Draw critically from current literature, research and policy to demonstrate an understanding of different theoretical perspectives on Autism

School

Carnegie School of Education

Level

7

Semester

2

Credits

20

CRN

19621 (LBP)

Module Leader

Email Address

Trace the historical background to autism, and critically review a range of theoretical perspectives

Critically evaluate current statistics on the prevalence of Autism, and research into the causes of the condition, and systemic marginalisation of people on the autism spectrum

Critically review the diagnostic criteria for Autism (the triad/dyad of Impairments) and explore how they relate to the idea of neurodiversity

Reflect critically on the implications of deficit-oriented and difference-centred approaches to autism for teaching and learning in an inclusive context

Critically examine a wide range of interventions and strategies to support autistic learners, and identify appropriate applications within a familiar context

Foster critical reflection upon practice and the application of acquired knowledge and understanding to formulate effective support for autistic learners

1

Draw critically from current literature, research and policy to demonstrate an understanding of different theoretical perspectives on Autism

2

Review, evaluate and reflect critically on practice, in order to identify an appropriate area for investigation or development related to Autism which is framed by a suitable rationale

3

Design a small scale development to educational practice, underpinned by a critical understanding of autism

4

Critically analyse and evaluate those developments, making reference to the literature, and speculate on the implications for institutional, professional and personal development

5

Apply appropriate professional and academic standards when presenting work

Week Commencing

Date

Type of Session

Topic

Directed Study/ Preparatory work

Follow-up work/reading

30/9/24

Week 10

Seminar

Introduction to the module

Key issues and definitions

Reflect on your existing understanding of autism- What do you already know about it? Read:

Monk et al. (2022) The use of language in autism research. Trends in Neurosciences.

45(11), pp. 791-793

TBC- please see myBeckett resources and announcements

14/10/24

Week 12

Seminar

Changing theoretical

perspectives on autism

TBC- please see myBeckett resources and announcements

21/10/24

Week 13

Project Supervision (2 hrs)

Reflecting critically on educational practice

Choose an educational setting you are familiar with and reflect on how their approach might

have impacted autistic learners

Write critical reflection on the educational practice of your chosen

setting.

4/11/24

Week 15

Seminar

Intersectional perspectives on supporting autistic

learners

TBC- please see myBeckett resources and announcements

11/11/24

Week 16

Seminar

Exploring the evidence base: interventions, strategies and neurodiversity-affirming

practice

Independent research on a strategy of your choice.

Be ready to share what you

have found with others in the group.

TBC- please see myBeckett resources and announcements

25/11/24

Week 18

Project Supervision

(3 hrs)

Developing educational practice

TBC- please see myBeckett resources and announcements

Complete and submit your assignment plan for

review

9/12/24

Week 20

Seminar

Module review and

assessment focus

Please bring any final questions you have about the

assessment to this session.

13/1/25

Week 25

Assessment Week

Activity

Number of Hours

Seminars

15

Project Supervision

5

Minimum Total Contact Hours

20

Guided Independent Study

180

Total Notional Hours

200

Assessment Method:

Written Assignment

Re-assessment Method:

Written Assignment

Word Count

4000 words

Word Count

4000 words

Assessment Date and

Time:

14^th January 2025 at 4pm

Re-assessment  Date  and

Time:

17^th March 2025 at 4pm

Feedback Method:

Written

Feedback Method:

Written

Feedback Date:

11^th February 2025

Feedback Date:

14^th April 2025

Learning      Outcomes Assessed:

1.    Draw critically from current literature, research and policy to demonstrate an understanding of different theoretical perspectives on Autism

2.    Review, evaluate and reflect critically on practice, in order to identify an appropriate area for investigation or development related to Autism which is framed by a suitable rationale

3.    Design a small scale development to educational practice, underpinned by a critical understanding of autism

4.    Critically analyse and evaluate those developments, making reference to the literature, and speculate on the implications for institutional, professional and personal development

5.    Apply appropriate professional and academic standards when presenting work

Organisation and planning

Set, negotiate and meet own objectives and deadlines, collaborating effectively with others to work towards identified objectives and standards

Distinction** 100-86

Individual and/ or group objectives identified, negotiated, and met. Excellent, comprehensive planning evidenced either individually or collaboratively, leading to a full outcome which could not be improved at this level. Excellent detailed evidence of structure, organisation and planning that acknowledges, adapts, and acts sensitively upon the skills and abilities of diverse team members to achieve the

objectives to a high standard to the identified deadlines.

