Assessment Brief 1

Programme title: Foundation Year in Business and Law

Module name: Personal and Career Development
Assessment title: A Journey to become a... (Your goal)
Follow the answer template
Module code: U10475
Module lecturer:
Internal verifier:
Submission deadline: 9th April 2024, 2 pm
Assessment type: Individual Presentation (1200 words)
Presentation will take place on week 6, 7 and 8
Weight: 30% (1,200 words)

Module Aims

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

Indicative Module Content

You will focus upon issues associated with commencing Higher Education with a primary focus
upon personal development and employability. This module content will include establishing
pre and quashing misconceptions about University life; the staff-student relationship and
expectations; the importance of employability within the HE curriculum and engagement with
Career Development Services and the CORE.

Learning and Teaching Strategies

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

Our philosophy of learning and teaching, our understanding of teaching for Foundation years
and CCCU policies and strategies have all influenced our specific approach to learning and
teaching for the Foundation year. Our teaching methods have been developed with explicit
attention to debates pertaining to student learning styles. As such, our teaching methods
provide a framework via which students develop the capacity to manage their own learning and
evolve, over the course of their studies, into independent learners, acquiring the knowledge,
understanding and skills that are essential to learning in Higher Education and to lifelong
learning, post-graduation.

Overview of learning and teaching activities on the module

Teaching will be primarily through small group seminars, workshops, VLE/e-learning

resources, and regular one-to-one tutorials with personal tutors/supervisors.

No Learning Outcomes
1 Understand and act upon specific gaps in their skills as identified during the module.

Description/Guidance

Topic A journey to become a… (your goal)

Follow the answer template
Delivery method: Individual Presentation,10 minutes presentation and 5 mins Question
& Answer session!
Type/format: Individual Presentation by PPT
Word count: PPT (1200 words including speaker note)
Weight: 30% Marks
Submission method: CCCU Turnitin

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 Basic guidelines:  Individual Presentation
 Individual presentation should take about 10 minutes. There
will be an additional 5 minutes for questions at the end.
 In addition, you will need to upload the presentation report to
Turnitin by (TBC). Please ensure you include your name and ID
on the cover page.
 You MUST use college cover page template.
Assessment grading 15% Planning, coherence, and organisation
criteria: 10% Written communication (including accuracy, spelling,
grammar, and punctuation)
20% Context and application of knowledge
35% Oral communication
20% Use of literature and data

Referencing system:

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

Learning Materials/Resources:

Recommended Resources:
 Barker, A. (2010), Improve Your Communication Skills, (2nd ed.) Kogan Page.
 Cottrell, S (2013), The Study Skills Handbook, Basingstoke: Palgrave MacMillan.
 Cottrell, S. (2015), Skills for Success: Personal Development and Employability. 2nd
ed., Palgrave.
 Creme, P., Lea, M. (2008), Writing at University: A Guide For Students (3rd ed).
Maidenhead, UK: Open University Press. [Primary]
 Gallagher, K. (2016), Essential Study and Employment Skills for Business and
Management Students, 3rd ed., OUP.
 Lumley, M. & Wilkinson, J. (2014), Developing Employability for Business, OUP.

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  Moon, J. (1999), Reflection in Learning and Professional Development, Logan Page.
 Moon, J. (2006), Learning Journals: A Handbook for Reflective Practice and
Professional Development, Routledge.
 Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9th
ed., Palgrave Publishing.
 Stuart-Hoyle, M. and Wiles, J. (2012), Orientation to Higher Education, 2nd ed.,
Reader’ Pearson.
 Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9th
ed., Palgrave Publishing.
 Trenholm, S. & Jensen, A. (2004), Interpersonal Communication, 5th ed., OUP.
 Trought, F. (2017), Brilliant Employability Skills: How to Stand Out From The Crowd in
the Graduate Job Market. Pearson.

All the recorded sessions including the weekly lectures can be found on the module blackboard
as a recorded collaborate session.

