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FACULTY OF HEALTH Foundation Degree Health and Social Care (Assistant Practitioner)

Programme Handbook February 2011

Programme Leader Angela Whelan Tel: 01695 657088 Email: whelaa@edgehill.ac.uk


CONTENTS

Page 1.

Welcome

3

2.

Introduction to the Programme Handbook

4

3.

General Information

6

4.

About Edge Hill University

8

5.

Facilities Available to you at the Faculty of Health, Edge Hill University Campus

9

6.

Health and Safety Policies & Procedures

16

7.

Equal Opportunities Statement

16

8.

Programme Aims, Objectives and Outcomes

18

9.

Programme Structure and Requirements, Levels, Module Credits and Awards

21

10. Programme Management, Student Academic/Pastoral and Welfare Support Systems

26

11. Student Progression and Achievement

29

12. Learning and Teaching

35

13. Faculty of Health: Student Code of Conduct

38

14. Procedural Points

40

Appendices: Marking Criteria: Levels 4 & 5

2


WELCOME It gives me great pleasure on behalf of myself and the staff of Edge Hill University Faculty of Health and Social Care, to welcome you to Edge Hill University. I trust that you will find the next two years stimulating, exciting and rewarding. The Faculty of Health and Social Care (FOHSC) has an excellent record of success in delivering academic, professional and vocational education relating to health and social care. This programme provides students with the following opportunities: ď ą

Access to a wide range of student learning resources and support;

ď ą

Meaningful practice experiences allied to the programme; Our innovative and challenging programme of study will enable you to develop or enhance existing skills in working with vulnerable adults. By the end of the programme, you will be prepared for a lifelong career working within health and social care as Assistant Practitioners or to continue and further develop your career within this area.

This handbook is specifically designed to give an insight into the structure of the Foundation Degree in Health and Social Care (Assistant Practitioners). All lecturers are committed to supporting you and facilitating learning opportunities to help you achieve. However, your own contribution and commitment to the programme is probably the most important determinant of your success. I wish you every success in your studies.

Angela Whelan Programme Leader: FdSc Health and Social Care (Assistant Practitioner) September 2011

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INTRODUCTION TO THE PROGRAMME HANDBOOK It is important to retain this handbook throughout the duration of your course; read and familiarise yourself with its content, along with the Edge Hill University Student Handbook as they contain vital information about your rights and duties as a student. The following pages provide an introduction to the FdSc Health and Social Care (Assistant Practitioner). This handbook is designed to provide you with the opportunity to find out more about your programme. It contains all the information you need to understand its structure, organisation, management, assessment and progression, along with information about teaching and learning resources as well as academic and pastoral support. Whilst time will be allocated in your timetable to introduce you to its contents and address any issues or concerns you have, it may simply be used as a reference text or as a resource to get the most out of your studies. Your attention is drawn to the following list of policies and procedures: 1.

Edge Hill University Policies and Procedures: Equal Opportunities Policy Statement Code of Conduct and Disciplinary Procedures for Students Complaints Procedure Disciplinary/Grievance Procedure Academic Regulations Malpractice by Students – Revised Procedure Policy on Smoking: Revised 1991

2.

Local Policies and Procedures include: FOHSC Code of Conduct for Students Protocol for Student Supervision in Community Placements Policy and Procedures for dealing with breaks in a course arising from sickness/absence Protocol for management of cause for concern in practice related to child and/or client care Policy and Procedures in Relation to problem drinkers and drug abuse Failure to meet standards of academic or practical progress as set down in the course regulations

NB: This list is not exhaustive and is altered or updated periodically in light of statutory, educational and other changing circumstances. As a registered student of Edge Hill University (EHU) and the FOHSC, you agree to abide by all the University and College rules and regulations. This includes the Student Code of Conduct, the University and College Equal Opportunities Policy Statement and any codes or policies/procedures relating to the FOHSC, and practice placement areas utilized within the programme. These policies and procedures are designed to ensure that all students are aware of their rights and responsibilities 4


during their course of studies with Edge Hill University. Reference is made to these in the Course Regulations, Individual Module Handbooks and EHU Student Handbook(s). Copies of EHU and FOH policy statements and documents are available for viewing on the Intranet or on Faculty Campus on request. Further copies are available for reading in the Aintree Learning, Information and Resource Centre (1st Floor Clinical Skills Building). We would welcome any suggestions as to how this programme handbook might be improved in future for the benefit of our students. Please pass on any suggestions to the Programme Leader.

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GENERAL INFORMATION

The core purpose of the Faculty of Health is to provide a responsive, high quality education and training for individuals working in/or seeking to work in health and social care.

The Faculty of Health offers a wide range of post-qualification modular programmes for nurses, midwives, health visitors, allied health professionals and social care related professionals on both the Ormskirk and Aintree Campuses. Opportunities include Foundation Degree Studies, BA/BSc (Hons) Degree Studies, Masters level study or M.Phil/PhD studies by research. 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 Research and Evaluation in Health and Social Care, which has a number of research fellows and students. In addition, Edge Hill University was recognised as an “Investors in People” (IIP) by Merseyside TEC in 1998. This has also recently been successfully reviewed in June 2004. All FdSc Health and Social Care students will be based at the Ormskirk Campus. The Faculty of Health has long established links with NHS and non-NHS sectors and works in partnership with the following Trusts to provide learning opportunities and assessment in practice: • • • • • • • • • • 6

University Hospital Aintree Foundation Trust; Walton Centre for Neurology and Neurosurgery NHS Trust; Southport and Ormskirk Hospital NHS Trust; Merseycare NHS Trust; 5 Boroughs NHS Trust; Royal Liverpool Children’s Hospital NHS Trust; St Helens & Knowsley Hospitals NHS Trust – Whiston Hospital; Liverpool Women’s Hospital NHS Foundation Trust; Central Lancashire PCT; Liverpool PCT;


• • • • • • • • • • • • • • • • • • • •

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Sefton PCT; Knowsley PCT; Halton and St Helens PCT; North Cheshire NHS Trust; Wirral Hospitals NHS Trust; Countess of Chester NHS Trust Hospital; Liverpool Heart & Chest NHS Trust Hospital; Central Manchester & Manchester Children’s NHS Foundation Trust; Pennine Acute Hospitals NHS Trust; University Hospital of South Manchester NHS Foundation Trust; Stockport NHS Foundation Trust; East Cheshire NHS Trust; Tameside NHS Foundation Trust; Wrightington, Wigan & Leigh NHS Trust; The Christie Hospital NHS Trust; Trafford Hospital NHS Trust; Salford Royal Hospitals NHS Foundation Trust; Royal Bolton Hospitals NHS Foundation Trust; Private Hospitals; Leighton & Crewe NHS Trust.


ABOUT EDGE HILL UNIVERSITY Founded in 1885, incorporated in 1989, Edge Hill University is the largest Higher Education Institution in the general college sector in the Northern half of Britain. We have more than 60 undergraduate programmes and over 8,000 students on degree and diploma courses across three Faculties, a further 6,000 students on professional development programmes, a growing range of MA/MSc work and a thriving programme of staff research alongside over 50 MPhil/PhD students. Edge Hill is recognised as being amongst the most financially sound institutions in the sector. A ÂŁ30m capital development plan since 1992 has seen the construction of six major buildings including the new Learning Innovation Centre, which was opened by Sir Brian Fender in September 2000 and the Sporting Edge, a sports facility of regional importance. A sophisticated infrastructure supports over 1,400 student and staff networked workstations. Quality Assurance processes in academic and support areas have been further developed and enhanced, and a range of high quality support systems contribute to good student retention and completion rates. The excellent quality of several areas of academic provision have been recognised by QAA and Ofsted and University status achieved in June 2006. The Faculty of Health is the largest and one of the most highly regarded providers of nurse and midwifery training in the region. A new ÂŁ14 million Faculty of Health building opened in December 2007.

NOTICE BOARDS The notice board for this programme is located on the first floor by the main stairs. Notices will also be placed on Blackboard. Course tutors and module co-ordinators will direct you at appropriate stages in your studies in the first instance You are advised to regularly consult these notice boards where information (including personal communications) will be placed along with the register you will need to sign.

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FACILITIES AVAILABLE TO YOU AT THE FACULTY OF HEALTH, EDGE HILL UNIVERSITY CAMPUS Edge Hill University’s facilities; please refer to module handbook. Counseling Service: A confidential Counseling Service is available for all staff and students, which is based in the: The Health and Well-being Centre Milton House 41 Ruff Lane Ormkskirk, L39 4QX The Centre is staffed by qualified counselors who are experienced in dealing with a wide range of problems, especially those associated with health care settings. The contact numbers are as follows: Tel: 01695 584484 (Health & Well-being) Tel: 01695 650988 (Counseling & Wellbeing) Out of hours – evenings and weekends, there is a 24 hour, 7 days per week bleep number: 07623928497 EMERGENCIES ONLY. Careers Centre: The Careers Centre staff are based in the Student Information Centre on the Ormskirk Campus. The Centre is open in term time from 09.00am to 4.45pm Monday to Friday. In vacation time the Centre is open from 09.00am to 4.00pm (closing between 12.30-13.00pm). There is also a Careers Centre webpage with links to professional sites. This can be accessed by entering the Edge Hill University home page on the Internet and clicking on departments, then support and finally careers (www.edgehill.ac.uk/) Occupational Health Services: Health, Work and Well Being Centre, University Hospital Aintree (situated on the right at the Longmoor Lane entrance). Tel: 0151-529-3803 Open: Mon- Fri. 08.45am to 16.30pm. Closes: 12.00noon-13.30pm. • If you are a smoker you will NOT be able to smoke in work. • If you want to stop smoking advice is available from the Occupational Health Service. Edge Hill University Situated in the Wilson Building Tel: 01695 584246 (Health Care Unit) Open: Mon – Fri 08.30am - 5.00pm Doctor available Tues, Wed and Thurs 09.30 – 11.00 (nurse available until 16.00).

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Southport and Ormskirk Hospital NHS Trust and Southport and Formby Community NHS Trust Based next to Minor Injuries Unit, Ormskirk and District General Hospital. Tel: 01695-656872 Open: Monday to Friday 8.30am to 4.30pm Family Planning Clinics: Aintree Hospital Centre for Women’s Health University Hospital Aintree Tel: 0151-529-3416. Service available: Mon and Thurs 17.30–19.00 Southport and Ormskirk Hospital NHS Trust Situated at the Ormskirk Site Tel: 01695-656945. Service available: Mon 18.45-20.30 Banking Service: Cash machine available at Ormskirk Campus. Cash machine available at Aintree: UHA main reception.

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LEARNING RESOURCES INCLUDING LIBRARY, MEDIA AND ICT FACILITIES Learning Services key purpose is to support learning and to develop a responsive learning environment for all, through services and facilities, research and development, information and support. The service now incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-learning development and support, media services and disability and dyslexia support. These services are currently provided in Learning Resource Centres, as well as remotely through service level agreements with partners and electronic services. Learning Services Resource Centres Hours of Opening: Ormskirk – Learning Resource Centre (LRC) 01695-584286 Monday to Friday 8.00am – 9.00pm (Out of term 9.00am – 5.00pm) Saturday and Sunday 11.00am – 6.00pm (Out of term closed) Ormskirk – Learning Innovation Centre (LINC) 01695-584286 Monday to Thursday 8.45am – 9.00pm Friday 8.45am – 5.00pm 24/7 access to IT with Edge Hill Unicard Aintree – Library and Information Resource Centre (LIRC) 0151-529-5851 Monday to Thursday 8.30am – 8.00pm Friday 8.30am – 5.00pm Saturday 10.00am – 2.00pm Chorley – Woodlands Learning Resource Centre 01257 239736 Monday to Thursday 9.00am – 8.30pm Friday 9.00am – 5.00pm Learning Services has two formal groups, the Associated Health Libraries Group (AHLG), and a FE Partnership Group which liaises with the libraries that Edge Hill University is in partnership with. The health libraries are on NHS sites where Edge Hill University students attend clinical placements, or where there is a remote Edge Hill University teaching centre. The remit of the group is to ensure the effective use of Edge Hill University resources by students whilst either working or studying at an AHLG site. The Hanley Library – Southport and Ormskirk NHS Trust, Southport Hospital (Placement site for Faculty of Health students) 11


01704-704202 Monday to Thursday 8.30am – 5.00pm Friday 8.30am – 4.30pm 24/7 access for Edge Hill students. Please see staff in library about a card. Alder Hey Education Centre Library – Royal Liverpool Children’s Hospital NHS Trust (Placement site for Faculty of Health students) 0151-252-5476 Monday to Thursday 8.30am – 6.00pm Friday 8.30am – 5.30pm Loan Allocations Edge Hill University students can borrow 15 items from any of the three Learning Services Resource Centres. Students using an Associated Health Library whilst at work or on placement will be given an allocation for that individual library and this will supplement the 15 from Learning Services. The resource centres all have stock with varying loan lengths to maximise use. Books are either: 21 days 7 days Overnight Reference only Fines for late return of items are as follows: 21 day loans 5p per day 7 day loans 50p per day overnight 50p per day *Please note that, loan lengths for books and other library materials do vary, according to the number of copies. You are advised to check local times for loans and fines. Learning Services Card All students need an Edge Hill University Unicard to borrow items and get help at a Learning Services’ Help Desk. When students have received their Edge Hill University registration letter with full details of their registration number they can gain a card at the Registration session at Ormskirk. Formal registration sessions are held within week one of Foundation Degree. The registration letter also contains important information regarding your user name and passwords and how to access to the Edge Hill University network. You will receive a temporary password, which you will be required to change when prompted. Passwords need to be changed every 90 days and the network will prompt you to do this both on campus using a PC in a resource centre, or using the GO portal over the internet at home or work. All students must change their passwords to ensure security. 12


Study Facilities in Edge Hill Learning Services Resource Centres Ormskirk LRC 171 study places with PCs Express PCs Self Issue and return Help desks 283 study places without equipment. Bookable quiet study carrels Social learning spaces for group work Loanable laptops for use in the building Bookends CafĂŠ Edge Ahead Centre Aintree LIRC Tables and seating for 70 50 PCs Woodlands 28 study places with laptops to be used in the library or in classrooms. Learning Services Book Stock Your reading list for each module is available on-line from within the library catalogue. You can search for your list under a module code search and then access borrowing information for books and link through direct for full text electronic resources. Total approximately items: Ormskirk LRC

203,000

Full collection of health reading list items. Comprehensive collection of relevant material, Social Sciences, Biological Sciences, Social Policy and Health

Aintree LIRC

23,500

General Nursing, Specialisms, Research, Psychiatry, Midwifery, Health Promotion, Management, Postgraduate Medicine

Woodlands LRC

23,000

Specialist Resources for the Faculty of Education

Learning Services Journal Collections Each library subscribes to a number of periodicals in print: Ormskirk LRC 716 titles Aintree LIRC 300 titles Woodlands LRC 70 titles Electronic journals: Approximately 11,000 titles The electronic journals can be accessed in any Learning Services Resource Centre via a PC or from home/work if students wish to work remotely. All Associated Health Libraries (AHL) subscribe to core nursing and midwifery titles, along with titles for the specialist nature of some Trusts and specialist titles for students on placement. Students can access a wide range of both journal and 13


database resources remotely. They are able to use PCs in the AHL to access the Internet and Edge Hill University’s web resources. Learning Services Electronic Books Students have access to over 40,000 e-books, with a high proportion of nursing and health studies. They are similar to electronic journals, in that they can be accessed in any resource centre or from home/work if students wish to work remotely. Health Information Resources at Aintree The Aintree LIRC provides access to 50 multimedia PCs with full Internet access, email access, word processing, spreadsheet packages and PowerPoint. The LIRC also has an ICT teaching room where IT and resources sessions are held. There are specialist health databases available on the network at any resource centre. These electronic resources can also be accessed remotely for home use using the GO portal and the library catalogue.     

Proquest full text journal collection CINAHL Inernurse Cochrane Database PsychInfo

Services offered by all three Learning Services sites (Aintree, Ormskirk, Woodlands)         

Networked, Multimedia PCs Photocopying Inter Library Loans Binding and laminating Learner Support programme Guides and Publications Self Issue and returns Out of hours book boxes Helpdesks for all IT and resource enquiries

E-learning You will have access to and be expected to use a Virtual Learning Environment during the course of your studies. This Virtual Learning Environment is known as Blackboard and will provide access to course documents, electronic information resources and a very useful discussion facility. Learning Services Guides and Helpdesk Services Learning Services produces guides for all e-resources and the Aintree LIRC and Ormskirk LRC have copies of guides for all the resources related to health. All guides are available in print and as a PDF document via the Learning Services web pages. 14


http://www.edgehill.ac.uk/ls/HelpSup/guidedoc.htm Study Skills Guides The following guides are also available via the Learning Services web pages:  Getting Started – Time and Organisation Skills  Assignment Planning  Harvard Referencing  Note Making  Report Writing http://www.edgehill.ac.uk/ls/resources/health/ The Harvard referencing skills guide, which should be used to assist with referencing in every assignment, can be found here: http://www.edgehill.ac.uk/Sites/LearnServ/HelpSup/guides/Harvard_Referencing.pdf Students can ask for help at any of the Learning Services Helpdesks. There is a helpdesk in the lower ground floor in the Faculty of Health and Social Care, at the Aintree LIRC, Woodlands Resource Centre, LINC Building and 2 in the main LRC on the Ormskirk Campus. Inclusive Services Support Team See page 35 for further information.

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FACULTY of HEALTH POLICIES and PROCEDURES Faculty of Health Policies and Procedures include: 

     

The Faculty Health and Safety Policy can be accessed by logging onto the programme area of the VLE. Just click on FoH Practices and Policies, which can be found on the menu (as at April 2011 work in progress). FOHSC Code of Conduct for Students; Protocol for student supervision in community teams and placements where lone working may occur; Policy and procedures for dealing with breaks in a course arising from sickness/ absence; Protocol for management of cause for concern in practice related to child and/or client care; Policy and procedures in relation to problem drinkers and drug abuse; Failure to meet standards of academic or practical progress as set down in the course regulations.

NB: This list is not exhaustive and from time to time is reduced, expanded or updated in light of statutory, educational or other changing circumstances. This course handbook should be read alongside the Edge Hill University Student Handbook, which is a useful reference and guide to all the services on offer to you as an Edge Hill University student and includes details of the University’s policies and procedures. It is important that you read and familiarise yourself with the contents of this handbook, along with the Edge Hill University Student Handbook, as they contain vital information about your rights and duties as a student.

EQUAL OPPORTUNITIES STATEMENT We are committed to providing an inclusive environment, which is comfortable and welcoming to all students. We aim to identify and prevent any instances of racism, sexism, and homophobia or of discrimination against people with disabilities, from particular socio-economic backgrounds or because of age. We have an equal opportunities policy, which we expect all staff and students to follow – failure to do so is a serious matter. We recognise that equal opportunities must also be central to our teaching and the programmes, which we offer. Our Equal Opportunities Co-ordinating Group monitors and guides the equal opportunities policy of the College, and includes members of staff and students with specialised equal opportunities experience. The group organises arts and cultural events and is happy to talk to anyone who has equal opportunities concerns or issues.

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A full copy of our equal opportunities statement is available from the Enquiries Unit, Tel: 01695 584554. Your programme has been developed in full accordance with Edge Hill University’s Equal Opportunities Policy. It aims to encourage an awareness of Equal Opportunities issues amongst all staff and students connected with them, in line with Edge Hill University policy. The broad spectrum of the programme reflects various aspects of Equal Opportunities as well as a variety of teaching, learning and assessment strategies. The curriculum content relating to issues of age, disability, gender, race, sexuality and social class form a substantial element of the course and are integrated, developed and reflected upon within modules units and themes that run throughout the whole programme. A major feature of the curriculum as it relates to Equal Opportunities is:  To enhance students’ awareness of cultural diversity, which incorporates an awareness of their own culture, preferences and prejudices, along with specific information about different groups in a variety of settings. 

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To promote the development of anti-discriminatory practices and a growing awareness of the potential barriers that cultural diversity can create for effective care delivery (Focus, 2000) and the need for cultural competence in order to meet the needs of an ethnically diverse population.


PROGRAMME AIMS, OBJECTIVES and OUTCOMES Programme Aims and Objectives The overall aim of this Foundation Degree Health and Social Care Programme is to provide an innovative programme that broadens the skill base of health care workers and prepares them to take on additional responsibilities. The programme will prepare students to take up the role of Assistant Practitioner in the NHS and potentially non-NHS Health and Social Care settings. The overall programme aims are to enable the student to: 1. Prepare students to work effectively and safely within their defined area of practice under the instruction and supervision of a registered practitioner within relevant legal and ethical frameworks and in accordance with agreed protocols. 2. Develop and promote the skills of critical, analytical and reflective thinking in students. 3. Promote the ethos of life-long learning and advance students’ sense of personal responsibility and commitment to their ongoing education and development. 4. Prepare students to work inter-professionally as a member of a multi-disciplinary team. 5. Ensure that Assistant Practitioner students are able to respond to the constantly changing context within which health and social care policies are being implemented. 6. Develop an appreciation that knowledge and understanding is acquired within an evidence-based framework. 7. Help students recognise that learning can occur in both education and practice environments and exploit the relationship between them. Programme Outcomes Upon successful completion of their studies, students will be able to: Level 4 Knowledge and Understanding  Understand the basis of human physiology.  Apply the principles of effective communication in a variety of settings.  Identify key legal, ethical and professional principles and their relation to health care practice  Identify relevant psychological explanations for health and human behaviour.  Describe relevant learning theories to inform reflective practice.  Explore the nature of altered physiology and its impact upon health.  Understand the impact of socio-economic factors on health and well-being 18


 

Understand the impact social policy and legislation has on the provision of health care services. Explore learning, teaching and assessment and their application in practice settings.

Intellectual Skills  Apply problem-solving skills to a range of practice situations  Consider their experiences and their contribution to the broader learning context  Recognise and reflect on the limits of their knowledge and skills.  Consider and question own value base and how this impacts upon attitudes and behaviour.  Apply relevant knowledge to inform practice Practical Skills  Demonstrate the need to seek supervision as appropriate.  Apply a range of appropriate caring responses with the practice setting.  Reflect on the effectiveness of their communication and interpersonal skills.  Identify and apply appropriate protocols and care packages.  Demonstrate safe practice in level four care competencies (as identified in Work Based Learning Document).  Demonstrate inter-professional working in practice  Evaluate and reflect on the limits of their knowledge and skills.  Apply the principles of health and safety in the practice setting. Transferable Skills  Manage time effectively.  Engage in learning processes to effectively manage self-development.  Engage in learning processes to effectively manage self-development.  Evaluate their use of information technology, literacy and numeracy skills.  Understand the dynamics of collaborative learning and working.  Locate appropriate evidence to inform service/care delivery. Level 5 Knowledge and Understanding  Analyse appropriate aspects of human physiology  Apply the principles of effective communication in a variety of settings  Analyse the nature of altered physiology and its impact upon health.  Identify key legal, ethical and professional principles and their relation to health care practice  Analyse relevant learning theories to inform reflective practice.  Critically explore relevant psychological explanations for health and human behaviours.  Critically examine theories of leadership management and their application in the practice setting.  Analyse theories of learning, teaching and assessment and their application in practice settings. Intellectual Skills  Evaluate the adequacy of their problem-solving skills in practice situations  Reflect on their experiences and their contribution to the broader learning context. 19


   

Consider and question own value base and how this impacts upon attitudes and behaviour Analyse relevant knowledge to inform practice. Analyse and reflect on learning experiences. Apply the skills of intellectual argument.

Practical Skills  Evaluate the effectiveness of their communication and interpersonal skills.  Identify and apply appropriate protocols and care packages.  Evaluate and reflect on the limits of their knowledge and skills.  Demonstrate safe practice in level five care competencies (as identified in Work Based Learning Document).  Apply the principles of learning, teaching and assessment in the practice setting. Transferable Skills  Manage time effectively.  Reflect on and analyse the effectiveness of health and safety policies and procedures in the practice setting.  Apply problem-solving skills to routine situations  Locate and analyse relevant information to inform practice from a range of sources.  Understand and analyse the dynamics of collaborative learning and working.

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PROGRAMME STRUCTURE AND REQUIREMENTS, LEVELS, MODULE CREDITS AND AWARDS The programme consists of a number of core and option modules, the latter being determined by the student’s prospective employment area and agreed between the student, employer and HEI. There are four 20 credit core modules at Level 4 with a further 40 credits available from within the bank of 20 credit option modules. Some modules have been planned to be delivered spanning both semesters of the academic year allowing a more paced content delivery of those modules considered more challenging as identified in module evaluations and reports, whilst others are delivered over one semester. This means students will undertake approximately three modules per semester in year one. Within year two there are three 20 credit Level 5 core modules, with the remaining 60 credits arising from the bank of option modules. As in year one, there is a mix of module delivery styles resulting in a similar pattern of students studying approximately three modules per semester in year two. The programme is so designed in order to facilitate the ability to develop further modules in the future as needed. An extensive analysis of the emerging Assistant Practitioner roles reveals that they are many and varied. Some organisations have quite unique needs; some roles are in niche areas, hence the number of option modules offered. The option modules have anticipated combinations for completion, these are not, however, compulsory and alternative options may be chosen from any of the named option modules, following the direction of service and agreement of the HEI. An option module will only run when a viable number of students register to undertake the module. Should a student wish to undertake a third option module in Level 5 instead of the shell module, they may do so in either semester one or two, dependent upon modules being delivered. Shell modules will always be undertaken in semester two to facilitate the Faculty’s negotiated learning approval processes to be completed prior to commencement of the module. Option modules will be discussed with the programme leader at the beginning of the programme. Work-based learning is integral to the programme approximating a significant proportion of the overall assessment. Students will be expected to attend university one day per week per semester and four days per week per semester in practice, usually the students own place of work. Whilst in the work place, students will have the opportunity to accomplish new skills and competencies. It is recognized, however, they are not supernumery and that patient needs are paramount, hence routine tasks may at times fill a student’s day. It is, therefore, difficult to determine exactly how much the students will be engaged in learning during their time in the work place, but it is anticipated that 12 hours a week will be focused active workbased learning. Overall, practice has recognised the need for these students to have an educational focus whilst in their place of work on the programme. In keeping with EHU guidelines each 20 credit module has a notional learning hour equivalent of 200 hours. Modules will be normally delivered over 18 week semesters hence, the academic year will, therefore, run over two semesters and be 36 weeks 22


duration. The planning team are cognisant of the longer than normal semester period but firmly believe this will better support students in achievement of the programme learning outcomes whilst, simultaneously, aid the balance between learning and work commitments. Programme Structure and Illustrative Delivery of FdSc Health and Social Care (Assistant Practitioner) Year 1 - Level 4 Semester 1 FDH 1127 An Introduction to Psychology and Sociology in Context (20 credits) Core module FDH 1125 Study Skills Using Evidence Base and Reflection (20 credits) Core module FDH 1142 Principles of Care Practice (20 credits) Core module

Semester 2 FDH 1126 Biological Basis of Health (20 credits) Core module Option Module (20 credits)

Option Module (20 credits)

Students can EXIT after 120 credits at Level 4 with a Certificate in Higher Education Year 2 - Level 5 Semester 1 FDH 2142 Leadership, Management & Learning in Practice (20 credits) Core module

Semester 2 FDH 2141 Public Health and Health Promotion in Practice (20 credits) Core module

FDH 2140 Legal, Ethical & Accountable Practice (20 credits) Core module

Option Module (20 credits)

Option Module (20 credits)

HEA 2077 Negotiated Learning (shell) Module or Option Module (20 credits)

Students complete a further 120 credits at Level 5 totalling 240 credits enabling an EXIT AWARD FdSc Health & Social Care (Assistant Practitioner)

Students who successfully complete the six Level 4 modules may choose to exit with 120 Credits at Level 4 and a Certificate in Higher Education. Students who wish to progress on to Level 5 must have successfully achieved the required Level 4 23


modules to facilitate this progression, however, 30 referred credits at Level 4 may be carried over to year two. Students who go on to successfully complete the six Level 5 modules will be awarded a Foundation Degree in Health and Social Care (Assistant Practitioner) with 240 Credits in total. Assessment Regulations The assessment strategy within the programme is designed to measure progress of the student and their achievement of the learning outcomes in relation to the academic award. They have been developed in acknowledgment of the nature of the student body, allowing sufficient diversity of assessment methods as should support all types of learners without prejudice. Within each module, the assessment strategies employed are congruent with the specific areas of study and provide evidence of the acquisition of cognitive, analytical and practical knowledge and skills required to meet the identified learning outcomes. In accordance with the Academic Regulations students must pass all elements of core modules, however, there is a recognised possibility for condonement within option modules if appropriate. All modules within the programme have a theoretical assessment component with the majority also being assessed in practice as competency statements. The assessment of practical learning outcomes will take place via the Work Based Learning Document. This document will facilitate the recording of progress and achievement of the competency statements, but will also allow for formative development via the use of formal interim feedback interviews between the student and their work based learning facilitator. Levels of performance identified in the practice assessment are derived from the QAA Framework for Higher Education Qualifications (2008). Work based learning facilitators are the students allocated mentors in practice who both support and assess students. The work-based learning facilitator will use the methods of direct observation and supplementary questioning to assess the practical learning outcomes - competencies. Integral to this, students’ will be required to complete a portfolio including their work based learning documents, theoretical assessments and evidence demonstrating their underpinning knowledge, understanding and cognitive ability as part of their PDPs to illustrate their personal development. Entries should be academic pieces of work, based on theories, models, views and the research of others. It is expected that the work will be referenced. An overview is provided on the following page of the strategy outline.

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Overview of Core Module Assessment Strategies Level 4 Module No FDH 1126

Module Title Biological Basis of Health

Assessment Strategies  

FDH 1125

FDH 1127

FDH 1142

Study Skills Using Evidence Base and Reflection

An Introduction to Psychology and Sociology in Context

     

Credit Rating

1½ hour MCQ examination paper (50%) Write a 1500 word case study to explain the effect of one (negotiated) disorder on a particular client (50%)

20 credits Level 4

1000 word review of a research article (50%) 1000 word reflection (50%) Work-based learning competencies

20 credits Level 4

A 500 word essay plan (20%) 2500 word scenario based essay (80%) Work-based learning competencies

20 credits Level 4

Principles of Care *2500 word reflection (100%) Practice *Work-based learning competencies

Approx Submission Dates Week 35 Week 30

Week 12/15 Week 18 Week 18 Week 22 Week 36 Week 36

20 credits

Week 18 Week 18

Overview of Option Module Assessment Strategies Level 4 Module No

Module Title

Assessment Strategies

Credit Rating

FDH 1128

Holistic Patient Assessment in Acute Care

*OSCE x 4 (1hr) (70%) *1000 word reflection (30%) *Work-based learning competencies

20 credits Level 4

FDH 1129

Care of the Patient with Cardiovascular & Respiratory Conditions

 

Presentation (10 min) (50%) 1000 word supporting paper (50%) Work-based learning competencies

20 credits Level 4

25

Approx Submission Dates Week 30/33 Week 34 Week 36 Week 33/35 Week 36 Week 36


Overview of Core Module Assessment Strategies Level 5 Module No

Module Title

Assessment Strategies

Credit Rating

Approx Submission Dates Week 16 Week 18 Week 18

FDH 2140

Legal, Ethical and Accountable Practice

  

20 min presentation (60%) 1000 reflection (40%) Work based learning competencies

20 credits Level 5

FDH 2141

Public Health and Health Promotion in Practice

Poster presentation (100%)

20 credits Level 5

Week 18

FDH 2142

Leadership,  Management and  Learning in Practice 

20 credits Level 5

Week 20 Week 34 Week 36

FDH 2143

Holistic Care of the Patient with Renal, Gastro-intestinal and Endocrine Conditions

1500 word reflection (50%) 1500 word essay (50%) Work based learning competencies Written Exam – Advance Notice – 2 hour paper (100%)

20 credits Level 5

Week 18

Part 1 - Short answer questions (50%) Part 2 - Long answer questions (50%) 

Work-based learning competencies 3000 word Care plan (100%) Work-based learning competencies

FDH 2144

Care of the Patient with Neurological Conditions

 

HEA 2077

Negotiated Learning Shell

4000 words or equivalency (100%)

26

Week 18 20 credits Level 5

Week 34 Week 36

20 credits Level 5

To be negotiated


PROGRAMME MANAGEMENT, STUDENT ACADEMIC/PASTORAL AND WELFARE SUPPORT SYSTEMS The Faculty of Health comprises of over 110 academic staff who work closely with a large administrative/clerical support team to provide teaching and learning opportunities for you throughout your period of study with Edge Hill University. Student academic, pastoral, welfare advice and support is available from a range of sources and all students have access to campus facilities. Counselling and student services are available in addition to the support from: 1. A Programme Leader who is responsible for the day-to-day management, administration and quality of the programme. The aim is to ensure guidelines, policies, procedures and standards as identified by the Academic Regulations and Programme specifications are adhered to and that all students receive an appropriate experience. Reports will be generated as required by Edge Hill University. In addition, the Programme Leader will liaise with Deputy Head of Faculty to inform appropriately about programme, student and curriculum issues. The Programme Leader has the lead role in the provision of this programme and will be the sustained link and overall point of contact for students throughout the two-year programme. You are advised to contact the Programme Leader if you have any issues or concerns related to the programme. The Programme Leader provides continuity for you, the student, throughout the two years. 2. Module Co-ordinators have the responsibility for organisation and day-to-day delivery of the modules. The Module Co-ordinators are available to offer support and advice to students on academic issues, which relate to their module(s). They will provide specific guidance in relation to your theoretical assessments, which they will mark and internally moderate. 3. Personal Tutors will be allocated to each student to provide general academic, professional and pastoral support. Your personal tutor will be one of your first points of contact if there are any problems that you wish to discuss about the programme, your own study needs or any academic or personal guidance that you may need. These might include programme work problems, practice placements issues, referencing, study skills, assignment deadlines or personal problems. Please see the notice board on the first floor. Students are encouraged to seek advice from their personal tutor regarding progress. It is essential that an appointment is made with your Personal Tutor at the beginning of the modules, during the modules and on completion of the modules. It is your responsibility to make and keep appointments with your personal tutor. Issues of theoretical and practical progress are discussed as well as your learning profile, sickness and absence issues, or other matters relating to personal progress. 27


4. Teaching and Learning Development Support Officer : In addition to your personal tutor and the programmed study skills sub-theme, Edge Hill University has a resident teaching and learning development support officer who provides workshops and individual or group support for all students on a range of skills such as essay writing, exam technique, referencing, seminar presentations. Should you require additional support over and above that already provided you may telephone 01695-584242 for individual advice and support or ask your personal tutor to arrange it for you. 5. Finance and Welfare Rights and Disability: The Finance and Welfare Rights Advisers based in the Student Information Centre on the Ormskirk Campus are there to support and advise you on matters relating to financial, consumer rights, grants and benefits and access funds as well as offering support and advise to students with disabilities. 6. Student Services Welfare Officer :

Helen Long Ormskirk: 01695-584122 longh@edgehill.ac.uk

Student Representation The formal means of achieving student feedback on provision, involves student representation across various levels within the academic structure. The Faculty of Health operates a Faculty Board for assuring the overall quality of provision across the Faculty and students’ views are sought through evaluations and other consultative processes. Student representatives form part of the Foundation Degree Programme Board and the various staff student consultative groups and their input is highly valued. If you wish to raise a particular programme related issue, the best formal means is through one of your student representatives. Student feedback is always welcome, and this can be achieved through student evaluations, student satisfaction surveys and informally to members of academic staff. Learning Infrastructure and Support Academic Support Each student entering the programme has a Personal Tutor allocated to them for the duration of the period of study. This role is well established within the Faculty and is an additional means of student support, largely in relation to pastoral support. Students may also utilise the Personal Tutor for academic support in addition to that which is provided by the Module Co-ordinator. The Module Co-ordinator for each module is also available to provide academic support and supervision. The student has the opportunity to discuss their 28


progression and development during structured tutorials. These are used to explore issues relating to theoretical and practical assessments, reflective exercises. Students will also derive support from a mentor in practice. These practitioners will be experienced practitioners within the area of delivery of children and young people services and who have been appropriately prepared to undertake the mentor role by either classroom based, online workshops or a guidance handbook. Practice Placements The Faculty has a long established positive experience of managing practice placements, which are integral to our programmes. It is anticipated that we will build upon our portfolio and develop further suitable placements.

29


STUDENT PROGRESSION AND ACHIEVEMENT Achievement The assessment details can be found within each individual Module Handbook with details of submission/exam dates. Please note the dates carefully, as late submissions will result in a fail grade being awarded. Students should be aware that their work will be subject to internal and external moderation. This is to guarantee internal consistency in marking and to make sure that the standards of our programmes equate to those in other institutions. During the programme, each student will be assessed on a continuous basis. Students are required to achieve minimum acceptable criteria in order to progress to subsequent modules. All candidates must be successful in the assessment of theory to qualify for the award of Foundation Degree. Criteria for successful achievement of your award will be based on your satisfactory attendance and on the results of your theoretical assessment. Progression How will my grades be determined? The grading criteria to be used at Levels 4 and 5 for both assignments and presentations are included in this document and are the framework which internal and external examiners will use to assess your work. How do the award of marks relate to levels? Your course is structured around modules to provide you with academic and professional progression to Level 6. Theoretical Assessment Submission of Summative Course Theoretical Assessments All students must submit their course work or present seminars by the deadline set. Failure to produce work or present seminars on the date due will be treated as nonsubmission and a REFERRAL recorded unless an extension has been previously agreed, in writing, with your 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 and must be submitted on metric A4 paper (i.e. this size). Only use one side of each page and leave a 2.5-cm margin on both left and right sides of each page. 30


Assignments must conform to guidelines on presentation and referencing. Assignments must be submitted in a clear plastic folder with the front page conforming to Faculty requirements. Please do not submit your work in bulky binding, as samples of the work have to be posted to External Examiners. Turnitin The University uses an anti-plagiarism 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 and how to submit their work via the ‘Turnitin’ 'drop box' in 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. Due to limited space, following completion of the course, any assignments or other documentation not collected by students will be destroyed. Exceptional Circumstances Edge Hill recognises that the performance of some students in assessment of theory and/or practice 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” form copies of which, plus notes of guidance for completing the form, are available from the Examinations/Assessment Office in the Faculty of Health and from Student Services on the Ormskirk Campus. This 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 written 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 service staff at Edge Hill, or other appropriate person. Completed forms should be submitted to the Examinations/Assessment Officer in the Faculty of Health. 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. N.B. This procedure cannot be used in conjunction with an agreed extension of submission date.

31


In considering what action to take, the sub-group of the Assessment Board will be required to consider the full details of the exceptional circumstances, the verification provided, the piece(s) of assessment affected and the time span when the exceptional circumstances applied. A judgement will normally be made that either: a. Performance in assessment is not affected. b. Performance in assessment is severely affected; recommendation to defer assessment may be considered.

in

which

case

a

Appeals against Assessment Board Decisions 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 and state the ground(s) for the appeal. Documentary evidence must be provided. d. Students 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 and it shall not be interpreted as acceptance of a failed student on a subsequent stage of the course. Grounds for Appeal a. Academic Appeals can be submitted on one or both of the following grounds: i.

Material administrative error or irregularity in the conduct of assessment in contravention of the assessment regulations or structures for the given award; and/or

ii.

Details of mitigating circumstances which were, for good reason, not previously made available to the appropriate Assessment Boards.

Plagiarism/Collusion/Dishonest Practice Plagiarism is attempting to pass off work as one’s own that which is not one’s own. It includes the representation of work, written or otherwise, of any other person, including another student or any institution as the candidate’s own. It may take the form of: 32


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 a student: a. Knowingly submits as entirely his/her own, work done in collaboration with another person, without official approval; b. Collaborates with another student in the completion of work, which he/she knows is intended to be submitted as that other student’s own unaided work; c. Knowingly permits another student to copy all or part of his/her 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. Penalties may include: 

Reducing the mark of the specific element of assessment;

Deeming the student to have failed the assessment; Deeming the student to have failed the course;

 

Deeming the student to have failed the course and bar them from further study in the Institution.

Pass/Fail Criteria (Theory – Level 4 and 5 Study) 1. Students must complete and reach a satisfactory standard i.e. pass all summative component assessments in each module of the programme. 2. Each candidate will be allowed ONE opportunity to re-sit in theory, with any additional re-sit being at the discretion of the Assessment Board. 3. Failure at the maximum allowed attempts will normally result in the student’s withdrawal from the course. 4. Note that any successful reattempt following the award of a REFERRAL will receive a maximum mark of 40%.

33


Grading Criteria for all Summative Component Assessments within each Unit of Assessment 70+ 60-69 50-59 40-49 39 and below

A B C D REFERRED/FAIL

Role of the Student’s Personal Tutor in the Assessment Process includes: 

Providing on-going comprehensive feedback on the student’s theoretical and practice progress.

Offering the opportunity for discussion on progress with students during and at the end of specific modules.

Ensuring summative and formative assessment data is documented and accurately recorded.

Undertaking appropriate remedial action and providing additional support and referral for individual students as required.

Implement policy guidelines in the event of students failing to meet minimum criteria of assessment.

Role of Module Co-ordinator/Markers: Feedback to students Students will receive written feedback on theory assessments and are encouraged to contact the marker of the work who will be pleased to guide and support the student. Similarly, students will receive feedback from their work-based learning facilitator in practice on their achievement and progress. NOTE Students are encouraged at all times to use the available learning resources on each Campus and seek guidance from tutors and mentors in order to maximise opportunities to achieve assessment criteria. Any clarification required in relation to the process of continuous assessment of theory and practice should be addressed to the Programme Leader or module co-ordinators as appropriate. Referral to student counselling services may be required in order to assist students to overcome/resolve personal problems, which may be impeding their individual progress against agreed criteria. Discontinuation from the Programme on Grounds Other than Failure to Achieve Minimum Assessment Standards 34


Students may be discontinued from the programme as a result of factors other than assessment and in accordance with the agreed disciplinary procedures. Examples of such factors include: 

Excessive absenteeism

Misuse of drugs

Falsification of official records or documents

Disciplinary reasons - any action which results in actual or potential harm to a patient/client, or damage to a client/Edge Hill/placement property, or to any member of placement/college staff.

Any action, which results in court proceedings other than minor traffic offences.

This list is intended to be indicative only and is neither comprehensive nor exhaustive. Holiday Entitlement See course plan for holiday.

35


LEARNING and TEACHING The strategy for learning and teaching adopted for the Foundation Degree Programme broadly reflects the Edge Hill University ‘Teaching and Learning Policy’. There is a commitment to provide all students with the opportunities to :

Acquire an extensive knowledge base together with the associated skills involved in applying that knowledge within a professional discipline.

Develop a range of core intellectual skills such as conceptual understanding, critical analysis, reflection, reasoning, enquiry, primary research skills and research application skills.

Understand how to learn effectively and develop a deep approach to learning and flexibility in learning approaches.

Acquire a range of skills, which are transferable between academic and employment situations. These will include, inter alia: communication skills (oral, written computer-based), problem-solving skills, interpersonal skills (group work, team work), and information retrieval skills.

The transferable skills identified above in a fundamental sense reflect core skills that are required at all levels in the health and social care sectors as the relevant professions wrestle with ongoing changes in both the structure and function of the services they provide. Over the last few years Edge Hill University has demonstrated its commitment to the systematic development of the above transferable skills in all its students by significant expenditure on teaching and learning support structures. The purposebuilt Learning Resources Centre provides ‘state of the art’ learning aids and a hi-tech learning environment, which encourages students to become familiar with the use of information technology. Inclusive Learning It is Edge Hill University’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (eg: electronic copy, large print), or need any other modifications, please contact the programme leader or your personal tutor and we will do our best to accommodate your requirements. If you have a disability or a specific learning difficulty (such as dyslexia or dyspraxia), Edge Hill University will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill University can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support. 36


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.     

Confidential advice, guidance and support to applicants and students with disabilities, mental health needs, visual or hearing impairments; Support and advice regarding applications for Disabled Students Allowance (DSA); Support in organising a Needs Assessment; Individual academic and learning support; Advice and guidance, awareness and training tailored to meet the needs of individuals and groups of staff regarding individual student’ needs, inclusion, equality and diversity issues.

Hazel Devereux Inclusion Manager Email: devereuh@edgehill.ac.uk 01695-584746 David Johnstone Inclusion Co-ordinator Email: johnstod@edgehill.ac.uk 01695-584277 Carol Swift Sensory Support Advisor Email: swiftc@edgehill.ac.uk 01695-584565

Jayne Mayers Team Administrator Email: mayersj@edgehill.ac.uk 01695-584190 Daniel Robinson Inclusion Officer Email: robinson@edgehill.ac.uk 01695-584758 Kate Nixon Inclusion Officer Email: nixonk@edgehill.ac.uk 01695-584758

Explore your learning and skills potential with us. Our approach is informal yet confidential and our aim is to promote independent and inclusive learning by offering advice, information, study resources and support for all learners at Edge Hill University. The Inclusion Team provide: Advice on: time and organisation management, assignment planning, note-making, reading, exam strategies and much more … Advice on: finding information, electronic resources, PowerPoint, word-processing, spreadsheets, questionnaire design and much more … SpLD (dyslexia/dyspraxia): informal and confidential chats, assessments for SpLD, help to access funding, needs assessments, tailored 1-1 support and much more … Skills & Access (Assistive) Technology: additional software to support reading, writing an study skills, including mind-mapping, study skills, speech to text and more … Inclusion Team, Edge Ahead Centre, Learning Resource Centre (LRC), First Floor - Tel: 01695 584372 email: eac@edgehill.ac.uk

37


Assist Edge Hill University is working towards an inclusive environment, which focuses on the individual needs of all students, including those with disabilities. ASSIST (Access for students and staff to Information Services and Technology) is a grouping of learning support services, which will help you in your studies at Edge Hill University. These services are located in three buildings grouped together on the Ormskirk Campus (Library Services (LRC), Computer Services, Learning Development Unit and Media Tech Services). Aditionally, Stephen McDermott provides IT helpdesk support on the Aintree Campus – telephone 0151-529-5851. Induction and training to familiarise you with the wide range of facilities will be given at the commencement of your course. Learning Opportunities The learning opportunities included in the range of theory and practice modules available to students include: 

Lectures, workshops, seminars, tutorials

Group work problem-based learning activity, case studies, work based learning, supervised practice, role models and mentors or assessors, self-directed study, supervised independent study

In developing learning opportunities for students following this programme, the module 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 the differing requirements of students from different backgrounds.

38


FACULTY OF HEALTH: STUDENT CODE OF CONDUCT The following student Code of Conduct was developed on a negotiated basis between students and staff of Edge Hill University’s Faculty of Health. The purpose of this Code, is to outline areas you should be aware of, as a representative of the Faculty of Health. It is in your own interest to familiarise yourself with the contents of this Code, in order to facilitate positive relationships between yourself, the Faculty of Health and placement areas. 1. Act always in such a way as to promote and safeguard the well being and interests of patients and clients. You are representative of the Faculty and your student group. 2. Ensure that no action or omission on your part or within your sphere of influence is detrimental to the condition or safety of patients or clients. 3. Take every reasonable opportunity to maintain and improve knowledge and competence. 4. Acknowledge any limitations of competence and refuse in such cases to accept delegated functions, without first having received instruction in regard to those functions and having been assessed as competent under supervision. 5. Work in a collaborative and co-operative manner with other members of the interprofessional children/young people team and respect their particular contributions within the team. Recognise the need to show due respect to colleagues and others, both in Edge Hill University and on placement. 6. Recognise and respect the involvement of clients and others in the management of children/young people services within the inter-professional team. 7. Consult with an appropriate person or authority e.g. Personal Tutor or WorkBased Learning Facilitator, should you have any conscientious objection, which may be relevant to your professional practice. 8. Avoid any abuse of your privileged relationship with clients and protect all confidential information concerning clients and placements, obtained in the course of professional practices. It is essential that client, their families’ circumstances or the organisation, are NOT discussed where any member of the public may listen to that information. This means discussion about any aspect of work should not occur in the street, shops, public transport, other placements or places where it may be overheard. 9. Report to the Placement Manager, Practice-Based Learning Facilitator or Personal Tutor any circumstances, which are detrimental to any aspect of clients management or the Health and Safety of colleagues. You should also ensure that you are aware of the procedures for dealing with complaints and grievances in operation in each of your placement areas.

39


Punctuality As accountable individuals and out of respect for each other, you have a responsibility to be punctual both in Faculty and whilst on placements. Persistent lateness and absences represent conduct unbecoming in an intended assistant practitioner and will result in disciplinary action. Uniform The wearing of uniform must comply with your placement area. In areas where uniform is not worn, it will be necessary to negotiate at pre-placement visits or by ‘phone’, suitable parameters in respect of appropriate dress. Classroom Conduct 1.

It is expected by staff and fellow students that you will be on time. Students arriving late cause unnecessary disruption. Start times are as per timetable.

2.

Whilst the session 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.

3.

Bins are provided for your use, please dispose of litter as appropriate. This will enhance the environment for all. Smokers, please use the designated areas only.

4.

It is your individual responsibility to sign in before each session. Falsification of this document represents unbecoming conduct and will lead to disciplinary action for yourself and the absent person. Once you have signed as being present for the morning or afternoon, then you must stay until sessions are completed, unless you have negotiated otherwise with your tutor.

5.

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. PLEASE SHOW CONCERN FOR OUR ENVIRONMENT.

Student Status on Placement Whilst you are on placement your status is that of a student. What this means in reality is: 1. Your educational needs are very important, however you are not there as an onlooker. It is vital that you gain experience as a helpful participant within the multi-professional team. 2. Practice placement documentation has been carefully structured to show that throughout the course you have shown progress in accepting responsibility, 40


managing tasks/workload allocated to you and making decisions. It is important, therefore, that you read the assessment documents thoroughly before each placement and agree your outcomes with your mentor or assessor. 3. You are required to work with your mentor for the allocated practice placement day. 4. Finally, do remember that if you are having difficulty in achieving your learning outcomes contact your Personal Tutor, Module or Course Co-ordinator, Hours of Attendance You are advised to refer to your module handbooks for information relating to commencement and finishing times. Hours During Practice Experience Unless otherwise stated, during practice periods, students will be expected to attend placements within hours determined by supervisory placement staff. Practice hours required to complete the programme will be monitored by your personal teacher.

PROCEDURAL POINTS Credits are awarded on the successful completion of modules in both Year 1 and Year 2. Change of Circumstances To ensure that our records are up-to-date you must advise Edge Hill and your FE Colleges of any changes in your circumstances. This is vital so we can keep ourselves and other appropriate organisations informed of any changes. The institution takes no responsibility for failure of communication should the student not notify a change of circumstances to the placement departments. Change of Circumstances include Change of: Name, Address, Telephone number etc. Security of Personal Information, Data Protection and Computer Use Personal details held by Edge Hill University 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.

41


Suspected Abuse of Clients If a student suspects child/client abuse in any setting they should follow the protocols, which will be distributed at the relevant point of the programme and must, as soon as is practicably possible, notify their Personal Tutor/Programme Leader to allow a thorough investigation to take place. Please note that Edge Hill University staff will offer full support to students who report instances of suspected client abuse. 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, college life, or any aspect of your life seek advice as early as possible from your Personal Tutor. The Help Desk Officer in the Student Information Centre may also be able to help. If you make the decision to withdraw from your course you must contact your Programme Leader to complete simple withdrawal procedures.

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Appendix 1

Assignment Marking Criteria: Academic Level 4 Weighting Descriptor

Grade 90-100% (Pass)

80-89% (Pass)

70-79% (Pass)

60-69% (Pass)

50-59% (Pass)

40-49% (Pass)

30-39% (Fail)

43

Relevant knowledge and understanding

75% Application of theory to practice

25% Level of analysis

(If relevant)

Level of investigation and use of supporting evidence

Structure presentation and grammar Excellent structure standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Clearly structured and presented, relevant and grammatically sound. Presented in accordance with assignment guidelines.

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.

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

Demonstrates a clear ability to apply understanding to practice.

Largely demonstrates ability to analyse.

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

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

Demonstrates a clear understanding of links between theory and practice.

Largely demonstrates ability to analyse.

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

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.

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.

Some indications of a limited ability to identify appropriate ideas, concepts and principles. Meets the assessment outcomes at threshold level. Signs of emerging knowledge and understanding. Unable to always select or apply them appropriately. Assessment Outcomes not met.

Broadly links theory and practice.

Largely descriptive with little evidence of discussion.

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

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.

Well structured /presented and, on the whole grammatically sound. Presented in accordance with assignment guidelines. Generally satisfactory standard of structure/ presentation, some grammatical inaccuracies/errors. Presented in accordance with assignment guidelines. Unsatisfactory structure /presentation, spelling and grammatical errors.


Assignment Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

Grade 20-29% (Fail) 10-19% (Fail) 1-9% (Fail)

0

Relevant knowledge and understanding

75% Application of theory to practice

25% Level of analysis

Level of investigation and use of supporting evidence

Provides limited examples of links between theory and practice.

Descriptive and irrelevant discussion.

Provides no examples of links between theory and practice.

Descriptive and no evidence of discussion.

Insufficient reading/ investigation. Incomplete use of references. Most sources not cited. Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited. No supporting evidence.

(If relevant) Insufficient knowledge and understanding. Some factual errors. Assessment Outcomes not met. Insufficient knowledge and understanding. Several factual errors. Assessment Outcomes not met.

Insufficient knowledge Provides no Purely and understanding. examples of links Descriptive Many factual errors. between theory and illogical Use of irrelevant and practice. claims. material. Assessment Outcomes not met. 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.

Structure presentation and grammar Unsatisfactory structure /presentation, spelling and grammatical errors. Poorly structured and presented, numerous spelling and grammatical errors. No logical structure, incomplete sentences, incomprehensible content.

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.

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Examination Marking Criteria: Academic Level 4 Weighting Descriptor

90% Relevant knowledge and understanding

Grade

Application of theory to practice

Level of analysis

(If relevant)

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.

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.

Largely demonstrates ability to analyse.

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 a clear understanding of links between theory and practice.

Demonstrates an overall ability to analyse.

60-69%

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

Provides relevant examples of links between theory and practice.

Emerging evidence of analysis.

45

*

Level of investigation and use of supporting evidence 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. 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. 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. 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.

10% Structure presentation and grammar

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

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

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

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


Examination Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

90% Relevant knowledge and understanding

Grade

Application of theory to practice

Level of analysis

(If relevant)

*

Level of investigation and use of supporting evidence

50-59%

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

Demonstrates an emerging understanding of links between theory and practice.

Descriptive with some evidence of discussion.

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. 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

Makes links between theory and practice.

Largely descriptive with little evidence of discussion.

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.

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.

Descriptive and irrelevant discussion.

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.

30-39%

20-29%

46

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. 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.

10% Structure presentation and grammar

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

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. 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. 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.


Examination Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

Grade 10-19%

1-9%

0

90% Relevant knowledge and understanding

Application of theory to practice

Level of analysis

(If relevant)

Level of investigation and use of supporting evidence

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

No examples of links between theory and practice.

Descriptive and no evidence of discussion.

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.

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.

10% Structure presentation and grammar 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. 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.

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.

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.

47


Poster Presentations – Marking Criteria: Academic Level 4 Weighting Descriptor Grade 90-100% [Pass]

80-89% [Pass]

70-79% [Pass]

60-69% [Pass]

50-59% [Pass]

40-49% [Pass]

48

Required elements All required elements included & balanced as well as significant additional relevant information All required elements included & balanced as well as relevant additional information

All required elements included & balanced as well as additional information All required elements included and balanced

Impact

Layout exceptionally pleasing in terms of design, layout and neatness; Visually attractive Colour/contrasts used effectively Alignment/spacing of elements well thought out Layout aesthetically pleasing in terms of design, layout and neatness; Visually attractive; Colour/contrasts effectively used; Alignment/spacing of elements well thought out Layout aesthetically pleasing; Visually attractive; Colour used effectively; Alignment/spacing of elements uncluttered Layout pleasing; Attractive use of colour/contrasts; Alignment/spacing of elements uncluttered

All required elements included and generally balanced

Layout satisfactory; Colour/contrasts used; Alignment/spacing of elements neat

All required elements included

Acceptably attractive; Some use of colour/contrasts; Generally neat

90% Text, title, captions, labels, headings & subheadings

Content

10% Graphics, illustrations, images

Clear/logical/coherent ; Spelling & punctuation correct; Aim precisely defined; Font size/format appropriate; Author’s name included

Succinct, effective & accurate information; Evidence of analysis/ interpretation/ reasoning; Comprehensive references used & listed; Meets learning outcomes

In focus & easily viewed from 4-6 feet away; Relevant; Capture key issues/ concepts; Labels/captions succinctly describe important concepts

Clear & logical; Spelling & punctuation correct; Aim clearly defined; Font size/format appropriate; Author’s name included

Succinct, effective & accurate information; Evidence of analysis/ reasoning; Relevant references used & listed; Meets learning outcomes

In focus & easily viewed from 4 feet away; Relevant; Capture key issues; Labels/captions clearly describe important concepts

Clear & logical; Spelling & punctuation correct; Aim defined; Font size/format appropriate; Author’s name included

Effective & accurate information; Evidence of analysis; Relevant references used & listed; Meets learning outcomes

In focus & can be viewed from 4 feet away; Relevant; Capture key issues; Labels/captions describe important concepts

Logical; Spelling & punctuation generally correct; Aim defined; Font size/format clear; Author’s name included Clear; Minor spelling & punctuation errors; Aim superficially defined; Font size/format clear; Author’s name not included Clear; Several spelling & punctuation errors; No aim; Font size/format clear; Author’s name not included

Accurate information; Some analysis; References used & listed; Meets learning outcomes

In focus & can just be viewed from 4 feet away; Relevant issues; Labels/captions identify important concepts

Accurate information; Some analysis; References used & listed; Meets learning outcomes

In focus but not easily viewed from 4 feet away; Some relevant issues; Labels/captions identify some concepts Some blurring and not easily viewed from 3 feet away; Some relevant issues; Labels/captions identify some concepts

Information generally accurate; Limited references used & listed; Meets learning outcomes


Poster Presentations – Marking Criteria: Academic level 4 continued…. Weighting Descriptor Grade 30-39% [Fail]

20-29% [Fail] 10-19% [Fail] 1-9% [Fail] 0

Required elements

Impact

90% Text, title, captions, labels, headings & subheadings

Content

Some required elements included

Not attractive; Little/excessive use of colour/contrasts; Neatness poor

Not clear; Spelling & punctuation errors; No aim; Font size/format too small; No author’s name

Some inaccuracies of information; Poor referencing; Learning outcomes not fully met

Few required elements included

Not attractive; Poor use of colour/ contrasts; Not neat

Inaccuracies of information; No referencing; Learning outcomes not met

Significant elements missing

Not attractive; Poor use of colour/ contrasts; Not neat

Not clear; Spelling & punctuation errors; No aim; Font size/format; No author’s name Little or no text

No required elements included

Not attractive; No use of colour/ contrasts; Messy

No text

Significant inaccuracies of information; No referencing; Learning outcomes not met Major inaccuracies of information; No referencing; Learning outcomes not met

10% Graphics, illustrations, images Generally blurred and not easily viewed from 2 feet away; Some irrelevant issues; Labels/captions poorly identify some concepts Generally blurred and not easily viewed; Irrelevant issues; Few labels/captions Lack of clarity and not easily viewed; Irrelevant issues; No labels/captions Significant lack of clarity; Irrelevant issues; No labels/captions

Failure to present without prior permission Evidence of academic malpractice as defined by Institutional Policy Major breech of confidentiality as defined by Course Regulations

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.

49


Presentation Marking Criteria: Academic Level 4 Weighting Descriptor

Grade 90-100% (Pass)

80-89% (Pass)

70-79% (Pass)

60- 69% (Pass)

50-59% (Pass)

40-49% (Pass)

50

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

(If relevant)

35% Level of Structure and investigation organisation of and use of presentation supporting evidence

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.

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

Demonstrates a clear ability to apply understanding to practice.

Largely demonstrates ability to analyse.

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

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

Demonstrates a clear understanding of links between theory and practice.

Largely demonstrates ability to analyse.

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

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.

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.

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.

Well structured and high standard of presentation. Effective use of materials and group dynamics. Excellent communication skills. Excellent time management. Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management. Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills. Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills.


Presentation Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

Grade 30-39% (Fail)

20-29% (Fail)

10-19% (Fail)

1-9% (Fail)

0

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

(If relevant)

35% Level of Structure and investigation organisation of and use of presentation supporting evidence

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.

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

Provides limited examples of links between theory and practice.

Descriptive and irrelevant discussion.

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

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.

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

Provides no examples of links between theory and practice.

Purely Descriptive and illogical claims.

No supporting evidence.

Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics. Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time. Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time. No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time.

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.

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.

51


Reflective Marking Criteria: Academic Level 4 Weighting Descriptor

Grade 90-100%

Relevant knowledge and understanding

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.

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

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. 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. 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.

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.

Largely demonstrates ability to analyse.

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

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

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.

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

(Pass)

60-69%

(Pass)

52

25% Level of Structure investigation presentation and use of and grammar supporting evidence

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.

(Pass)

70-79%

Level of analysis

Thorough explicit knowledge and understanding of the topic.

(Pass)

80-89%

75% Application of reflection to practice

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


Reflective Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

Grade 50-59%

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

(Pass)

40-49%

(Pass)

30-39%

(Fail)

20-29%

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

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

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

(Fail)

10-19%

(Fail)

53

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

75% Application of reflection to practice

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

Level of analysis

25% Level of Structure investigation presentation and use of and grammar supporting evidence

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.

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.

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.

Descriptive and irrelevant discussion.

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

Unsatisfactory structure/ presentation. Spelling and grammatical errors.

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.


Reflective Marking Criteria: Academic Level 4 continued ‌ Weighting Descriptor

Grade 1-9%

(Fail) 0

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

75% Application of reflection to practice

Level of analysis

25% Level of Structure investigation presentation and use of and grammar supporting evidence

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

No logical structure. Incomplete sentences. Incomprehensible content.

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.

54


Assignment Marking Criteria: Academic Level 5 Weighting Descriptor

Grade 90-100% (Distinction)

80-89% (Distinction)

70-79% (Distinction)

60-69% (Merit)

50-59% (Pass)

40-49% (Pass)

55

Relevant knowledge and understanding

75% Application of theory to practice

25% Level of analysis

Level of investigation and use of supporting evidence

(If relevant)

Structure presentation and grammar

Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion. Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Deep knowledge and understanding and application of 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 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.

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

Thorough, explicit knowledge and understanding and application of theories and principles to practice. Applies theories and principles to situations and practice in comprehensive manner.

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.

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

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

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 high standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly and logically presented. Grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Well structured, presented and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

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.

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

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


Assignment Marking Criteria: Academic Level 5 continued ‌ Weighting Descriptor

Grade 30-39% (Fail)

20- 29% (Fail)

10-19% (Fail)

1-9% (Fail)

0%

Relevant knowledge and understanding

75% Application of theory to practice

25% Level of analysis

(If relevant)

Level of investigation and use of supporting evidence

Structure presentation and grammar

Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met. Inadequate knowledge or understanding of topic issues. Some factual errors. 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.

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.

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.

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

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

No knowledge or No application of No evidence No supporting No logical structure. understanding of topic theory to of analysis. evidence. Incomplete sentences. issues. practice. Incomprehensible content. Many factual errors. Assessment outcomes are not met. 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.

56


Examination Marking Criteria: Academic Level 5 Weighting Descriptor

Grade 90-100%

80-89%

70-79%

57

Relevant knowledge and understanding

Application of theory to practice

90% Level of analysis

(If relevant)

Level of * investigation and use of supporting evidence

10% Structure presentation and grammar

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 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 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.

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.

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 continued ‌ Weighting Descriptor

90% Level of analysis

10% Structure presentation and grammar

Relevant knowledge and understanding

Application of theory to practice

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 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.

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.

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.

Demonstrates limited application of theory to practice.

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.

Grade 60-69%

50-59%

58

(If relevant)

Level of * investigation and use of supporting evidence


Examination Marking Criteria: Academic Level 5 continued ‌ Weighting Descriptor

Grade 20-29%

Relevant knowledge and understanding

Application of theory to practice

90% Level of analysis

(If relevant)

Level of * investigation and use of supporting evidence

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.

10-19%

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

No application of theory to practice.

No 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: Lacks evidence of reading and use of any supportive material.

1-9%

No knowledge or understanding of topic issues. Many factual errors. Specified learning outcomes and assessment criteria are not met.

No application of theory to practice.

Purely descriptive with unsubstantiate d 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.

0%

10% Structure presentation and grammar 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. 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.

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.

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.

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 grade awarded

59


Poster Presentations – Marking Criteria: Academic Level 5 Weighting Descriptor Grade 90-100% (Distinction)

80-89% (Distinction)

70-79% (Distinction)

60-69% (Merit)

50-59% (Pass)

60

90% Text, title, captions, labels, headings & subheadings

Impact

All required elements included & balanced as well as significant additional relevant information. Relevant knowledge and understanding applied to practice. Exceptional evidence of independent thought and creativity. All required elements included & balanced as well as relevant additional information. Demonstrates explicit knowledge and understanding.

Layout exceptionally pleasing in terms of design, layout and neatness; Visually attractive; Colour/contrasts used effectively; Alignment/spacing of elements well thought out.

Clear/logical/coherent ; Spelling & punctuation correct; Aim precisely defined; Font size/format appropriate; Author’s name included. Excellent use of headings & subheadings.

Succinct, effective & accurate information; Exceptional evidence of analysis/ interpretation/ reasoning; Comprehensive references used & listed; Accurate use of Harvard referencing system. Meets learning outcomes.

Poster is in focus & easily viewed from 46 feet away; Relevant, Captures key issues/ concepts; Labels/captions succinctly describe important concepts.

Excellent layout, aesthetically pleasing in terms of design, layout and neatness; Visually attractive; Colour/contrasts effectively used; Alignment/spacing of elements well thought out. Layout is of a high standard and is aesthetically pleasing; Visually attractive; Colour used effectively; Alignment/spacing of elements uncluttered. Good layout pleasing; Attractive use of colour/contrasts; Alignment/spacing of elements uncluttered.

Excellent standard that demonstrates clear & logical; Spelling & punctuation correct. Aim clearly defined; Font size/format appropriate; Author’s name included.

Succinct, effective & accurate information; Excellent evidence of analysis/ reasoning independent though. Relevant references used & listed; Meets learning outcomes.

Excellent use of materials; Poster is in focus & easily viewed from 4 feet away; Relevant, Captures key issues; Labels/captions clearly describe important concepts.

High standard that demonstrates clear & logical progression. Spelling & punctuation correct; Aim defined; Font size/format appropriate; Author’s name included. Logical; Spelling & punctuation generally correct; Aim defined; Font size/format clear; Author’s name included.

Effective & accurate information; High standard of analysis; Independent thought. Relevant references used & listed; Meets learning outcomes.

Layout satisfactory; Colour/contrasts used; Satisfactory; Alignment/spacing of elements neat.

Clear; Minor spelling & punctuation errors; Aim superficially defined; Font size/format clear; Author’s name not included.

Accurate information; Some analysis; References used & listed; Meets learning outcomes.

High standard of graphics. Poster is in focus & can be viewed from 4 feet away; Relevant, Captures key issues; Labels/captions describe important concepts. Good use of graphics; Poster is in focus & can just be viewed from 4 feet away; Relevant issues; Labels/captions identify important concepts. Poster is in focus but not easily viewed from 4 feet away; Some relevant issues; Labels/captions identify some concepts.

All required elements included & balanced as well as additional information. Demonstrates a high level of explicit knowledge and understanding. All required elements included and balanced. Demonstrates a good level of knowledge and understanding. All required elements included and generally balanced. Evidence of knowledge and understanding.

Content

10% Graphics, illustrations, images

Required elements

Accurate information; Evidence of good analysis; References used & listed; Meets learning outcomes.


Poster Presentations – Marking Criteria: Academic level 5 continued…. Weighting Descriptor

Grade 40-49% (Pass)

30-39% (Fail)

20-29% (Fail) 10-19% (Fail) 1-9% (Fail) 0

Required elements

Impact

90% Text, title, captions, labels, headings & subheadings

Content

All required elements included. Limited evidence of knowledge and understanding.

Acceptably attractive; Some use of colour/contrasts; Generally neat.

Clear; Several spelling & punctuation errors; No aim; Font size/format clear; Author’s name not included.

Information generally accurate; Limited references used & listed; Meets learning outcomes.

Some required elements included. Limited knowledge and understanding

Not attractive; Little/excessive use of colour/contrasts; Neatness poor

Not clear; Spelling & punctuation errors; No aim; Font size/format too small; No author’s name

Some inaccuracies of information; Poor referencing; Learning outcomes not fully met

Few required Not attractive; Not clear; Inaccuracies of elements Poor use of colour/ Spelling & information; included. contrasts; punctuation errors; No referencing; Knowledge and Not neat No aim; Learning outcomes not understanding Font size/format; met not evident No author’s name Significant Not attractive; Little or no text Significant elements Poor use of colour/ inaccuracies of missing contrasts; information; Knowledge and Not neat No referencing; understanding Learning outcomes not not evident met No required Not attractive; No text Major elements No use of colour/ inaccuracies of included contrasts; information; Knowledge and Messy No referencing; understanding Learning outcomes not not evident met Failure to present without prior permission Evidence of academic malpractice as defined by Institutional Policy Major breech of confidentiality as defined by Course Regulations

10% Graphics, illustrations, images Some blurring and not easily viewed from 3 feet away; Some relevant issues; Labels/captions identify some concepts. Generally blurred and not easily viewed from 2 feet away; Some irrelevant issues; Poor quality graphics Labels/captions poorly identify some concepts Generally blurred and not easily viewed; Irrelevant issues; Few labels/captions Lack of clarity and not easily viewed; Irrelevant issues; No labels/captions Significant lack of clarity; Irrelevant issues; No labels/captions

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.

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Presentation Marking Criteria: Academic Level 5 Weighting Descriptor

Grade 90-100% (Distinction)

80-89% (Distinction)

70-79% (Distinction)

60-69% (Merit)

50-59% (Pass)

40-49% (Pass)

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

(If relevant) Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion. 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 of the topic. Ability to accurately use terminology. Good knowledge and understanding of topic issues. Ability to accurately use terminology.

Level of investigation and use of supporting evidence

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.

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 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. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management.

Thorough, explicit knowledge and understanding and application of theories and principles to practice. Applies theories and principles to situations and practice in comprehensive manner.

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.

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

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

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

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.

Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills.

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

Applies theories and principles to situations/ practice.

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.

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

Presentation Marking Criteria: Academic Level 5 continued ‌ 62

35% Structure and organisation of presentation


Weighting Descriptor

Grade 30-39% (Fail)

20-29% (Fail)

10-19% (Fail)

1-9% (Fail)

0%

Relevant knowledge and understanding

65% Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

35% Structure and organisation of presentation

Basic implicit Demonstrates Limited evidence Limited reading Presentation demonstrates knowledge of some limited of analysis. /investigation. overall structure and relevant topic application of Incomplete use of organisation. issues. theory to references. Limited use of materials. Partial practice. Majority of sources Awareness of time understanding. not cited. management. Assessment Limited communication and outcomes are not management of group met. dynamics. Inadequate Demonstrates Little evidence of Insufficient reading/ Lack of structure and knowledge or little application analysis. investigation. organisation. understanding of of theory to Incomplete use of Limited use of materials. topic issues. practice. references. Limited communication Some factual Most sources not skills. errors. cited. No management of group Assessment dynamics or awareness of outcomes are not time. met. Inadequate No application of No evidence of Lacks evidence of Lack of structure and knowledge or theory to analysis. reading/ organisation. understanding of practice. investigation. Limited use of materials. topic issues. Incomplete use of Limited communication Several factual references. skills. errors. Most sources not No management of group Assessment cited. dynamics or awareness of outcomes are not time. met. No knowledge or No application of No evidence of No supporting No structure or understanding of theory to analysis. evidence. organisation. topic issues. practice. No use of materials. Many factual Incoherent communication. errors. No management of group Assessment dynamics or awareness of outcomes are not time. met. 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.

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.

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Reflective Marking Criteria: Academic Level 5 Weighting Descriptor

Grade 90-100%

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

80-89%

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

70-79%

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

60-69%

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

64

75% Application of reflection to practice

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. 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. 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. 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. Evidence of learning through the reflective process and action planning. Some key insights identified but not developed.

Level of analysis

25% Level of Structure investigation presentation and use of and grammar supporting evidence

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

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

Demonstrates the good use of analytical skills in 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.

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.


Reflective Marking Criteria: Academic Level 5 continued ‌ Weighting Descriptor

Grade 50-59%

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

40-49%

Lacks depth and breadth in coverage of the subject matter. Meets assessment outcomes at threshold level.

30-39%

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

20-29%

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

10-19%

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

65

75% Application of reflection to practice

Level of analysis

25% Level of Structure investigation presentation and use of and grammar supporting evidence

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. 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. 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. 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.

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.

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 accurately.

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

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.

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.

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.

No evidence of analysis.

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.


Reflective Marking Criteria: Academic Level 5 continued ‌ Weighting Descriptor

Grade 1-9%

0%

Relevant knowledge and understanding

75% Application of reflection to practice

Level of analysis

25% Level of Structure investigation presentation and use of and grammar supporting evidence

No knowledge or No application of theory to No evidence of No supporting understanding of practice. analysis. evidence. topic issues. No understanding of reflection Many factual evidenced or attempt made to errors. identify a reflective model. Assessment Work is descriptive with no outcomes are not action planning or learning. met. 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.

No logical structure. Incomplete sentences. Incomprehensible content.

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.

66


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