Distinction 85-70

Individual and/ or group objectives identified, negotiated, and met. Very good planning evidenced, either individually or collaboratively

leading to a full outcome. Very good evidence of structure, organisation and planning that acknowledges, adapts, and acts upon the skills and abilities of diverse team members to consistently achieve the objectives to a high standard to the identified deadlines.

Merit 69-60

Individual and/ or group objectives identified, negotiated, and met. Good planning evidenced, either individually or collaboratively leading to a full outcome. Evidence of structure, organisation and planning that acknowledges, adapts, and acts upon the skills and abilities of

diverse team members to achieve the objectives to a high standard to the identified deadlines.

Pass 59-50

Individual and/ or group objectives adequately identified, negotiated, and mainly met. Adequate planning evidenced either individually or

collaboratively leading to a satisfactory identified outcome. Adequate evidence of structure organisation and planning that acknowledges, adapts, and acts upon the skills and abilities of diverse team members to achieve the identified outcomes to identified deadlines.

Fail

49-40

Insufficient organisational skills evidenced either individually or as a group. Objectives and deadlines only partially identified. Little

evidence of coherent structure. Only some consideration of the skills of group members (if appropriate) considered as part of the planning.

Fail 39-30

Sporadic evidence of organisational skills either individually or as a group. Objectives and deadlines identified inconsistently and these, and the confusing structure, need further development Minimal consideration of the skills of group members (if appropriate) considered as

part of the planning.

Fail

29-15

Little evidence of organisation or forward planning and thinking. Planning, where it occurs, is inconsistent and sporadic. Confusing

structure. Objectives and deadlines not fully identified either individually or as part of a group and need considerable further development.

Fail

14-0

No evidence of structure or organisation or forward thinking. Individual and/ or group planning not evident. Objectives and deadlines not

identified either individually or as part of a group and thus not achieved to identified standard

Communication

Select, use, and modify appropriate styles and modes of communication for a wide range of tasks and purposes taking account of the audience/fellow participants.

Distinction** 100-86

Mode(s) of communication: Excellent selection and use of different styles and appropriate modes of communication to suit audience. Content fully, succinctly & clearly explained. Tightly and consistently focused on all elements of the assessment’s aim/ scope/ title/ outcomes throughout

Presentation: Presentation is polished and applied creatively to the topic. Excellent use of visual aids (if applicable), that appropriately strengthen the presentation and could not be improved upon at this level

Academic expression: A fluent academic writing style is evident with accurate spelling and syntax.

Thoughts and ideas clearly and tightly expressed. Appropriate, complete, and accurately cited referencing to the required style. References drawn from a diverse range of sources. Excellent, high quality consistent communication with engaging & high-quality academic expression that addresses all reasonable nuances and implications and could not be improved upon at this level.

Distinction 85-70

Mode(s) of communication: Very good, selection and use of different styles and appropriate modes of communication to suit audience. Content fully, succinctly & clearly explained. Consistently focused on all elements of the assessment’s aim/ scope/ title/ outcomes Presentation: very good with an imaginative approach to the topic. Very good use of visual aids (if applicable) that complement the presentation, are attractive and engaging

Academic expression: Engaging and accomplished. Very high-quality, fluent academic writing style with accurate spelling and syntax.

Thoughts and ideas expressed clearly. Appropriate, accurately cited, and complete references from a range of sources*

Merit 69-60

Mode(s) of communication: Good, appropriate selection and use of different styles and modes of communication to suit the audience. Communicates effectively by being directly relevant to the title, scope and learning outcomes of the assessment.

Presentation: is logically structured. Well written, with correct spelling and syntax. Style is lucid with appropriate format. Good use of visual aids (if applicable). However, some minor improvements could be made to enhance these

Academic expression: Effective, good quality academic expression, and clarity. Stays on topic and addresses most implications and

assumptions of the title. Appropriate, complete, and consistent references which may only have minor inaccuracies.