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

Websites:
You are expected to keep abreast of news, both specific to international logistics and general
news as well as other information published in websites. The following websites are examples
of those which you might find helpful:

http://targetjobs.co.uk/careers-advice
http://wikijob.co.uk/CV’s

Please note that the format and order of this reading list is for illustrative purposes only.
Additional sources can also be found in Library services.

Students are requested to submit a single alphabetical order bibliography list containing all
sources used for each piece of work submitted.

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For guidelines on the required Harvard referencing style please refer to:
http://www.canterbury.ac.uk/library/docs/harvard.pdf

Other information

This handbook should be read in conjunction with other sources:

 Student Handbook: for programme academic information applying to all modules
 Current Student Webpages: for generic student experience information
 Advice for Students Blackboard for Business School information

Date and validity of Module Handbook

Valid for academic year 2023/24.

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 Appendix 1

Learning Log based on Kolb’s Learning Cycle (1984)

Active
Reflective Abstract
Concrete experimentation
observation conceptualisation
Date experience What is my PLAN
What did I What did I THINK?
What did I DO? for future action
OBSERVE? (So what?)
(what next?)

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 Appendix 2

PERSONAL DEVELOPMENT PLAN

Development needs for forthcoming year(s)

Area of specific development Type of Who is Further

Timescales
need development responsible? comments
Provide a specific description of E.g., Online E.g., End of Whether
the desired changes (e.g., skills resources, April, To be additional
gained, knowledge acquired, Course, completed support is
topics/themes/ content covered) Workshop. in the next required?
6 months, Whom and
Over next how will you
1-2 years. access this?

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CRITERION 100-80 79-70 69-60 59-50 49-40 39-20 19-0
Excellent Very good Good Sound Satisfactory Fail Fail
A. KNOWLEDGE & UNDERSTANDING
1. Knowledge Shows systematic and Demonstrates an accurate, Shows an accurate Sound but descriptive Selection of theory is Knowledge of key theories There is a lack of
and application accurate knowledge and systematic understanding of understanding of key knowledge of key satisfactory, and is inaccurate and/or relevant subject-
of subject and understanding of key key theories. Appropriately subject-specific theories with terminology, facts and incomplete. Choice of specific theory.
theories theories beyond what has selected theoretical knowledge theories, which are appropriate application; concepts are handled theory inappropriate.
been taught. Theories are is applied in the assignment. appropriately the work is balanced accurately, but application Application and/or
consistently and integrated within the towards the descriptive and understanding are understanding is very
appropriately applied in context of the rather than the critical generalised or limited. limited.
the assignment. assessment task. or analytical.
2. Information Selects a broad range of Selects a range of relevant Selects mostly Selects generally Selects some appropriate The selection of The selection of
gathering/ highly relevant information and processes it appropriate appropriate information information and processes information is not information is not
processing information and processes effectively. information and and processes it it mainly adequately albeit appropriate to the task appropriate to th
it effectively. processes it on the adequately. with some omissions or and does not seem to be task and the
whole effectively. errors. systematic. Information is information is not
not processed adequately processed.
and there may be
inaccurate use of
processing tools.
3. Evaluation of Effectively evaluates Effectively evaluates Effectively evaluates Shows an accurate basic Shows mostly accurate Evaluation of process and The work shows
process and the information/ data and the information/ data and the information and/or evaluation of evaluation of information the information and/or limited or no
quality of inquiry process, including inquiry process using data and the inquiry information and/or data and or/data and some data is incomplete or evaluation of
information/ some perceptive critique prescribed guidelines. process using and some basic consideration of the inaccurate. either process or
data developed of the techniques used. prescribed guidelines. evaluation of the inquiry process used. outcomes.
process used.
B. COGNITIVE SKILLS
4. Quality of Uses a combination of Some use of primary sources in Uses appropriate Mostly uses appropriate Uses a limited number of The work makes some use The work is based
sources used primary sources and high- conjunction with high quality secondary sources, secondary sources, with appropriate secondary of appropriate sources, on unreliable
quality secondary sources. secondary sources. with some limited use some limited use of sources with little or no but also draws upon and/or
of primary sources. primary sources. direct use of primary unreliable and/or inappropriate
sources. inappropriate sources. sources.
5. Referencing Sources used are Sources used are acknowledged Sources used are Most sources used are Consistent attempts to Citations of sources in the Little or no
acknowledged in the text in the text and reference list acknowledged in the acknowledged in the cite sources in the text but text are inconsistent, acknowledgemen
and reference list and are and used to support text and reference list. text and reference list. contains inaccuracies, inaccurate and/or of sources of

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 used effectively to support
discussion. Referencing
follows a systematic
approach, appropriate to
the discipline. All elements
of individual references are
present.
6. Clarity of This work defines
objectives and appropriate objectives and
focus of work addresses them logically and
coherently throughout the
work to an impressive
extent.
7. Selecting Methodology selected is
research effective and appropriate to
methods the aims and objectives of
(Relationship the task and an excellent
between rationale for its selection is
method chosen provided.
and the nature
of the inquiry)
8. Analysis Makes excellent use of pre-
defined techniques of
analysis relevant to the
discipline. Shows developing
ability to compare
alternative theories/analytic
approaches.
9. Conclusions Conclusions show critical
insight and excellent
development of thinking.
The assignment has
convincing close and relate
clearly and logically to an
accurate representation of
relevant evidence/theory.
discussion. Referencing
follows a systematic
approach, appropriate to the
discipline. All elements of
individual references are
present.
This work defines appropriate
objectives and addresses
them logically and coherently
giving clear focus to the work.
Methodology chosen is
appropriate to the task and a
very good rationale is given
to the selection of this
methodology from the range
of prescribed ones.
Makes very effective use of
pre-defined techniques of
analysis relevant to the
discipline. Shows some
awareness of alternative
theories/ analytic approaches
(where relevant).
Conclusions show critical
insight and very good
development of thinking.
They draw the assignment to
a convincing close and relate
logically to an accurate
representation of relevant
evidence/theory/literature.
Referencing follows a
systematic approach,
appropriate to the
discipline. Most elements
of individual references are
present and accurate.
This work defines some
appropriate objectives and
addresses them
coherently, providing a
clear focus to the work.
Methodology selected is
appropriate to the aims
and objectives of the task
and a coherent rationale is
provided for the selection
of this methodology from
the range of prescribed
ones.
Makes reasonable and
accurate use of pre-
defined techniques of
analysis, relevant to the
discipline. Shows
developing awareness of
alternative theories/
analytic approaches.
Logical conclusions are
drawn which show some
critical insight and are
clearly derived from a
mainly accurate
representation of relevant
evidence/theory/literature.
Referencing generally inconsistencies and/or incomplete. Entries in information in text
follows an approach, omissions. Integration the bibliography/ and/or reference
appropriate to the between text and reference list are list.
discipline. Most reference list is incomplete and/or
elements of individual inconsistent. Some absent.
references are present elements of individual
and accurate. references contain errors.
This work outlines some This work uses In this piece of work In this piece of
appropriate but generalised objectives to objectives are not work no objectives
generalised objectives provide adequate but appropriate and/or are identified, and
and addresses them in a limited focus to the work clearly identified – focus the assignment
way which gives some is not logical or lacks focus and
focus to the work. coherent. coherence.
Choice of methodology Methodology used is The choice of The issue of
is generally appropriate reasonably appropriate to methodology and methodology is not
to the task and a limited the task, albeit with some relationship to addressed and/or
rationale is given for the exceptions, and the brief information and/or data an inappropriate
selection of this rationale offered for the being collected is methodology is
methodology from the selection of this confused and confusing. selected. There is
range of prescribed methodology refers to little evidence of
ones. established guidance. how planning was
used to complete
the task.
Makes satisfactory but Makes mainly satisfactory Here the attempts at The work does not
limited use of pre- but limited use of analysis are ineffective contain effective
defined techniques of established techniques of and/or uninformed by analysis and does
analysis, relevant to the analysis, relevant to the the discipline. not yet engage
discipline. discipline. Some errors or with key
omissions may be present. disciplinary
techniques.
Generally sound Some relevant conclusions The work demonstrates The work either
conclusions are drawn, are drawn which are limited or inaccurate lacks a conclusion
supported by relevant derived from limited understanding of the or presents an
evidence/ theory/ understanding of evidence and does not unsubstantiated
literature. Some evidence/theory/ draw together and/or invalid
omissions or confusions literature. Some arguments effectively. conclusion.
may be present. confusions, digressions
and omissions may
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10. Initiative Effectively assesses the
(taking action, needs of a situation and
independence) takes independent (and
sometimes imaginative)
action necessary to achieve
goals. If in a group setting,
recognises the needs and
views of others.
11. Decision Uses appropriate
making information to evaluate
options. Final decision is
clear and clearly and
logically derived from
evaluation.
C. PRACTICAL SKILLS
12. Creative Creative work shows well-
process developed imagination and
technique. Processes
involved are manipulated to
achieve creative results.
Personal style makes its
mark on models and moulds
influences with originality
and style.
13. Compelling, communicative,
Performance and convincing
performance,
demonstrating thorough
understanding of style.
Accurate, flexible, focused,
Assesses the needs of a
situation and acts to achieve
appropriate goals. If in a
group setting, shows
awareness of the needs and
views of others.
Uses available information to
evaluate possible options.
Final decision is clear and
linked to the evaluation.
Creative work shows
developed imagination and
technique. Processes
involved are handled with
assurance to achieve creative
results. Personal style makes
its mark on models and
moulds influences with some
originality and style.
Focused performance
demonstrating
communication,
commitment, and thorough
understanding of style with
careful attention to detail,
Where goals and methods
are defined, will undertake
tasks requiring
independence. If in a group
setting, shows some
awareness of the needs
and views of others.
Recognises benefits and
disadvantages of some
possible options. Final
decision is clear but an
evidenced rationale for
final decision is limited.
Creative work shows some
developing imagination
and technique. Processes
involved have some
creative application and
outcomes. Personal style
makes its mark at times in
the work and shows some
original application or
adaptation of models.
Performance demonstrates
communication,
commitment, and an
understanding of the genre
with careful attention to
detail, displaying a good
detract from the clarity of
the work.
Demonstrates ability to Demonstrates limited Limited ability has been Ability to
undertake some tasks ability to undertake tasks demonstrated here to undertake
beyond those beyond those prescribed. undertake tasks beyond independent tasks
prescribed where goals If in a group setting, those prescribed. If in a was not
and methods are shows very limited ability group setting, the needs demonstrated on
defined. If in a group to take account of the and views of others this occasion. If in a
setting, shows limited needs and views of have not been group setting, the
awareness of the needs others. meaningfully needs and views of
and views of others. considered. others have not
been considered.
When decisions are When decisions are made, The rationale behind the The outcome or
made a reasonably a reasonably logical but outcome or choice is choice is unclear or
logical rationale for limited rationale for unclear or untenable. absent. In this work
decisions is provided. decisions is provided in the student has not
some but not all cases. demonstrated
ability to make
decisions.
Creative works shows a Creative work shows a This work contains In this piece of
sound level of basic level of imagination undeveloped ideas work skills and
imagination and and technique. Processes and/or little creativity or techniques are
technique. Processes involved have developing skill/technique. Minimal undeveloped.
involved have some creative consequence. personal style and little Creativity or
creative consequence. Personal style is lacking, insight into effective innovation is not
Personal style is evident and the work is mainly working processes is evidenced.
at times in work which derivative in origin. demonstrated here.
is otherwise largely
derivative in origin.
Performance Performance that mostly Performance in which Performance in
demonstrates demonstrates communication, which fluency and
communication, communication, commitment and style focus are severely
commitment and commitment and are limited by struggles limited by a lack of
understanding of the understanding of the with technical control. technical control.
genre with some genre but with little Improvised passages Improvised
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 well-rehearsed, convincing,
and precise performance.
Improvisations are
imaginative, creative, and
stylistically assured. Stage
craft presentation is
excellent.
14. Form and Evidence of critically relating
content in a theory to practice.
practical Demonstrates well
context developed ability to analyse,
synthesise and experiment
with relationships between
form and content. Good
evidence of some creativity.
Technically and
professionally competent in
most respects.
D. TRANSFERABLE SKILLS
15. Extremely effective
Communication communication which
and demonstrates a strong and
presentation sophisticated understanding
(appropriate to of the discipline.
discipline)
16. Clarity of Fluent writing style,
expression appropriate to assignment.
(incl. accuracy, grammar, spelling, and
spelling, numeracy are highly
grammar, accurate.
displaying consistently high
level of technical ability.
Improvised passages are
stylistically correct and
considered. Performance
well-prepared, assured and
persuasive. Stage craft
presentation of a very high
standard.
Beginning to evidence
awareness of the relationship
between theory and practice.
Work tends to be
conventional but shows good
ability to relate form and
content. Aspects of creativity
present. Structure and
content are relevant and
approaching technical and
professional competence
throughout.
Very effective
communication in a format
appropriate to the discipline
which demonstrates strong
understanding of the
discipline.
Fluent writing style,
appropriate to the
assignment. grammar,
spelling, and numeracy are
accurate.
level of technical ability.
Improvised passages show
a good understanding of
style. Performance well-
rehearsed. Stage craft
presentation of a good
standard.
Evidence of an appropriate
relationship between form
and content. Limited
presence of creativity.
Moderate degree of
technical and professional
competence.
Effective communication
in a format appropriate to
the discipline.
Language generally fluent
and expressive. grammar,
spelling, and numeracy
are accurate.
attention to detail and attention to detail and
technical ability. displaying a basic level of
Improvised passages technical ability.
show a sound Improvised passages show
understanding of style. some understanding of
Limited confidence and style. Lacks confidence
attention to stage craft and little attention given
presentation. to stage craft
presentation.
Reasonable evidence of Some evidence of
understanding the understanding of the
relationship between relationship between
form and content. form and content.
Limited degree of Adequate degree of
technical and technical and professional
professional competence. Limited
competence and creativity.
creativity.
Generally effective Generally clear
communication in a communication and some
format appropriate to the evidence of a limited
discipline. awareness of an
appropriate academic
style for the discipline.
Meaning is clear but Meaning is largely clear,
language not always used but language choices
fluently. grammar, include errors which
spelling and/or numeracy detract from the style and
are mainly accurate. fluency. Accuracy of
show poor passages do not yet
understanding of the show
style and may be understanding of
inappropriate. style/genre or
Performance is under- conventions of
rehearsed and performance here.
unconvincing and stage This performance is
conduct is barely under-rehearsed,
addressed. under-rehearsed,
lacking in
confidence and
stage conduct is
not appropriate.
Work shows little or no The work has not
evidence of an addressed the brief
understanding of the in a way that shows
relationship between understanding of
form and content. The the relationship
submission lacks between form and
creativity and is content.
technically poor.
Communication is Communication is
unstructured and disorganised
unfocused and/or in a and/or incoherent
format inappropriate to and does not show
the discipline. understanding of
the discipline’s
style.
The meaning is often The meaning is
unclear with frequent unclear
errors in grammar, throughout. Errors
spelling, and or in spelling,
numeracy. grammar,
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punctuation,
and numeracy)
17. Digital skills Excellent use of a range of
appropriate digital
technologies to enhance the
work, showing digital
literacy and originality.
18. Message is presented clearly
Presentation and imaginatively with very
(visual) strong visual impact.
19. Presentation is very well
Presentation structured and engaging.
(oral) Audibility and pace are
appropriate to audience and
used engagingly with
excellent effect to enhance
the presentation.
20. Interactive Interacts effectively within a
and group skills learning group, giving and
(including receiving information and
teamwork, ideas and modifying
negotiation, responses where
understanding appropriate.
group
dynamics)
21. Self- Confident self-presentation
presentation/ employing a range of
interpersonal interpersonal skills
A range of digital
technologies are used
accurately to enhance the
work, demonstrating very
good digital literacy.
Message is presented clearly
and creatively with strong
visual impact.
Presentation is well
structured and engaging.
Audibility and pace are
effective in engaging the
audience.
Meets obligations to others
(tutors and/or peers)
providing contributions to
support shared objectives.
Recognises and assesses
alternative options.
Confident self-presentation
and interpersonal skills
appropriate to the
spelling, grammar, punctuation
punctuation, and and/or numeracy
numeracy allows make
understanding but needs interpretation
to be improved. challenging for an
assessor.
A range of appropriate Appropriate digital Understandable and clear Some appropriate digital Digital
digital technologies are technologies are used to work with use of technologies are used technologies are
used largely accurately to enhance the work, appropriate digital but overall digital not used
enhance the work, showing some digital technologies but errors literacy is poor. appropriately;
showing good digital literacy. which detract from digital digital literacy not
literacy. literacy. demonstrated.
Presentation is clear and Presentation has a Visual aspect and/or Presented in a Presentation is
has some visual impact. generally sound structure structure of presentation disorganised manner. disorganised
and visual tools are used is adequate but with Lacks appropriate and/or incoherent
effectively. limited creativity. support from visual and/or medium is
tools. non-visual.
Presentation is well- Presentation has a Pace, audibility and/or Delivery is disorganised Presentation is not
structured and attempts generally sound structure. structure of presentation and/or pace and understandable
to engage the audience. Pace and audibility are are adequate with some audibility is poor. and/or inaudible
Pace and audibility are satisfactory most of the areas for development. and/or not an oral
very good. time. presentation.
Shows awareness of the Shows awareness of the Uses basic interactive In this assignment there In this assignment
need to adopt a range of need for adopting a range skills appropriately to was a tendency to avoid there was a lack of
responses to interact of responses to interact usefully contribute to the working with others or contributions to
effectively. Contributes effectively. Contributes group aims. contributions to this the group, or the
effectively to group aims. reasonably effectively to group activity were not contributions
group aims. effective or constructive. made were
unconstructive
and made it
harder for the
group to achieve
their aims.
Adopts both a formal and Adopts both a formal and Shows awareness of Demonstrates some In this task self-
informal style and uses informal style and uses different styles of self- self-awareness and/or awareness and
basic interpersonal skills basic interpersonal skills presentation and is willing interpersonal skills but appropriate
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skills appropriate to the
individual’s aims and
setting(s).
22. Time Meets deadlines. Plans well
management/ ahead. Sets self-determined
self- targets and contingency
management plans allowing sufficient
time to receive and act on
guidance/feedback.
23. Identifies learning needs and
Independence/ follows activities to improve
autonomy performance. Is
(including autonomous in learning
planning and tasks and shows a desire to
managing keep learning and
learning) improving.
24. Reflection Confidently evaluates own
(including self- strengths and weaknesses
criticism/ and the criteria by which
awareness) such judgements are made.
Interrogates received
opinion, prejudices and
value sets operating.
25. Critical Assesses / evaluates the
review (to be work of others convincingly
used in peer using a range of criteria
assessment) (existing and some self-
determined), indicating
possibilities for
improvement.
E. PROFESSIONAL COMPETENCES
individual’s aims and
setting(s).
Meets deadlines. Plans and
monitors progress to allow
sufficient time for
development of the work.
Shows independence in
planning learning, identifying
appropriate learning
resources, and acting on
feedback to keep learning
and improving performance.
Confidently evaluates own
strengths and weaknesses
and shows developing
understanding of the criteria
by which such judgements
are made. Prepared to
question received opinion,
prejudices and value sets
operating.
Assesses and/or evaluates
the work of others using
existing criteria. Provides
insights into how work could
be developed.
appropriate to the
setting(s).
Makes plans and
implements them in an
effective manner to meet
deadlines.
Largely works
independently. Accesses
and uses a range of
learning resources,
feedback, and support to
try to keep learning and
improving performance.
Able to evaluate own
strengths and weaknesses
and shows understanding
of criteria for judgements.
Starts to question
received opinion,
prejudices and value sets
operating.
Comments in general
terms on the work of
others using prescribed
formats. Identifies some
strengths and weaknesses
and may suggest some
generalised
improvements.
generally, appropriately
but not always matching
the needs of the
situation.
Meets important
deadlines. Exhibits some
limited evidence of
planning.
Undertakes clearly
directed work
independently. Uses the
standard learning
resources and feedback
to try to keep learning
and improving
performance.
Demonstrates an
understanding of the
criteria set by others.
Recognises own strengths
and weaknesses in
relation to these criteria.
Does not question
received opinion.
Comments in general
terms on the work of
others using prescribed
formats. May identify
some strengths and/or
weaknesses.
to use them in different
situations but without
always matching the
needs of the situation.
Usually meets important
deadlines. Exhibits limited
evidence of planning.
Demonstrates limited
ability to work
independently, needing
significant guidance on
methods and resources.
Engages with guidance to
meet core requirements.
Dependent on criteria set
by others. Begins to
recognise own strengths
and weaknesses in
relation to these criteria.
Does not question
received opinion.
Comments in general
terms on the work of
others using prescribed
formats. Some of the
comments may be
inaccurate or
inappropriate with room
for development.
at key moments the interpersonal skills
skills deployed did not were not matched
match the needs of the to the needs of
situation. the situation.
Some deadlines met, Deadlines not or
but most deadlines rarely met. Not yet
missed. Extremely demonstrating
limited evidence of ability to make
effective time and implement
management. plans.
Demonstrates very Has not yet
limited ability to work demonstrated
independently, needing ability to work
significant guidance on independently,
methods and resources. needing significant
Is unsuccessful in guidance on all or
engaging with guidance almost all methods
to meet core and resources.
requirements.
Partial awareness of Work does not
criteria set by others apply criteria set
and limited ability to by others or show
evaluate own strengths recognition of
and weaknesses in own strengths
relation to them. and weaknesses.
An inaccurate
view of the
situation is
presented. Lack of
understanding.
Demonstrates limited Has not yet
ability to make reasoned demonstrated
and appropriate ability to make
comment on the work of reasoned and
others. appropriate
comment on the
work of others.
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26. Work Develops objectives which Develops objectives which Uses objectives which are Mostly uses objectives Objectives used show an Not enough of an No attempt made
within a are consistent with are consistent with consistent with which are consistent with awareness of the needs of attempt made to to ascertain needs
framework of professional values and/or professional values and/or professional values professional values/ code clients and professional ascertain needs of of clientele and
professional code of conduct and code of conduct and and/or code of conduct of conduct but are set by values/ code of conduct, clientele and develop a develop a
values/code of appropriate to the clientele. generally appropriate to the but are set by the the clientele. Very limited but these are sometimes workable brief. Limited workable brief.
conduct clientele. clientele. Limited consideration of inconsistently reconciled use of professional Has not worked
professional consideration of appropriateness and and may impact the values and/or code of within the
values/code of appropriateness and practicability of planned quality of the brief conduct frameworks. prescribed
conduct practicability of planned brief. developed. professional
brief. values and/or
code of conduct
framework.
27. Reflective Effectively evaluates Evaluates own practice Interprets own practice Interprets own practice Mostly able to interpret Very limited Incomplete or
practice personal practice and that of effectively and to evaluate and that of others using and that of others using own practice and that of interpretation of own inaccurate
others using several the practice of others using several frames of prescribed frames of others using prescribed practice and that of interpretation of
appropriate frames of several frames of reference. reference. Identifies reference. Identifies some frames of reference. Only others here. As a result, own practice and
reference. Develops plans of Considers alternative future some appropriate further actions. able to identify limited appropriate future that of others
actions considering this actions. further actions. further actions. action planning is here. As a result,
evaluation. extremely limited. not yet able to
plan any
appropriate
future actions.

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