,

please follow the link below:

http://www.edgehill.ac.uk/studentservices/


http://www.edgehill.ac.uk/studentservices/


LEARNING SERVICES

The aim of Learning Services is to help all

learners make best use of learning services

to support their work or studies, whether on

campus or at a distance. They are also

committed to the further development of an

inclusive learning environment.

Whatever your learning preference and

need, their staff can provide direction,

support, and guidance. They aim to be

responsive to both learners' needs and to

the University's strategic focus and

direction. Please see the following link for

the comprehensive range of services and

support provided:

http://www.edgehill.ac.uk/ls/

Inclusive Services

The Inclusion Team aims to provide a

holistic service to students with a wide range

of learning and additional needs arising from

physical or sensory impairments, mental

health or complex needs including:

Confidential advice, guidance and

support to applicants and students with

disabilities, mental health needs, visual

or hearing impairments.

Support and advice re: applications for

Disabled Students Allowance (DSA).

Support in organising a Needs

Assessment.

Individual academic and learning

support.

For further information or assistance the

Inclusive learning team can be contacted at

the Student Information Centre (SIC) or

email [email protected]

http://www.edgehill.ac.uk/ls/



STUDENT ACADEMIC, PASTORAL AND

WELFARE SUPPORT SYSTEMS

Student academic, pastoral, welfare advice

and support is available from a range of

sources and all students have access to

campus facilities as described in the Section

on Support Services.

Personal Tutor

On commencement of his or her programme

each student will be allocated a named

lecturer/senior lecturer who will act as

personal tutor for the duration of the

programme. Students will receive this

information within two weeks of

commencing the programme. Students are

expected to meet their personal tutor twice

per semester, in line with the 4 meetings per

year requirement, to facilitate the

development of reflection, discuss academic

achievement and personal development

plans. For students wanting to speak with

their personal tutor outwith the designated

formal meetings please contact the

Programme Leader, Dr Anne Coufopoulos

in the first instance.

The role of the personal tutor includes the:

Ongoing, individual pastoral and

academic support assisting in the

development of the student’s

understanding.

Consistent point of contact for the

student throughout the programme.

Discussing with students, reflective

entries, supporting evidence and

relevant documentation within their

portfolio.

Encouraging reflective practice to

develop the relationship between theory

and practice.

Providing academic support in the

process of academic assignments.

Maximising learning opportunities and

advising on learning activities.

Signposting to other sources of advice

and guidance.

Providing academic support in the

process of achieving practice

assessments, if applicable.

Participating in the preparation of work

based mentors.

Should the personal tutor be absent for

more than 4 weeks the Head of AHSC will

nominate a substitute Personal Tutor – this

information will be published on the

Blackboard programme area notice board.

Any requests for substituting a Personal

Tutor will be forwarded to the Head of AHSC

and actioned on an individual basis.



PROGRAMME DETAILS

Rationale underpinning BSc (Hons)

Nutrition and Health

This programme was developed due to the

increasing interest and concerns regarding

health and nutrition, which has escalated

over the last decade. To equip those

entering the health and social care

workforce at graduate level there is a real

need for a programme which applies

nutritional knowledge and understanding, of

community and population nutritional status

(the Scientific Advisory Committee on

Nutrition, 2006).

This programme will provide students with

detailed knowledge of the connection

between the food we eat related to health

outcomes applied to society. It will

encompass physiology, biochemistry as well

as aspects of psychology and sociology, all

of which influence food intakes and general

well being. Barriers to healthy eating will be

examined in order to identify strategies that

could improve the diet and health of the

community and nation as a whole.

Programme Aims The overall programme aims are to enable

students to:

Apply knowledge to translate the

science of public health and

nutritional requirements into nutrition

guidelines, targets and food-based

advice

Develop skills in formulating,

modifying and evaluating progress

towards achieving food based

nutritional guidelines or goals at

individual, group and community

level, to promote health and prevent

disease.

Develop critical knowledge and

understanding in relation to nutrition

and its relationship to health and

disease.

Critically evaluate the inequalities of

health and the role nutrition plays

within that.

Develop a generic understanding of

nutrition and nutrition-related ill

health and disease, in order to

pursue a career in their chosen

pathway.

Develop the skills to work

collaboratively with others to design,

implement, manage and evaluate

nutritional programmes at a group or

community level.


Programme Structure

This three-year programme has two

academic semesters per year, comprising

of:

two compulsory & three core modules in

year one (level 4);

one compulsory & two core modules in

year two (level 5) with the choice of two

optional 20 credit modules

two core & two compulsory modules in

year three (level 6) with a choice again

of one additional 20 credit module.

Part time students will be taught with full

time students. Part-time students are

allowed up to 11 years to complete their

study. However, a more viable option is that

students wishing to study part time would

undertake 60 credits a year taking up to 6

years to complete their programme.

Students studying the Health and Social

Wellbeing, Women’s Health, Health

Sciences, Nutrition and Health degrees

currently undertake 40 credits of shared

learning in their first year, 30 credits in their

second year and 50 credits in their final

year.

Programme Outline

The Programme – (Full time study)

Level 4

Semester 1

Essential Study Skills for

Undergraduates (compulsory)

Introduction to Nutrition, Lifestyles and

Culture (core)

Building Blocks of Life (core)

Introduction to Health Behaviours (core)

Semester 2

Introduction to Health Behaviours

semester (core)

Introduction to Nutrition, Lifestyles and

Culture (core)

Communication skills (compulsory)

Level 5

Semester 1

Understanding Research (compulsory)

Nutrition Across the Lifespan (core)

Biology of Disease (Core)

Optional module 20 credits

Semester 2

Understanding Research (compulsory)

Nutrition Across the Lifespan (core)

Option module 20 credits


The choice of two 20 credits optional

modules at level five from the

undergraduate framework is chosen in

collaboration with the programme leader.

Level 6

Semester 1

Undergraduate Dissertation (Core)

Public Health Nutrition (core)

Personal and Career Development

(compulsory)

Option module 20 credits

Semester 2

Undergraduate Dissertation (Core)

Public health nutrition (Core)

The wider determinants of Overweight

and Obesity (compulsory)

A choice of one, 20 credit optional

module, from the undergraduate

framework.

Learning Opportunities

The learning opportunities included in the

range of modules available to students

include:

Lectures, workshops, seminars, tutorials

Group work, work based learning, self-

directed study, supervised independent

study

Problem based and Virtual Learning

Environment (VLE) based learning

Working alongside academic staff in

consultancy and research

In developing learning opportunities for

students following this programme, the

programme teams will play a key role in:

Recognising individual differences in

learning styles and in supporting

students in developing their preferred

style and in exploring others.

Providing academic and pastoral

support for students.

Supporting the development of

alternative/flexible ways of programme

delivery to enable widening access to

professionals.

Evaluating the teaching/learning

experience, organising the exchange of

ideas, and encouraging the spread of

good practice.

Arranging to meet specific requirements

of students from different backgrounds.


Hours of Attendance

Student’s hours of attendance will normally

be 09.00am with varying times for finishing.

Please check your module handbooks for

further information. Students should note

however that flexible hours of attendance

are likely to be implemented from time to

time.

It is expected that students will inform the

programme or module co-ordinator if they

are to be absent for any reason. Those

students who do not attend lectures /

sessions and who fail to reply to

correspondence relating to their absence,

and who are absent for four weeks or more,

may be deemed to have withdrawn from the

programme of study. It is essential that you

keep the programme leader informed of any

likely absence during term time.


ASSESSMENT, PROGRESSION AND

ACHIEVEMENT

Assessment

To qualify for the award of BSc (Hons)

Nutrition and Health, candidates must pass

all module(s) throughout each level of study

programme, meeting the minimum

acceptable criteria in order to progress to

subsequent modules. Please see appendix

3 for assessment criteria at each Level of

study.

There is a work based element of the

Degree programme at Level 6, on

completion of which, students are required

to submit a report from the employer as part

of the assessment strategy for the work

based learning element of the programme.

The assessment details for each module

can be found within each individual Module

Handbook.

You should be aware that your work will be

subject to internal (Level 4-6) and external

moderation (Level 5 & 6). This is to

guarantee internal consistency in marking

and to make sure that the standards of our

programmes equate to those in other

institutions.

Submission of Summative Course

Assessments

All students must submit their course

work or deliver presentations by the

submission date.

Failure to produce work or deliver

presentations on the submission date will be

treated as non-submission and a referral

recorded, unless an extension has been

previously agreed, in writing, with the

module co-ordinator or programme leader.

Extensions are only granted for exceptional

occurrences such as family bereavement.

Failure of word-processing equipment,

printers etc. are not valid reasons for

granting extensions.

All assignments must be word-processed,

1.5 or double-spaced and must be

submitted electronically via the VLE

Blackboard 9.1; Turnitin (unless otherwise

instructed by the module leader).

Assignments must conform to University

guidelines on presentation and referencing.

Students are able to access the Harvard

Referencing Guide through learning

services at:

http://www.edgehill.ac.uk/ls/HelpSup/guides/Harvard_Referencing.pdf




Turnitin

The Faulty of Health & Social Care has

introduced a software package to be used

by all students called 'Turnitin'. This

package is designed to help students

understand the requirements of and to

develop their academic writing and prevent

the use of plagiarism.

Students will receive instruction into how

‘turnitin’ functions in the submission of

written assignments during the first module

of semester 1 and how to submit their work

via the ‘turnitin’ 'drop box' in the virtual

learning environment (VLE).

Edge Hill will do its utmost to ensure the

security of students’ work. However, in your

own interests, you must keep a copy of any

work submitted.

Feedback for assessments will aim to be

provided within four working weeks of the

submission date. This feedback will be via

Turnitin and students can discuss this with

the relevant module leader and/or their

personal tutor.

Examination Rules and Regulations

Please ensure you arrive at least 30

minutes before the relevant starting time.

It is essential that you bring your library

identity card with you. If for any reason you

cannot provide your library identity card you

must provide other photo identification e.g.

passport or photo card driving licence –

failure to do so will result in your exclusion

from the examination and marked as fail.

You will be required to display your I.D. card

on your desk throughout the duration of the

examination

Please note if you are unable to attend an

examination due to sickness, it is necessary

for you to provide relevant evidence, i.e. a

medical certificate. This should be

submitted within 48 hours following the

examination to the programme leader, Dr

Anne Coufopoulos, Faculty of Health &

Social Care, Ormskirk Campus.

You must not enter the examination room

until instructed to do so by the invigilator.

Progression

Criteria for successful achievement of your

award will be based on the results of your

module assessments.

Please see Appendix 3 for the grading

criteria that will be used at Levels 4, 5 and

6. This framework will be used to assess

your work by internal and external

examiners.


Your programme is structured around

modules to provide you with academic

progression from Level 4 to Level 6.

a. Level 4 (Certificate Level) is consistent

with a developing knowledge base with

an ability to apply theoretical concepts

and principles and utilise the literature

findings and references to support work.

b. Level 5 (Diploma Level) is consistent

with a greater developing knowledge

base with a good grasp of theoretical

principles and concepts. Understanding

and analysis of different aspects of an

issue are also achieved.

c. Level 6 (Degree Level) is consistent with

a wider depth of knowledge and grasp

of theoretical principles and concepts.

Further understanding and critical

analysis of different aspects of an issue

are also achieved.

Pass/Fail Criteria (Level 4, Level 5 and

Level 6 Study)

You must complete and reach a satisfactory

standard i.e. a minimum of 40% pass mark

in all summative component assessments of

each CORE module within the programme.

The Department of Applied Health & Social

Care now operates an ‘in–term

reassessment’ policy which affords students

the opportunity to complete a reassessment

within the semester and possibly before the

Faculty Progression Board.

Note that any successful reattempt following

the award of a referral will receive a

maximum mark of 40%; (unless the

exceptional mitigating circumstances

committee has granted a student mitigating

circumstances).


EXCEPTIONAL CIRCUMSTANCES

Edge Hill recognises that the performance

of some students, in assessment of theory,

may be adversely affected by exceptional

circumstances such as personal illness,

illness or accident to a close dependent or

sudden bereavement. In such cases

students should complete a “Notification of

Exceptional Circumstances” (EMC) form

copies of which, plus notes of guidance for

completing the form, are available from

Student Services and Faculty of Health &

Social Care reception desk.

This ideally should be submitted before the

assessment period is completed in practice

and prior to the submission date, for

assignments or the date set for formal

assessments.

Any information given on an Exceptional

Circumstances form must be verified in

writing by a third party (e.g.: a medical

certificate). The third party may be a health

care professional; a counsellor; a tutor or

member of support service staff at Edge

Hill, or other appropriate person.

Completed EMC forms should be submitted

in a sealed envelope to the reception desk

in the Faculty of Health and Social Care for

the attention of the Chair of the EMC Panel.

Please note, the Exceptional Circumstances

information, relates to specific periods of

assessment within specific modules and

these procedures are not designed to deal

with circumstances that have affected

performance over a longer period of time.

NB: This procedure cannot be used in

conjunction with an agreed extension of

submission date.

The sub group of the Assessment Board will

normally make a judgement as follows, that

either:

a) Performance in assessment is not

affected.

b) Performance in assessment is severely

affected: in which case a

recommendation to defer assessment

may be considered.


APPEALS AGAINST AN ASSESSMENT

BOARD DECISION

Principles

a) An appeal cannot be made against the

academic judgement of the examiner(s),

properly exercised. Appeals on this

basis will be invalid.

b) Appeals must be made within 7 days of

receipt of results. Appeals received

outside the stated timescales without

good reason will be ruled invalid.

c) Requests for appeals must be in writing,

stating the ground(s) for the appeal.

Documentary evidence must be

provided

d) You have a right to be accompanied by

a representative or friend at any

hearings in the Appeals process.

e) A student whose case is under

consideration via an appeal shall have

the right to continue with his/her

programme (provided he/she is in good

standing with Edge Hill) until such time

as a decision is reached. This right is

designed solely to ensure that a student

whose appeal is upheld is not

disadvantaged.

Grounds for Appeal

a) Academic Appeals can be submitted on

one or both of the following grounds:

b) Material administrative error or

irregularity, in the conduct of

assessment in contravention of the

assessment regulations or structures for

the given award; and/or

c) Details of mitigating circumstances

which were, for good reason, not

previously made available to the

appropriate Assessment Boards.


ACADEMIC MALPRACTICE

The University regards any use of unfair

means in an attempt to enhance

performance or to influence the standard of

award obtained as a serious academic

offence that may constitute grounds for

exclusion.

Unfair means includes all forms of cheating

including plagiarism, collusion and

impersonation.

Plagiarism/Collusion/Dishonest Practice

Plagiarism is attempting to pass off work as

your own, which is not your own. It includes

the representation of work, written or

otherwise, of any other person, including

another student or any institution, as your

own.

It may take the form of:

a. Verbatim copying or insertion of another

person’s work (published or unpublished

and including material freely available in

electronic form) without

acknowledgement;

b. The close paraphrasing of another

person’s work by simply changing a few

words or altering the order of

presentation, without acknowledgement;

c. Unacknowledged quotation of phrases

from another person’s work;

d. The deliberate and detailed presentation

of another person’s concept as one’s

own.

Collusion occurs where you:

a. Knowingly submit as entirely your own,

work done in collaboration with another

person, without official approval;

b. Collaborate with another student in the

completion of work, which you know is

intended to be submitted as that other

student’s own unaided work;

c. Knowingly permit another student to

copy all or part of your own work and to

submit it as that student’s own unaided

work.

Any of the above or other dishonest

practices (including forging signatures,

cheating etc) will be dealt with severely

according to the policy of Edge Hill

University. Penalties may include:

Reducing the mark of the specific

element of assessment;

Deeming you to have failed the

assessment;

Deeming you to have failed the course;


COURSE REPRESENTATION

Edge Hill University values the views and

opinions of its students. We want to hear

the student voice and act upon your

feedback regarding the quality of your

learning experience. In partnership with the

Students’ Union, the University has

developed the Course Representative

System, which allows thousands of students

to have their say on matters affecting their

course of study.

Every Year of every course at Edge Hill

University has a Course Representative (or

“Rep” for short). It is the Rep’s job to listen

to student opinions on how the course is

running and feed that back to staff. Reps

are elected by the students on their course

every year and attend meetings with staff to

have the opinions of students heard.

Firstly, think about becoming a Course Rep!

You’ll have lots of support (including

training) from the Students’ Union, you’ll be

making a genuine difference to your course

and it looks great on your CV. If interested,

talk to your Programme Leader about it.

As a student it is your responsibility to know

who your Course Rep is and to raise

anything you want to say with them. If you

do not know who your Course Rep is either

email [email protected] or speak

to your Programme Leader.

The Course Representation System

ensures that all the students on your course

are able to effectively voice their views and

opinions. Any student can put himself or

herself forward to become a ‘Course

Representative’ and act as the link between

the student body and the University. Their

role is to represent the views of students on

their course and attend meetings called

Student-Staff Consultative Forums

(S.S.C.F), which take place 3 or 4 times

throughout the year, to give constructive

feedback to academic staff who are

responsible for the delivery of your course.

Course Rep’s are there to listen and talk to

their fellow students in order to find out what

issues are affecting them and what changes

they would like to see. Throughout the

year, the Students’ Union offers support and

guidance to all Course Reps to ensure the

Course Representation System is as

effective as possible. Training and

networking events will take place, which

allow Course Reps to meet new people and

share their experiences and achievements.

Course Reps take an active lead in their

studies and have the opportunity to be

involved in wider student issues. The role

allows you to help your fellow students

resolve course related issues, but also

enables you to leave Edge Hill with more

than a degree - a great chance to learn and



develop skills that are instantly recognisable

by employers.

Every course at Edge Hill should have at

least one Course Representative. The

Programme/Course Leader will allow

students to voice their interest in the role at

the beginning of the course and arrange for

their fellow students to agree on who will act

as their Course Rep. Once students have

chosen their Course Representative they

will be offered the chance to attend an

introductory training session with the

Students’ Union to explore the role in more

detail.

The Faculty of Health & Social Care also

operates a Faculty Board for assuring the

overall quality of provision across the

Faculty and students’ views are also sought

through module evaluations and other

consultative processes.


APPENDIX ONE

Classroom Conduct

It is expected by staff and fellow students that you will be on time. Students arriving late

cause unnecessary disruption. As you are following a Nutrition and Health Degree

programme, many of you will want to pursue a career in nutrition and attendance and

punctuality are generally reflective of a professional. Start times for teaching will be in your

module handbook / notified by the module leader. Whilst the class is in progress, please show

respect for fellow students and speakers. Attention in sessions is expected out of respect for

others. Mobile phones must be switched off during lectures, except in exceptional agreed

circumstances.

Bins are provided for your use, please dispose of litter as appropriate. This will enhance the

environment for all.

Classrooms and common rooms should be left as you find them. This will make life easier

and more pleasant for us all. Please do not leave your rubbish for others to deal with.


APPENDIX TWO

Attendance, Sickness and Absence

In the event of sickness, students should inform the Faculty of Health & Social Care on

Tel: 01695 587050 at the earliest possible opportunity and in any event, before 10.00am

stating the reason for sickness and the expected date of resumption.

Pregnancy

If you become pregnant it is important that you advise your personal tutor as a matter of

urgency.

Change of Circumstances

To ensure that our records are up-to-date you must advise us of any changes in your

circumstances (e.g. name, address, telephone contact numbers). This is vital so we can keep

ourselves and other appropriate organisations informed of any changes. Changes of Status

forms are available from the Faculty Reception in the Faculty of Health and Social Care.

Students can also keep their profiles up to date through their Edge Hill ‘Go’ Portal.

The institution takes no responsibility for failure of communication should the student

not notify a change of circumstances.

Withdrawal from the programme

We hope that you enjoy your time at Edge Hill and will not wish to leave before the end of your

studies. However, if you are unhappy about your programme, University life, or any aspect of

your life, please seek advice as early as possible from the Programme Leader or your

Personal Tutor or the Help Desk officer in the Student Information Centre.

If you make the decision to withdraw from your course, you must contact your Programme

Leader to complete the necessary documentation.


Confirmation of student status

The Admissions and Recruitment Office will confirm your student status for the purpose of

Council Tax exemption as appropriate.

Security of personal information, data protection, and computer use

Personal details held by Edge Hill about staff and students are confidential and will not be

given to unauthorised persons.

All staff and students have responsibilities under the Data Protection Act 1998. The University

observes the eight Data Protection principles of good practice. Care should be taken by

anyone processing or accessing information on VDU terminals or using computer printouts.

You must also read and abide by Computer Services Acceptable Use Policy.


APPENDIX THREE

Assignment Marking Criteria: Academic Level 4

Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

90-100% (Pass)

Thorough explicit knowledge and understanding of the topic

Demonstrates a clear ability to apply understanding to practice

Evidence of ability to analyse

Extensive evidence / references used effectively and cited. Draws from a wide range of relevant sources to support discussion

Excellent structure standard of presentation. Relevant and grammatically sound Presented in accordance with assignment guidelines

80-89% (Pass)

Demonstrates depth of knowledge and understanding and the ability to accurately use terminology


Largely demonstrates ability to analyse

Evidence / references used effectively and cited. Draws from a range of relevant sources to support discussion

Well-structured and high standard of presentation. Relevant and grammatically sound Presented in accordance with assignment guidelines

70-79% (Pass)

Demonstrates some depth of knowledge and understanding and the ability to accurately use terminology

Demonstrates a clear understanding of links between theory and practice


Evidence / references used effectively and cited. Utilises relevant material to support discussion


60- 69% (Pass)

Demonstrates knowledge and understanding and the developing ability to accurately use terminology

Demonstrates an emerging understanding of links between theory and practice

Emerging evidence of analysis

Evidence / references used effectively to support discussion and cited.

Clearly structured and presented, relevant and grammatically sound Presented in accordance with assignment guidelines

50-59% (Pass)

Emerging knowledge and understanding and the developing ability to accurately use terminology

Provides relevant examples of links between theory and practice

Descriptive with some evidence of discussion

Demonstrates a developing ability to use evidence/ references effectively.

Well structured /presented and, on the whole grammatically sound Presented in accordance with assignment guidelines

40- 49% (Pass)

Some indications of a limited ability to identify appropriate ideas, concepts and principles. Meets the assessment outcomes at threshold level.

Broadly links theory and practice

Largely descriptive with little evidence of discussion

Broad evidence of reading/ investigation. Some use of references and sources cited.

Generally satisfactory standard of structure / presentation, some grammatical inaccuracies/ errors Presented in accordance with assignment guidelines


Assignment Marking Criteria: Academic Level 4 (contd.)

Weighting 75% 25%

Descriptor Grade



Level of analysis



30-39% (Fail)

Signs of emerging knowledge and understanding. Unable to always select or apply them appropriately. Assessment Outcomes not met

Provides limited examples of links between theory and practice

Generally descriptive and no evidence of discussion

Limited evidence of reading/ investigation. Incomplete use of references. Most sources not cited

Unsatisfactory structure /presentation, spelling and grammatical errors

20- 29% (Fail)

Insufficient knowledge and understanding some factual errors Assessment Outcomes not met


Descriptive and irrelevant discussion

Insufficient reading/ investigation. Incomplete use of references. Most sources not cited


10-19% (Fail)

Insufficient knowledge and understanding. Several factual errors Assessment Outcomes not met

Provides no examples of links between theory and practice

Descriptive and no evidence of discussion

Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited

Poorly structured and presented, numerous spelling and grammatical errors

1-9% (Fail)

Insufficient knowledge and understanding Many factual errors Use of irrelevant material Assessment Outcomes not met


Purely Descriptive and illogical claims

No supporting evidence

No logical structure, incomplete sentences, incomprehensible content

0 Late submissions without relevant permission Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Failure to word process assignment

N.B. Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement.


Examination Marking Criteria: Academic Level 4

Weighting 90% 10%

Descriptor Grade



Level of analysis Level of *

investigation and use of supporting evidence


90-100% Thorough explicit knowledge and understanding of the topic. Demonstrates the ability to use terminology in the appropriate context Meets specified learning outcomes and assessment criteria

Demonstrates a strong ability to apply theory to practice

Good evidence of ability to analyse

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Effective use of key texts and a wide range of relevant sources, with appropriate and accurate use to support a clearly developed discussion

Excellent structure, work is relevant, clear and legible. Work is presented in accordance with the examination guidelines. Comprehensive answers given to the examination questions

80-89% Demonstrates depth of knowledge and understanding and the ability to accurately use terminology in the appropriate context Meets specified learning outcomes and assessment criteria

Demonstrates a strong ability to apply theory to practice


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Draws on key texts and a range of relevant sources, with appropriate and effective use to support a clear discussion

Well structured, clear, relevant and legible. Work is presented in accordance with the examination guidelines. Answers the examination questions in full.

70-79% Demonstrates some depth of knowledge and understanding and the ability to accurately use terminology in the appropriate context. Meets specified learning outcomes and assessment criteria


Demonstrates an overall ability to analyse

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate : Overall draws on key texts and a range of relevant sources, with appropriate and accurate use, to support discussion

Clear structure, relevant and legible. Work is presented in accordance with the examination guidelines. Answers the examination questions in full.


Examination Marking Criteria: Academic Level 4 (contd.)

Weighting 90% 10%

Descriptor Grade



Level of analysis Level of *

investigation and use of supporting evidence


60-69% Demonstrates knowledge and understanding and the developing ability to accurately use terminology. Meets specified learning outcomes and assessment criteria



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Key texts are used effectively to support a discussion

Clear structure and mostly relevant. Work is presented in accordance with the examination guidelines. Generally answers the examination questions in full.

50-59% Demonstrates emerging knowledge and understanding and the developing ability to accurately use terminology. Meets specified learning outcomes and assessment criteria



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Demonstrates a developing ability to draw on key texts to support a developing discussion. Information flows well and is mostly relevant

Overall structure is clear with core elements completed, there are some part answers/unfinished elements. Work is presented in accordance with the examination guidelines.

40-49% Some indications of a limited ability to identify appropriate ideas, concepts and principles. Developing an ability to use the terminology with some understanding Meets specified learning outcomes and assessment criteria at threshold level

Makes links between theory and practice


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Broadly uses some key texts in support of an underdeveloped discussion. Some inaccuracies

Core elements attempted with some inaccuracies/errors. Generally satisfactory structure. There are some part answers and unfinished questions. Work is presented in accordance with the examination guidelines.


Examination Marking Criteria: Academic Level 4 (contd.)

Weighting 90% 10%

Descriptor Grade



Level of analysis



30-39% Demonstrates signs of emerging knowledge and understanding but is unable to always select or apply it appropriately. Vague use of terminology Specified learning outcomes and assessment criteria not met

Superficial links between theory and practice

Very descriptive with limited evidence of relevant discussion

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Occasional use of some key texts without application

Poorly structured work, some irrelevant and inaccurate material in places. Text is disjointed. Paper is incomplete and does not cover core elements. Work is not presented in accordance with the examination guidelines.

20- 29% Insufficient knowledge and understanding Some fundamental factual errors. No terminology used Specified learning outcomes and assessment criteria not met

Only occasional links between theory and practice


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Key texts not referred to and/or used inaccurately

Little evidence of any structure to the work. Some questions not attempted. Many examples of irrelevant and / or inaccurate material Work is not presented in accordance with the examination guidelines.

10-19% Insufficient knowledge and understanding. Many fundamental factual errors. No reference to terminology Learning outcomes not met

No examples of links between theory and practice


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: No evidence of any support for discussion

No evidence of any structure, many questions incomplete/ not attempted. Work is generally irrelevant and / or inaccurate. Work is not presented in accordance with the examination guidelines.

1-9% Insufficient knowledge and understanding Numerous fundamental factual errors Use of irrelevant material. Incorrect terminology Specified learning outcomes and assessment criteria not met

No examples of links between theory and practice

Purely descriptive and illogical claims

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: No supporting evidence

No structure, very difficult to make sense of the information presented. Incomplete paper with high levels of inaccurate / irrelevant information included. Work is not presented in accordance with the examination guidelines.

0 Non arrival for the examination without prior permission granted Examination policy re permitted times of entry and exit from the examination are not adhered to Evidence of academic malpractice as defined by Institutional Policy Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Major breach of confidentiality as defined by the Course Regulations Writing throughout is illegible and cannot be read by the markers



Presentation Marking Criteria: Academic Level 4

Weighting 65% 35%

Descriptor Grade



Level of analysis


Structure and organisation of presentation

90-100% (Pass)





Well structured and high standard of presentation. Effective use of materials and group dynamics Excellent communication skills. Excellent time management.

80-89% (Pass)





Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management

70-79% (Pass)





Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills

60- 69% (Pass)





Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills

50-59% (Pass)





Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills


Presentation Marking Criteria: Academic Level 4 (contd.)

Weighting 65% 35%

Descriptor Grade



Level of analysis



40- 49% (Pass)


Broadly links theory and practice



Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills

30-39% (Fail)





Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics

20- 29% (Fail)





Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time

10-19% (Fail)






1-9% (Fail)





No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time

0 Failure to present without prior permission Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation



Reflective Marking Criteria: Academic Level 4

Weighting 75% 25%

Descriptor Grade


Application of reflection to practice

Level of analysis



90-100% (Pass)


Demonstrates ability to analyse reflection. There is explicit use of a reflective framework, with a strong rationale for choice. Evidence of the application of theory to practice and the effective use of reflective skills. There is strong evidence of new insights and learning through the reflective process. Action planning is evident.



Excellent structure standard of presentation. Relevant and grammatically sound Presented in accordance with assignment guidelines

80-89% (Pass)


Demonstrates a strong ability to apply knowledge and a good understanding of reflection to practice. Identifies and applies a reflective framework throughout, with a sound rationale for choice. There is evidence of new insights and learning through the reflective process. Action planning evident.




70-79% (Pass)


Demonstrates a clear understanding of the links between theory and practice. Evidence of the identification and use of a reflective framework with a rationale for choice. Demonstrates a good understanding of reflection and the reflective process. There is evidence of some new insights and learning through the reflective process. Action planning is evident.





Reflective Marking Criteria: Academic Level 4 (contd.)

Weighting 75% 25%

Descriptor Grade



Level of analysis



60- 69% (Pass)


Demonstrates an emerging understanding of links between theory and practice. A reflective framework is identified and applied, although some elements may not be addressed explicitly. Some evidence of understanding of the reflective process. Some new insights identified and an ability to identify some key issues for reflection. Some action planning evident



Clearly structured and presented, relevant and grammatically sound Presented in accordance with assignment guidelines

50-59% (Pass)


Provides relevant examples of links between theory and practice. A reflective framework is identified and broadly applied with some elements not included. There are some limited new insights and learning through the reflective process evident. Some issues identified with some descriptive narrative.



Well structured /presented and, on the whole grammatically sound Presented in accordance with assignment guidelines

40- 49% (Pass)


Broadly links theory and practice. Very limited application of a reflective framework with many elements not addressed. Limited understanding of reflection. Work is largely a descriptive narrative but there are some attempts made to identify some issues raised by the experience



Generally satisfactory standard of structure / presentation, some grammatical inaccuracies/ errors Presented in accordance with assignment guidelines



Weighting 75% 25%

Descriptor Grade

Relevant knowledge and Understanding


Level of analysis



30-39% (Fail)


Provides limited examples of links between theory and practice. A reflective model may be identified but not used. There is some knowledge of reflection but this is weak. Work is predominately descriptive and narrative. No attempts made to identify issues from the experience. No new insights or learning identified




20- 29% (Fail)


Provides limited examples of links between theory and practice. A reflective model is not identified. There is no understanding of the reflective process evident. Work is descriptive and narrative. No insights or learning evident.




10-19% (Fail)


Provides no examples of links between theory and practice. No reflective model identified and no knowledge of reflection evident. work is purely descriptive



Poorly structured and presented, numerous spelling and grammatical errors

1-9% (Fail)


Provides no examples of links between theory and practice. No reflective model identified and no knowledge of reflection evident many misunderstandings and illogical claims. Work is purely descriptive.



No logical structure, incomplete sentences, incomprehensible content

0 Late submissions without relevant permission Evidence of academic malpractice as defined by Institutional Policy Major Breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Failure to word process assignment




Weighting 75% 25%

Descriptor Grade



Level of analysis



90-100% (Distinction)

Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion.

Deep knowledge and understanding and application or theories and principles to practice.

Excellent analysis and synthesis of elements of the argument including contrary views with excellent reflection

Extensive evidence / references used effectively and cited accurately. Draws from a wide range of relevant sources to support discussion

Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.


Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Thorough, explicit knowledge and understanding and application of theories and principles to practice.

High level of ability to analyse and reflect critically using a range of perspectives.

Evidence / references used effectively and cited accurately. Draws from a range of relevant sources to support discussion

Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.


Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology


Demonstrates the good use of analytical skills and the process of reflection

Evidence / references used effectively and cited accurately. Utilises relevant material to support discussion

Clearly and logically presented. Grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

60- 69% (Merit)

Good knowledge and understanding of topic issues. Ability to accurately use terminology

Applies theories and principles to situations and practice in comprehensive manner

Demonstrates analysis of key issues and the ability to use reflective skills, where appropriate.

Evidence / references used effectively to support discussion and cited accurately.

Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

50-59% (Pass)

Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology

Applies theories and principles to situations/practice.

Demonstrates some analysis of key issues and use of reflective skills, where appropriate

Demonstrates a developing ability to use evidence / references effectively and accurately

Well structured and-presented and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

40- 49% (Pass)

Lacks depth and breadth in coverage of the subject matter, meets assessment outcomes at threshold level

Identifies fact and principles and applies them to situations/practice

Developing some ability to analyse key issues and use of reflective skills, where appropriate, but a tendency to be descriptive.

Broad evidence of reading/investigation. Some use of references and sources cited.

Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.


Assignment Marking Criteria: Academic Level 5 (contd.) Weighting 75% 25%

Descriptor Grade



Level of analysis



30-39% (Fail)

Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met

Demonstrates limited application of theory to practice.

Limited evidence of analysis

Limited reading/investigation. Incomplete use of references. Majority of sources not cited.

Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.

20- 29% (Fail)

Inadequate knowledge or understanding of topic issues. Some factual errors Assessment outcomes are not met

Demonstrates little application of theory to practice.

Little evidence of analysis

Insufficient reading/investigation. Incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.

10-19% (Fail)

Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met

No application of theory to practice.

No evidence of analysis.


Many spelling and grammatical errors. Disorganised – lacks logical progression and inappropriate use of language.

1-9% (Fail)

No knowledge or understanding of topic issues. Many factual errors. Assessment outcomes are not met


No evidence of analysis


No logical structure, incomplete sentences, Incomprehensible content

0% Late submissions without relevant permission Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Failure to word process assignment




Weighting 90% 10%

Descriptor Grade



Level of analysis

Level of * investigation and use of supporting evidence


90-100% Thorough knowledge of the topic, explicitly related to wide ranging knowledge of the discipline(s). Utilises an excellent questioning approach to reach an appropriate structured conclusion. Excellent understanding of the wider implications. Specified learning outcomes and assessment criteria met

Thorough knowledge and understanding demonstrated, with excellent application of theories and principles to practice.

Demonstrates excellent analytical skills, drawing effectively on a wide range of relevant perspectives to develop a clear line of persuasive discussion

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Excellent use of key texts and a wide range of relevant resources, cited accurately. Draws from a wide range of perspectives

Excellent structure, work is logically developed, relevant, clear and legible throughout. Appropriate use of language and grammar. Work is presented in accordance with the examination guidelines. Comprehensive answers are provided for all the examination questions

80-89% Thorough knowledge and an explicit understanding of the topic. Very good understanding of the wider implications. Demonstrates the ability to reach a structured conclusion. Specified learning outcomes and assessment criteria met

Thorough knowledge and understanding clearly demonstrated, excellent application of theories and principles to practice.

Demonstrate excellent analytical skills, drawing effectively on a wide range of relevant perspectives to develop a discussion

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Excellent use of key texts and a range of relevant resources/ evidence cited accurately. Draws from a wide range of perspectives

Very well structured, clear, relevant and legible. Appropriate use of language and grammar. Work is presented in accordance with the examination guidelines. Comprehensive answers are provided for all the examination questions

70-79% Thorough knowledge and clear understanding of the topic. Demonstrates the ability to reach a structured conclusion. Accurate use of terminology within the appropriate context. Good understanding of the wider implications Specified learning outcomes and assessment criteria met.

Thorough, knowledge and understanding demonstrated and a very good application of theories and principles to practice.

Demonstrates a very good use of analytical skills and the ability to inform their approach by drawing on a range of perspectives

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Key texts and a range of relevant resources/ evidence used effectively and cited accurately.

Clearly and logically presented. Work is clear, relevant and legible. .Appropriate use of language and grammar. Work is presented in accordance with the examination guidelines. Answers all examination questions in full


Examination Marking Criteria: Academic Level 5 (contd.) Weighting 90% 10%

Descriptor Grade



Level of analysis



60- 69% Good knowledge and understanding of topic issues. Good attempt to reach a logical conclusion. Mostly accurate use of terminology. Some acknowledgement of the wider implications. Specified learning outcomes and assessment criteria met

Good knowledge and application of theories and principles to situations and practice

Demonstrates a good level of analysis of the key issues.

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Appropriate key texts/ evidence used effectively, and mostly cited accurately

Clearly structured with relevant answers. Language and grammar used appropriately. Work is presented in accordance with examination guidelines. Generally all examination questions are answered in full.

50-59% Good general knowledge and understanding of the topic issues. Attempts made to reach a logical conclusion. Some ability to use terminology Specified learning outcomes and assessment criteria met accurately.

Demonstrates knowledge and understanding. Applies theories and principles to practice.

Demonstrates some analysis of key issues

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Demonstrates a developing ability to use key texts/evidence effectively and accurately

Overall structure is clear with core elements completed. Language and grammar are generally used appropriately. There are some part/unfinished elements. Work is presented in accordance with the examination guidelines

40- 49% Some knowledge and understanding of the topic area. A developing ability to use appropriate terminology. Little evidence of a conclusion or conclusion inappropriate. Specified learning outcomes and assessment criteria met at threshold

Demonstrates a developing ability to apply theory and principles to practice. Some knowledge and understanding.

Developing an ability to analyse key issues but with a tendency to be descriptive.

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Broadly refers to key texts/ evidence.

Core elements attempted with some inaccuracies / errors. Language and grammar are generally used appropriately. Generally satisfactory structure. There are some part / unfinished questions. Work is presented in accordance with the examination guidelines

30-39% Limited evidence of sufficient knowledge or understanding. Core knowledge not demonstrated. Work does not reach a conclusion. Little use of appropriate terminology Specified learning outcomes and assessment criteria are not met.


Largely descriptive with little evidence of analysis

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Limited use of key texts/ evidence. There are some inconsistencies and inaccuracies

Poorly structured work with some irrelevant and inaccurate material included. Text tends to be disjointed. Paper is incomplete with some core elements not attempted. Work is not presented in accordance with the examination guidelines


Examination Marking Criteria: Academic Level 5 (contd.) Weighting 90% 10%

Descriptor Grade

Relevant Knowledge and Understanding


Level of analysis



20- 29% Inadequate knowledge or understanding of topic issues. Some factual errors Specified learning outcomes and assessment criteria are not met

Demonstrates insufficient application of theory to practice

Very descriptive approach with no evidence of any attempt to analyse

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Insufficient use of any key texts / evidence. There are inconsistencies and inaccuracies throughout the work texts.

Little evidence of any structure to the work. Some questions are not attempted, core elements are not completed. Text is disjointed and unclear. Many examples of inaccurate and irrelevant material included. Work is not presented in accordance with the examination guidelines

10-19% Inadequate knowledge or understanding of topic issues. Several factual errors. Specified learning outcomes and assessment criteria are not met



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: Lacks evidence of reading and use of any supportive material

Very little evidence of any structure to the work. Questions are not attempted and the core elements are not completed. Text is difficult to follow and disjointed. High levels of irrelevant and inaccurate material included. Work is not presented in accordance with the examination guidelines

1-9% No knowledge or understanding of topic issues. Many factual errors Specified learning outcomes and Assessment criteria are not met.


Purely descriptive with unsubstantiated claims

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting references and texts. If appropriate: No supporting material included

No evidence of any structure. Content is not comprehensible, relevant and accurate. Paper is incomplete with no attempt to answer the questions set. Work is not presented in accordance with the examination guidelines

0% Non arrival for the examination without prior permission granted Examination policy re permitted times of entry and exit from the examination are not adhered to Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by the Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Writing throughout is illegible and cannot be read by the markers




Weighting 65% 35%

Descriptor Grade



Level of analysis




Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion.

Deep knowledge and understanding and application or theories and principles to practice.

Excellent analysis and synthesis of elements of the argument including contrary views with excellent reflection


Well structured and high standard of presentation. Effective use of materials and group dynamics Excellent communication skills. Excellent time management.


Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.


High level of ability to analyse and reflect critically using a range of perspectives.


Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management


Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology


Demonstrates the good use of analytical skills and the process of reflection


Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills

60- 69% (Merit)

Good knowledge and understanding of topic issues. Ability to accurately use terminology

Applies theories and principles to situations and practice in comprehensive manner



Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills

50-59% (Pass)

Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology

Applies theories and principles to situations/practice.



Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills

40- 49% (Pass)

Lacks depth and breadth in coverage of the subject matter, meets assessment outcomes at threshold level

Identifies fact and principles and applies them to situations/practice


Broad evidence of reading/investigation. Some use of references and sources cited.

Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills


Presentation Marking Criteria: Academic Level 5 (contd) Weighting 65% 35%

Descriptor Grade



Level of analysis



30-39% (Fail)

Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met


Limited evidence of analysis

Limited reading/investigation. Incomplete use of references. Majority of sources not cited.

Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics

20- 29% (Fail)

Inadequate knowledge or understanding of topic issues. Some factual errors Assessment outcomes are not met

Demonstrates little application of theory to practice.

Little evidence of analysis

Insufficient reading/investigation. Incomplete use of references. Most sources not cited.


10-19% (Fail)

Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met





1-9% (Fail)

No knowledge or understanding of topic issues. Many factual errors. Assessment outcomes are not met




No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time

0% Failure to present without prior permission granted Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation




Weighting 75% 25%

Descriptor Grade



Level of analysis



90-100% Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion.

Deep knowledge and understanding, analysis and application or theories and principles of reflection to practice. Well developed application of a reflective model with a strong rationale for choice. Demonstrates perspective transformation and the ability to problem solve. A detailed action plan is evident. Work is characterised by an ability to deconstruct and reconstruct the experience. Strong evidence of learning through the reflective process and reflective skills. Evidence of some original thinking and a creative approach.

Excellent analysis and synthesis of elements of the argument including contrary views with excellent levels of reflection


Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

80-89% Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Thorough, explicit knowledge, understanding and analysis of reflection, with application of theories and principles to practice. A reflective framework is identified and applied consistently with a sound rationale for choice. Demonstrates some perspective transformation and there is evidence of learning and action planning. Adopts a creative, problem solving approach with evidence of reflective skills.

High level of ability to analyse and reflect critically drawing on a range of perspectives.


Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

70-79% Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology

Thorough, explicit knowledge, understanding of reflection with analysis and application of reflective theories and principles to practice. Identifies and uses a reflective model throughout. A rationale for choice is discussed. Identifies and analyses key issues from the experience. Evidence of learning through the reflective process with explicit action planning. Evidence of some key insights.

Demonstrates the good use of analytical skills in the process of reflection


Clearly and logically presented. Grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.


Reflective Marking Criteria: Academic Level 5 (contd.) Weighting 75% 25%

Descriptor Grade



Level of analysis



60- 69% Good knowledge and understanding of topic issues. Ability to accurately use terminology

Applies theories and principles to situations and practice in comprehensive manner. Evidence of a sound understanding of refection and analysis of key issues. A reflective framework identified and applied with some limitations. A rationale for choice identified but requires some development. A Evidence of learning through the reflective process and action planning. Some key insights identified but not developed



Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

50-59% Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology

Applies theories and principles of reflection to situations/practice, with some analysis of key issues from the experience. A reflective framework identified and applied with some weaknesses. A rationale for choice included but at a superficial level. Evidence of some learning and identification of some insight, but this needs further development. Action planning present but under developed. Some elements of descriptive narrative included.



Well structured and-presented and grammatically sound. Appropriate use of language Presented in accordance with assignment guidelines.

40- 49% Lacks depth and breadth in coverage of the subject matter, meets assessment outcomes at threshold level

Identifies fact and principles of reflection and applies them to situations/practice. A reflective framework identified but with many weaknesses in its application, a rationale for choice may not be included or is poorly articulated. There is some ability to analyse the key issues arising from the experience with the inclusion of sections of narrative description. Underdeveloped action planning.


Broad evidence of reading/investigation. Some use of references and sources cited accurately

Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.



Weighting 75% 25%

Descriptor Grade



Level of analysis



30-39% Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met

Demonstrates limited application of the theory of reflection to practice. .A reflective framework identified with major weaknesses in its application. A rationale for choice, if included, is simplistic or poorly articulated. Makes some attempts to identify key issues but tends to descriptive narrative. Identification of any learning tends to be weak. Some vague links made to action planning

Limited evidence of analysis and reflective skills

Limited reading/investigation. Inaccurate and/or incomplete use of references. Majority of sources not cited.

Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.

20- 29% Inadequate knowledge or understanding of topic issues. Some factual errors Assessment outcomes are not met

Demonstrates little application of the theory of reflection to practice. No evidence of the use of a reflective framework. Little evidence of any understanding of reflection. No action planning or learning evident. Work is a descriptive

Very little evidence of analysis and weak reflective skills

Insufficient reading/investigation. Inaccurate and/or incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.

10-19% Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met

No application of theory to practice. No understanding of reflection evidenced or fails to identify a reflective model. Work is descriptive, with no action planning or learning


Lacks evidence of reading/ investigation. Inaccurate and/or incomplete use of references. Most sources not cited

Many spelling and grammatical errors. Disorganised – lacks logical progression and inappropriate use of language.

1-9% No knowledge or understanding of topic issues. Many factual errors. Assessment outcomes are not met

No application of theory to practice. No understanding of reflection evidenced or attempt made to identify a reflective model. Work is descriptive with no action planning or learning



No logical structure, incomplete sentences, Incomprehensible content

0% Late submissions without relevant permission Evidence of academic malpractice as defined by Institutional Policy Major breach of confidentiality as defined by Course Regulations Evidence of unsafe/ harmful or discriminatory practice or presentation of misinformation Failure to word process assignment




Weighting 75% 25%

Descriptor Grade



Level of analysis



90-100%

(1st Class)

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.

Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.

Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.

Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.

80-89%

(1st Class)

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.

Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

70-79%

(1st Class)

Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.

Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.


Assignment Marking Criteria: Academic Level 6 continued …

Weighting 75% 25%

Descriptor Grade



Level of analysis



60-69%

(ii.i)

Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.

Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.

Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement.

Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.

50-59%

(ii.ii)

Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.

Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.

Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.

Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines.

40-49%

(3rd

Class)

Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.

Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.

Demonstrates a developing ability to critically analyse and evaluate concepts and theories.

Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors.

30-39%

(U)

Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.

Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.

Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.

Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.

Work tends not to flow and is disjointed in places. Spelling/ grammatical errors are present. Work requires careful proof reading.

20-29%

(Fail)

Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.

Only occasional application of theory to practice.

Many areas of description. No evidence of critical analysis or critical thought.

Narrow reading, key texts not accessed. Work is generally unsupported Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.

Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.


Assignment Marking Criteria: Academic Level 6 continued …

Weighting 75% 25%

Descriptors Grade


Application of theory to practice If relevant)

Level of analysis



10-19%

(Fail)

Assessment outcomes are not met. There is evidence of significant misunderstanding.


No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.

Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.

High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work.

1-9%

(Fail)

Assessment outcomes are not met. No knowledge of understanding of key issues.


Work is a descriptive narrative.

No evidence of reading to inform approach.

Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate.

0% Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to word process assignment.

NB: Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement. All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.



Weighting 90% 10%

Descriptor Grade



Level of analysis



90-100% Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Demonstrates a strong ability to reach an appropriate and structured conclusion. Accurate use of terminology in a wide variety of contexts. Specified learning outcomes and assessment criteria are met.

Outstanding evidence of application of theory to practice. Demonstrates a highly developed ability to use reflective skills in a critical and analytical manner where appropriate.


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Sophisticated use of texts and of a wide range of relevant resources/evidence used. Accurately drawing from a wide range of perspectives.

Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with examination guidelines. Comprehensive answers are provided for all the examination questions.

80-89% Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Demonstrates a strong ability to reach an appropriate and structured conclusion. Accurate use of terminology in a wide variety of contexts. Specified learning outcomes and assessment criteria are met.

Excellent evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Excellent use of a wide range of texts, relevant resources/ evidence. A wide range of perspectives considered and cited accurately.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with the examination guidelines. Comprehensive answers are provided for all the examination questions.

70-79% Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Accurate use of terminology in a variety of contexts. Demonstrates the ability to reach a structured conclusion. Specified learning outcomes and assessment criteria are met.


Evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Excellent use of a range of texts, resources/evidence. Accurate citation and active consideration of other perspectives.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with examination guidelines. Answers all the examination question in full.


Examination Marking Criteria: Academic Level 6 continued …

Weighting 90% 10%

Descriptors Grade



Level of analysis



60-69% Thorough knowledge and understanding of key and a range of wider issues and perspectives. Accurate use of terminology. Reaches a logical conclusion. Specified learning outcomes and assessment criteria are met.



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Key texts and a range of relevant resources/ evidence used and cited accurately.

Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with the examination guidelines. Generally all examination questions are answered in full.

50-59% Sound knowledge and understanding of key and some wider issues. Mostly accurate use of terminology. Attempts are made to make a logical conclusion. Specified learning outcomes and assessment criteria are met.



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Key texts/relevant resources/evidence used, citations are mostly accurate.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors. There are some part/unfinished questions. Work is presented in accordance with the examination guidelines.

40-49% Satisfactory knowledge and understanding of fundamental issues. A developing ability to use appropriate terminology. Little evidence of a conclusion or conclusion inappropriate. Specified learning outcomes and assessment criteria are met at threshold.



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Demonstrates some developing ability. To use key texts/ resources evidence accurately and effectively.

Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. There are some part/unfinished questions. There are some grammatical errors.

30-39% Limited knowledge and understanding of the fundamental issues. Limited use of terminology and a limited attempt to conclude. Specified learning outcomes and assessment criteria are not met.

Theory is poorly applied to practice. There is difficulty in selecting appropriate theory.


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Some broad references made to essential texts/ evidence/resources. There are some inaccuracies and inconsistencies.

Little evidence of any structure to the work. Some questions are not attempted, core elements are not completed. The text is disjointed and unclear. Many examples of inaccurate and irrelevant material included. Work is not presented in accordance with the examination guidelines.


Examination Marking Criteria: Academic Level 6 continued …

Weighting 90% 10%

Descriptors Grade



Level of analysis



20-29% Fundamental issues are not addressed. There is evidence of misunderstanding/ errors. Terminology is not used and there are no attempts made to conclude the work. Specified learning outcomes and assessment criteria are not met.

No explicit links between theory and practice.


Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Some very limited attempts to draw on essential texts/ resources/evidence. There are many inaccuracies and inconsistencies.

Very little evidence of any structure to the work. Questions are not attempted and core elements are not completed. Text is difficult to follow and is disjointed. High levels of irrelevant and inaccurate material included. Work is not presented in accordance with the examination guidelines.

10-19% There is evidence of significant misunderstanding. Fundamental issues are not addressed. Terminology is not used and there are no attempts made to conclude the work. Specified learning outcomes and assessment criteria are not met.



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: Essential texts/ evidence/resources are not referred to.

No evidence of any structure. Content is not comprehensible, relevant and accurate. Paper is incomplete with no attempt to answer the questions set. Work is not presented in accordance with the examination guidelines.

1-9% No knowledge of understanding of key issues. Fundamental issues are not addressed. Terminology is not used and there are no attempts made to conclude the work. Specified learning outcomes and assessment criteria are met.



Please refer to the specific assessment guidance to determine whether the examination requires the use of supporting texts and references. If appropriate: No evidence. No attempt made to cite any essential texts/resources/ evidence.

Work is highly disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate. Paper is incomplete with no attempt to answer the questions set. Work is not presented in accordance with the examination guidelines.

0% Non arrival for the Examination without prior permission granted. Examination policy re permitted times of entry and exit from the examination are not adhered to. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Writing throughout is illegible and cannot be read by the markers.




Weighting 65% 35%

Descriptor Grade



Level of analysis Level of investigation and use of supporting evidence


90-100%

(1st Class)


Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate.



Well structured and high standard of presentation. Effective use of materials and group dynamics. Excellent communication skills. Excellent time management.

80-89%

(1st Class)


Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.


Critical use of an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management.

70-79%

(1st Class)




Engages with an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills.

60-69%

(ii.i)





Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills.


Presentation Marking Criteria: Academic Level 6 continued …

Weighting 65% 35%

Descriptors Grade


Application of theory to practice If relevant)

Level of analysis



50-59%

(ii.ii)




Good use of relevant further reading/ research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills.

40-49%

(3rd

Class)




Adequate use of further relevant reading/ research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills.

30-39%

(U)


Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.



Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics.

20-29%

(Fail)


Only occasional application of theory to practice.


Narrow reading, key texts not accessed. Work is generally unsupported. Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/omissions.

Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time.

10-19%

(Fail)




Very little reading evident. Work is unsupported. Many referencing errors/ omissions throughout the work.

Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time.


Presentation Marking Criteria: Academic Level 6 continued …

Weighting 65% 35%

Descriptors Grade



Level of analysis



1-9%

(Fail)





No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time.

0% Failure to present without prior permission granted. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation.




Weighting 75% 25%

Descriptor Grade


Application of reflective theory to practice

Level of analysis



90-100%

(1st Class)


Outstanding evidence of a conceptual understanding of reflection with a sophisticated use of a reflective framework and an excellent rationale for choice. Demonstrates critical thinking and critical analysis. Strong evidence of perspective transformation and learning through deep levels and layers of reflection and a critical application of reflective skills. Work is characterised by a thorough deconstruction and reconstruction of the experience. Demonstrates problem solving, original thinking and creativity. A comprehensive action plan is developed.



Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.

80-89%

(1st Class)


Demonstrates a conceptual understanding of reflection with excellent evidence of the application of reflective theory to practice. Excellent use of a reflective framework with strong rationales for choice. Is able to critically evaluate the impact of theory on practice. Demonstrates perspective transformation and learning through the use of reflective skills in a critical and analytical manner. Demonstrates problem solving and the ability to develop a detailed action plan. Work is characterised by a thorough deconstruction and reconstruction of the experience, some original thinking and a creative approach.


Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.


Reflective Marking Criteria: Academic Level 6 continued …

Weighting 75% 25%

Descriptor Grade



Level of analysis



70-79%

(1st Class)


Strong evidence of application of reflective theory to practice. Is able to critically evaluate the impact of theory on practice. Excellent use of a reflective framework, a clear rationale for choice included. Demonstrates perspective transformation and learning through the use of reflective skills in a critical and analytical manner. Clear evidence of the ability to deconstruct and reconstruct the experience. Demonstrates problem solving, creativity and the ability to develop a strong action plan.


Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

60-69%

(ii.i)


Good evidence of application of reflective theory to practice. Identifies and critically applies a reflective framework and includes a rationale for choice. Demonstrates some perspective transformation through the use of analytical reflective skills. Shows some ability to deconstruct and reconstruct the experience. Develops a clear action plan. Demonstrates some problem solving and a creative approach.



Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.

50-59%

(ii.ii)


Clear evidence of the application of reflective theory to practice. Demonstrates a good understanding of reflection and a developing use of a reflective model with some rationale for choice. Evidence of new insights through the reflective process with some reflective skills evident. Identifies key issues but includes some narrative elements. Limited development of an action plan, some evidence of learning.


Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines.



Weighting 75% 25%

Descriptor Grade



Level of analysis



40-49%

(3rd

Class)


Attempts are made to apply reflective theory to practice. Developing the ability to use reflective skills. A reflective framework identified but with limitations in its application. Rationale for choice of reflective framework is poorly articulated. Some ability to identify the key issues from the experience but has a tendency to include some narrative detail. Limited evidence of the identification of some learning. Action planning is very limited.


Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors.

30-39%

(U)


Reflective theory is applied to practice in a superficial manner. There is Difficulty in selecting appropriate theories. Limited understanding of reflection. A reflective framework is identified but poorly applied. Either no or a poor rationale for choice of framework. Some issues identified from the experience but with a strong tendency to narrative description. Action planning is considered on a superficial level. Any learning identified is superficial in nature. Very little insight.



Work tends not to flow and is disjointed in places Spelling/ grammatical errors are present. Work requires careful proof reading.

20-29%

(F)


Only occasional application of reflective theory to practice. Poor understanding of reflection. No evidence of insight. Reflection is not supported by a reflective framework. Work is narrative, descriptive and superficial. No learning identified.


Narrow reading, key texts not accessed. Work is generally unsupported. Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.

Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.



Weighting 75% 25%

Descriptor Grade


Application Reflective theory to practice

Level of analysis

Level of investigation And use of supporting evidence


10-19%

(F)


No application of reflective theory to practice. No understanding of reflection. Work is entirely narrative.


Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.

High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work.

1-9%

(F)


No identification of reflective theory. No understanding of reflection. Work is entirely narrative.



Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate.

0% Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major Breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to word process assignment.


Documents

Programme Handbook