Pass 59-50

Mode(s) of communication: Appropriate selection for the chosen audience. Satisfactory communication of material which is mainly focused on the assessment title and learning outcomes but occasionally wanders from the point.

Presentation: is adequate and the meaning is apparent, but language and style are not always consistently fluent. Some adequate use of

visual aids (if applicable) however, these require improvement to enhance attractiveness and clarity. Spelling and syntax of academic writing is satisfactory. Some minor in-consistencies and gaps in referencing.

Communication

Select, use, and modify appropriate styles and modes of communication for a wide range of tasks and purposes taking account of the audience/fellow participants.

Academic expression: Satisfactory quality of academic expression, meaning, sand clarity demonstrated with only minor areas identified for

improvement.

Fail 49-40

Mode(s) of communication: Not suitable for the audience. Focus on the assessment title and outcomes demonstrated intermittently with the topic only superficially addressed and terms only sporadically fully explained.

Presentation: is logical but has minor lapses from standard syntax and spelling. Basic use of visual aids (if applicable) that require improvement to strengthen the clarity and attractiveness of the presentation.

Academic expression: Meaning is not always clear and lucid. Style is not consistently fluid. Some inconsistencies and gaps in referencing. Needs some improvement to improve the quality of the writing in some areas

Fail 39-30

Mode(s) of communication: Not suitable for the audience. Inconsistent Minimal focus on the assessment title and outcomes demonstrated. The topic is only superficially addressed, and terms are not fully explained.

Presentation: disorganised in some areas. Very basic use of visual aids (if applicable) that require significant improvement to enhance attractiveness, effectiveness, and clarity. Some errors, omissions, and inconsistencies in the referencing.

Academic expression: Rather poorly written in parts with deficiencies in flow, coherence, clarity, and expression.

Fail 29-15

Mode(s) of communication: not appropriate for the task and/ or audience. Only intermittent connection to the assessment title and outcomes, with the assessment topic/focus only superficially addressed. Terms not fully or clearly explained. Communication is confused. Presentation: disorganised. Poor use of visual aids (if applicable) that require comprehensive changes and development to support the presentation effectively

Academic expression: Poor quality writing with significant deficiencies in expression, flow, style, and format. Significant errors in the

referencing, Minimal coherence with a lack of clarity & academic expression throughout.

Fail 14-0

Mode(s) of communication: not appropriate to the task or audience. The nature of the audience is not considered. Poor connection to title and assessment outcomes with little or no consideration of the topic and terms not fully explained.

Presentation: very disorganised. No or almost no use of visual aids (if applicable)

Academic expression: Very significant deficiencies in expression and format. Very poor quality of academic writing. References incomplete, inaccurate and unacceptable. No coherence or clarity & failure to meet academic level of expression.

Technical capabilities

Select and effectively apply a range of complex tools and techniques to novel situations to achieve innovative solutions.

Distinction**

100-86

Excellent demonstration of originality in knowledge generation from the tools and technique selection applied for the achievement of the

innovative solutions.

Distinction

85-70

Very good selection and consistent effective application of a range of appropriate tools and techniques applied to novel situations to

achieve innovative solutions.

Merit 69-60

Good evidence of the selection and effective application of a range of complex tools and techniques to novel situations to achieve solutions.

Pass

59-50

Demonstrates an appropriate selection and application of tools and techniques. Tool use and application may need some development at

times to achieve solutions.

Fail

49-40

Demonstrates inadequate selection and application from a limited range of tools and techniques. Uses the tools and techniques somewhat

inconsistently in the finding of solutions.

Fail

39-30

Demonstrates a limited awareness understanding or selection of the tools or techniques which can be used to generate develop solutions.

Makes only a limited attempt to use the tools and techniques to find solutions.

Fail 29-15

Demonstrates an extremely limited awareness or understanding of the tools or techniques which can be used to generate solutions. Makes only a very limited attempt to use the tools and techniques to find solutions.

Fail

14-0

Fails to demonstrate any awareness and understanding of the tools or techniques which can be used to achieve solutions.

Theory and principles

Select, critique and apply relevant theory and/or strategies and methodologies for investigating/solving complex issues and research questions.

Distinction**

100-86

Demonstrates originality in knowledge generation by suggesting new effective theoretical or practical approaches to complex questions/

issues.

Distinction

85-70

Demonstrates a very good, deep critical understanding, effective use, and mastery of the knowledge base from a comprehensive relevant

range of theoretical and practice approaches. The knowledge base is used appropriately and consistently throughout.

Merit 69-60

Demonstrates a good critical understanding of a wide and relevant range of theoretical approaches and practice knowledge, key concepts and key debates and utilises them effectively.

Pass

59-50

Demonstrates a satisfactory selection and critique of a range of relevant practice knowledge, key concepts, theoretical approaches, and

key debates from the knowledge base and uses most of them appropriately.

Theory and principles

Select, critique and apply relevant theory and/or strategies and methodologies for investigating/solving complex issues and research questions.

Fail

49-40

Demonstrates insufficient critique, sporadic awareness, and limited selection from a range of practice knowledge, key concepts, theoretical

approaches, and key debates. These may not always be used effectively or appropriately.

Fail

39-30

Demonstrates a limited awareness and selection of practice knowledge, key concepts, theoretical approaches, and key debates. The lack

of knowledge base means it is not always applied/ used consistently or appropriately.

Fail 29-15

Demonstrates a very limited awareness and application of practice knowledge, key concepts, theoretical approaches, and key debates. The lack of knowledge base means it cannot be applied/ used appropriately.

Fail 14-0

Fails to demonstrate any awareness, selection, or application of the knowledge base, key concepts, theoretical approaches, and debates.

The lack of knowledge base means it cannot be applied /used appropriately.

Information/data collection

Work autonomously to select, devise, apply and critically evaluate appropriate methods and tools for data and information collection for an extended

piece of research.

Distinction** 100-86

The selection and depth of engagement with the source material /literature is excellent, comprehensive, and extensive. Coherent, critically evaluated evidence evaluating methods and research tools is demonstrated consistently. Independent thinking and reasoning shown

throughout. Where original data are provided its collection, presentation and analysis are polished and well presented.

Distinction 85-70

Demonstrates a very good, comprehensive approach and engagement with the critical use of appropriate methods and research tools. Where original data are provided its collection, presentation and analysis are polished and well presented. Very good consistent evidence of independent thought or reasoning throughout. Selection and use of source material is very good throughout but lacks the polish of the highest band.

Merit 69-60

Demonstrates good depth of engagement with use of source material/literature, methods and research tools and shows independent thought but may have a few omissions. Where original data are provided its collection, presentation and analysis are consistently

appropriate and well presented.

Pass 59-50

Demonstrates satisfactory understanding and engagement with appropriate literature, methods, and tools. Shows some independent

thought but may have some omissions. Where original data are provided its collection, presentation and analysis are appropriately presented. Some evidence of independent thought or reasoning demonstrated.

Information/data collection

Work autonomously to select, devise, apply and critically evaluate appropriate methods and tools for data and information collection for an extended piece of research.

Fail 49-40

Demonstrates insufficient evidence of engagement with the selection and critical evaluation of source material/literature, methods, and research tools. Insufficient appropriate research tools selected. Where original data are provided, its collection, presentation and analysis

show some omissions. Insufficient evidence of independent thought or reasoning.

Fail 39-30

Demonstrates a limited selection of source material, methods, and research tools. Lacks consistent evidence as to the appropriate use and

critical evaluation of source material, methods, and research tools. Where original data are provided, its collection, presentation and analysis are inconsistent. Limited evidence of independent thought or reasoning.

Fail 29-15

Poor selection of source material, methods, and tools. Some inappropriate research tools selected. Lacks evidence as to the appropriate use and critical evaluation of source material, methods, and research tools. Where original data are provided, its collection, presentation

and analysis are poor. Some minimal evidence of independent thought or reasoning with significant development required.

Fail 14-0

Poor, inappropriate, and inaccurate selection of source material, methods, and research tools. No evidence of engagement with the critical evaluation of source material, methods, and research tools. Where original data are provided, its collection, presentation and analysis are

poor. No evidence of independent thought or reasoning with substantial development required.

Group/interpersonal

Interact effectively and ethically with individuals and groups in varied settings with sensitivity to equality, diversity and culture, to achieve an identified research activity. Clearly delineate negotiate and subscribe to agreed parameters of responsibility in group/team settings and ventures.

Distinction** 100-86

Shows excellent evidence of making sound decisions readily in complex situations; demonstrable evidence of operating both autonomously, sensitively, self critically, inclusively, and collaboratively as a professional; a consistently strong contributor to any team, in any role. Complete synthesis of arguments with all team members working in full collaboration. Evidence of acknowledging and acting

upon the skills and abilities of diverse team members to achieve the outcome.

Distinction 85-70

Shows very good self-direction in tackling and solving problems in professional / subject area. Shows very good initiative and personal responsibility in actions. Shows evidence of strong coordination and teamwork between all team members to produce a coherent and

unified piece of work. Able to consistently work effectively in diverse teams in a range of roles.

Group/interpersonal

Interact effectively and ethically with individuals and groups in varied settings with sensitivity to equality, diversity and culture, to achieve an identified research activity. Clearly delineate negotiate and subscribe to agreed parameters of responsibility in group/team settings and ventures.

Merit

69-60

Shows good self-direction in tackling and solving problems in professional/ subject area. Able to demonstrate working consistently,

sensitively, and collaboratively and effectively in diverse teams. Evidence of constructive collaboration and coordination between team members with minor improvements identified in synthesising individual work for a collective output.

Pass 59-50

Shows some self-direction in tackling and solving problems in professional/ subject area and the requirements of team working.

Satisfactory evidence of coordination of individual efforts for a unified output. Some improvement needed to develop a more unified collective output through more constructive and sensitive collaboration in diverse teams.

Fail 49-40

Evidences some basic self-direction in tackling and solving problems in professional/ subject area.

Inconsistent demonstration of working in a consistent sustained and collaborative manner in a group/ team. Some evidence of coordination of individual effort, although this needs substantial improvement to produce a more developed, unified collective output.

Fail 39-30

Little self-direction or consideration of the need for joint problem solving. Minimal evidence of autonomous self-critical working. Reluctant

collaborator with others. Little evidence of collective work, with either a disproportionate amount of work done by a single person or little coordination of individual outputs resulting in a weak, underdeveloped collective effort.

Fail 29-15

Minimal evidence of autonomous self-critical working or collaboration with others. Reluctant collaborator with others and may at times show evidence of being unsupportive to others. Fails to evidence collective work. Extremely limited evidence of coordination or

collaboration with other team members

Fail 14-0

Is unproductive working alone with minimal insight into indicators for collaboration. Reluctant collaborator with others and may show

evidence of being unsupportive to others. No evidence demonstrated of collective work nor coordination of individual inputs.

Analysis and interpretation

Examine problems and issues critically and in detail using the main theoretical perspectives of the cognate area and the appropriate research methods and strategies, seeking evidence to offer and support valid interpretations.

Distinction** 100-86

Excellent deep, detailed, and critical analysis and interpretation of the material resulting in illuminating, and elegant conclusions that extend the sum of knowledge in the area. A range of appropriate theoretical perspectives and research methods used to support robust and detailed interpretation. The consideration of complex ideas is robust and sustained throughout. Creatively demonstrates new

concepts, ideas, or theories.

Analysis and interpretation

Examine problems and issues critically and in detail using the main theoretical perspectives of the cognate area and the appropriate research methods and strategies, seeking evidence to offer and support valid interpretations.

Distinction

85-70

Very good, deep, detailed, systematic critical analysis and interpretation of the material resulting in well-reasoned conclusions that extend

the sum of knowledge in the area. Theoretical perspectives and research methods used to support robust interpretation Creatively demonstrates new concepts, ideas and/ or theories.

Merit 69-60

Demonstrates good evidence of systematic critical analysis and interpretation of the material resulting in reasoned conclusions. Consistent consideration of complex ideas evidenced. Good use of the theoretical perspectives and research methods to support interpretation.

Demonstrates evidence of some new concepts, ideas and/ or theories.

Pass 59-50

Demonstrates adequate evidence of systematic critical analysis and interpretation of the material resulting in some measured conclusions.

Some consideration of complex ideas evidenced. Adequate evidence of use of some appropriate theoretical perspectives and research methods to support interpretation.

Fail 49-40

Demonstrates some basic evidence of systematic critical analysis and interpretation of the material resulting in some weak conclusions.

Reliance on description rather than critique. Inconsistent use of theoretical perspectives and research methods to support any interpretation. Minimal demonstration of new concepts, ideas, or theories.

Fail 39-30

Over reliance on description at the expense of critical analysis and interpretation. Minimal basic evidence of systematic critical analysis and interpretation resulting in simplistic conclusions that need significant development. Incomplete use of theoretical perspectives and

research methods to support the interpretation.

Fail 29-15

Problems /issues are not consistently critically examined. The theoretical perspectives, research methods and strategies are used in a very

limited way to support interpretation. Analysis of the material is primarily uncritical and not systematic. There is limited evidence to support the drawing of conclusions and those that are present are superficial.

Fail 14-0

No evidence of problems and issues being examined critically. The main theoretical perspectives, research methods and strategies are not used to support any interpretation. Analysis of the material is incomplete, unstructured superficial, and wholly descriptive rather than

critical. There are no conclusions.

Application

Use theories, methodology, techniques, and strategies in new situations in informed and valid ways, demonstrating empirical/experimental rigour in the identification of solutions to new situations/problems.

Distinction** 100-86

Demonstrates excellent, application of conceptual frameworks, principles, and theories and this is embedded consistently, rigorously, and

appropriately throughout Consistent evidence of critical appreciation, originality, and vision in the generation of new insights to inform practice/new situations.

Distinction 85-70

Demonstrates very good use of conceptual frameworks, principles, and theories and how they underpin practice. Challenges received opinion, enabling development, and sustaining of a coherent, rigorous argument in the generation of insights/solutions to inform

practice/new situations.

Merit

69-60

Demonstrates good awareness and application of conceptual frameworks, principles, and theories and how they underpin practice. Good,

robust evidence demonstrated to develop and sustain an argument which applies new insights to inform practice/new situations.

Pass

59-50

Demonstrates adequate awareness and application of conceptual frameworks, principles, and theories and how they might underpin

practice. Some evidence demonstrated to develop an argument which applies new insights to inform practice/new situations.

Fail

49-40

Demonstrates inadequate application of conceptual frameworks, principles, and theories to practice with minimal evidence of a coherent,

insightful, argument. Solutions and insights evidenced need development in argument.

Fail

39-30

Demonstrates unsatisfactory, poorly informed, and inadequate application of conceptual frameworks, principles, and theories to practice

with minimal evidence of a coherent, focused argument. Few insights/ solutions demonstrated in argument.

Fail

29-15

Demonstrates unsatisfactory, invalid, and inadequate application of conceptual frameworks, principles, and theories to practice. Very

limited insights /solutions demonstrated in argument.

Fail

14-0

Little or no evidence of application of knowledge, conceptual frameworks, principles, and theories to practice. No insights or solutions

demonstrated in unreasoned argument

Synthesis and evaluation

Critically evaluate and justify existing information and methodologies. Create new connections between theoretical perspectives, methods and strategies

applied.

Distinction**

100-86

Excellent work, demonstrating new connections independent thought reasoned and critiqued from credible sources and the generation of

innovative views.

Distinction

85-70

Very good demonstration of independent thought, new connections between ideas and critical, well-reasoned engagement with a range of

consistently, well justified alternative views.

Synthesis and evaluation

Critically evaluate and justify existing information and methodologies. Create new connections between theoretical perspectives, methods and strategies applied.

Merit

69-60

Good demonstration of independent thought with good evidence showing the combining of ideas and critical engagement. Consistent

reasoned, justification of alternative views and perspectives.

Pass 59-50

Contains some independent thinking and justification. There may be some development required in the combining of ideas and critically engaging with the evaluation of alternative views from alternative sources.

Fail 49-40

Contains some independent thinking. Rather sporadic attempt to develop, justify and synthesise ideas and engage with the weighing up of

alternative views from credible sources. Critical reasoning and evaluation of ideas needs development.

Fail 39-30

Minimal evidence of independent, critical thinking shown and little development and connection of ideas. