Demonstrate an awareness of the value of study at HE level in the context of their individual and career development.

2025-04-05 08:41:28

Assessment Brief 2

Programme title:	Foundation Year in Business and Law
Module name:	Personal and Career Development
Assessment title:	Personal Reflection on Self-Identification
Module code:	U10475
Module leader:
Internal verifier:
Submission deadline:	21^st May 2025, 2 pm
Assessment type:	Poster Focusing on Personal Development Plan
Weight:	60%/2,400 words (guidance only)

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

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 regularone-to-one tutorials with personal tutors/supervisors.

No	Learning Outcomes
2	Demonstrate an awareness of the value of study at HE level in the context of their individual and career development.
3	Understand how to communicate more effectively both in an oral and written manner.

Description/Guidance

Topic:	This will be based on personal reflection on self-identified sessions within this module. This will be discussed in more detail in the module.
Delivery method:	Poster
Type/format:	Poster focusing on Personal Development Plan
Word count:	2,400 words Please note, that word allocation is provided for the purpose of the assessment weight. The main focus of this assessment is to reflect on

	strengths and weaknesses (building self-awareness as a key skill) and
	development of a personal development plan based on the individual reflection.
Weight:	60% marks
Submission method:	CCCU Turnitin
Basic guidelines	MS Word Poster focusing on Personal Development Plan. Before submission you need to add Cover Page.
Assessment grading criteria:	35% Awareness (reflection including self-criticism) 25% Sources (quality) 10% Referencing 15% Clarity of objectives and focus of work 15% Expression (accuracy, spelling, grammar, punctuation and numeracy)

Referencing System

The business students are required to use Harvard as the standard referencing convention. The Law students can use Oscula for referencing purposes on this module.

Learning Materials/Resources:

Recommended Resources:

Barker, A. (2010), Improve Your Communication Skills, 2^nd ed., Kogan Page.
Cottrell, S (2013), The Study Skills Handbook, Basingstoke: Palgrave MacMillan.
- Cottrell, S. (2015), Skills for Success: Personal Development and Employability. 2^nd ed., Palgrave.
- Creme, P., Lea, M. (2008), Writing at University: A Guide For Students (3^rd ed). Maidenhead, UK: Open University Press. [Primary]
- Gallagher, K. (2016), Essential Study and Employment Skills for Business and Management Students, 3^rd ed., OUP.
Lumley, M. & Wilkinson, J. (2014), Developing Employability for Business, OUP.
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. 9^th ed., Palgrave Publishing.
Stuart-Hoyle, M. and Wiles, J. (2012), Orientation to Higher Education, 2^nd ed., Reader’

Pearson.

Pears, R. and Shields, G. (2013), Cite them Right: The Essential Referencing Guide. 9^th ed., Palgrave Publishing.
Trenholm, S. & Jensen, A. (2004), Interpersonal Communication, 5^thed., 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. For guidelines on the required Harvard referencing style please refer to: http://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.

Assessment 1 Grading Criteria

Criteria	100-70%	69-60%	59-50%	49-40%	39-20%	20-0%
Planning, coherence, and organisation of work	Detailed self-directed planning evident in coherent and well- organised work which meets timescales.	Logical, well-planned, and coherent work which meets timescales.	Evidence of effective planning. Work demonstrates some coherence and is organised and meets timescales.	Evidence of some planning and work has basic coherence and organisation and meets timescales.	Poor organisation and little coherence. Inefficient planning and tasks incomplete.	Disorganised and incoherent. Little evidence of planning.
Context and application of knowledge	Comprehensive knowledge and understanding of subject context demonstrated and used effectively.	Good knowledge and understanding of defined subject context shown and used appropriately.	Sound knowledge and understanding of defined subject context shown and used.	Basic knowledge and understanding of defined subject context demonstrated.	Limited knowledge and understanding of subject shown.	Very limited or no understanding of subject shown.
Presentation	Confident selection, organisation and communication of ideas using appropriate and resources and with clear focus on intended audience.	Confident selection, organisation, and communication of ideas appropriate to the intended audience.	Competent communication of ideas with clarity and an appropriate structure.	Competent and appropriate communication of ideas although some lack of clarity evident.	Ineffective communication and presentation of ideas and lack of clarity in structure.	No coherent communication of ideas.
Written Communication, (including accuracy, spelling, grammar, punctuation)	Fluent and accurate writing style which utilises appropriate conventions and is appropriate to the assignment. Mostly correct grammar and spelling.	Fluent writing style appropriate to the assignment. Academic conventions are used, and grammar and spelling are generally accurate.	Writing style serviceable and appropriate with awareness of academic discipline.	Basic writing style using appropriate format but containing some errors in expression.	Ineffective writing style with little attention to academic or grammatical conventions.	Inappropriate and incoherent. Communication.
Communication (oral)	Engaging and confident presentation of well- structured ideas. Pace is appropriate for subject matter and audience,	Clearly communicated ideas which are well structured, and pace is appropriate. Attempts are made to engage the audience,	Sound structure and pace is evident in appropriate communication of ideas. Some effective audience engagement,	Basic structure and competent communication evident although limited appropriateness or	Presentation of ideas lacks coherence and fluency. Very little attempt to engage with audience at an appropriate level.	Ineffective communication and presentation of ideas, lacking clarity in structure. Minimal

				engagement with audience.		engagement with audience.
Evaluation and Reflection	Excellent use of evaluation and reflection throughout. Confidently reflects on own strengths and weaknesses and translates this to effective action planning.	Consistent and appropriate use of reflection, evaluation, and action planning.	Adequate use of reflection, evaluation, and action planning with evidence of reasoned decision making.	Limited use of reflection, evaluation, and action planning.	Insufficient evidence of reflection or evaluation informing very limited action planning.	No evidence of reflection or evaluation.
Analysis and criticality	Makes very good use of analysis by comparing and contrasting alternate positions using critical insight.	Makes effective use of established techniques of analysis and shows awareness of alternate theories and analytic approaches.	Makes conventional use of analysis, including some criticality. Is aware of current debates.	Makes basic use of analysis and there is evidence of some critical insight and reference to debates.	Little analysis of or justification for ideas.	No evidence of analysis or criticality in presentation of ideas.
Referencing and Academic protocols	Sources used are acknowledged and referenced accurately using a systematic and appropriate approach.	Sources used are acknowledged in a systematic and appropriate approach. References are generally accurate.	Attempts to follow a systematic approach using accepted protocols. References are generally accurate.	Some attempts to cite sources but contains inaccuracies, errors, or omissions.	Limited acknowledgement of sources, which are inaccurate or incomplete.	Little or no acknowledgement of sources of information.
Use of literature and data	Evidence of broad and in- depth consultation of source material, which is well-chosen, appraised, synthesised, and used effectively.	Evidence of independent research and consultation of appropriate sources which are used with critical insight, synthesised, and have relevance.	Sufficient relevant information is consulted, documented, and used in a critical way.	Evidence of reading and research from appropriate sources but this may be presented uncritically or descriptively.	Very limited or inappropriate sources consulted with little critical insight.	Ineffective or irrelevant consultation of sources presented descriptively.

Assessment 2 Grading Criteria

Criteria	100-80% Excellent	79-70% Very Good	69-60% Good	59-50% Sound	49-40% Satisfactory	39-20% Fail	19-0% Fail
Awareness 35% Reflection (including self- criticism/ awareness)	Confidently evaluates own strengths and weaknesses and the criteria by which such judgements are made. Interrogates received opinion, prejudices and value sets operating.	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.	Able to evaluate own strengths and weaknesses and shows understanding of criteria for judgements. Starts to question received opinion, prejudices and value sets operating.	Demonstrates an understanding of the criteria set by others. Recognises own strengths and weaknesses in relation to these criteria. Does not question received opinion.	Dependent on criteria set by others. Begins to recognise own strengths and weaknesses in relation to these criteria. Does not question received opinion.	Partial awareness of criteria set by others and limited ability to evaluate own strengths and weaknesses in relation to them.	Work does not apply criteria set by others or show recognition of own strengths and weaknesses. An inaccurate view of the situation is presented.
Sources 25% Quality of sources used	Uses a combination of primary sources and high-quality secondary sources.	Some use of primary sources in conjunction with high quality secondary sources.	Uses appropriate secondary sources, with some limited use of primary sources.	Mostly uses appropriate secondary sources, with some limited use of primary sources.	Uses a limited number of appropriate secondary sources with little or no direct use of primary sources.	The work makes some use of appropriate sources, but also draws upon unreliable and/or inappropriate sources.	The work is based on unreliable and/ or inappropriate sources.
Referencing 10% Referencing	Sources used are acknowledged in the text and reference list and are used effectively to support discussion. Referencing follows a systematic approach, appropriate	Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic	Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the	Most sources used are acknowledged in the text and reference list. Referencing generally follows an approach, appropriate to the	Consistent attempts to cite sources in the text but contains inaccuracies, inconsistencies and/or omissions. Integration	Citations of sources in the text are inconsistent, inaccurate and/or incomplete. Entries in the bibliography/ reference list are	Little or no acknowledgement of sources of information in text and/or reference list.

to the discipline. All elements of individual references are present.

approach, appropriate to the discipline. All elements of individual references are

present.

discipline. Most elements of individual references are present and accurate.

between text and reference list is inconsistent. Some elements of individual references contain

errors.

incomplete and/or absent.

Clarity 15%

Clarity of objectives and focus of work

This work defines appropriate objectives and addresses them logically and coherently throughout the work to an impressive extent.

This work defines appropriate objectives and addresses them logically and coherently giving clear focus to the

work.

This work defines some appropriate objectives and addresses them coherently, providing a clear focus to the work.

This work outlines some appropriate but generalised objectives and addresses them in a way which gives some focus to the

work.

This work uses generalised objectives to provide adequate but limited focus to the work.

In this piece of work objectives are not appropriate and/or clearly identified – focus is not logical or coherent.

In this piece of work no objectives are identified, and the assignment lacks focus and coherence.

Expression 15%

Clarity of expression (incl. accuracy, spelling, grammar, punctuation, and numeracy)

Fluent writing style, appropriate to assignment. grammar, spelling, and numeracy are highly accurate.

Fluent writing style, appropriate to the assignment. grammar, spelling, and numeracy are accurate.

Language generally fluent and expressive. grammar, spelling, and numeracy are accurate.

Meaning is clear but language not always used fluently. grammar, spelling and/or numeracy are mainly accurate.

Meaning is largely clear, but language choices include errors which detract from the style and fluency. Accuracy of spelling, grammar, punctuation and numeracy allows understanding but needs to be

improved.

The meaning is often unclear with frequent errors in grammar, spelling, and or numeracy.

The meaning is unclear throughout. Errors in spelling, grammar, punctuation and/or numeracy make interpretation challenging for an assessor.

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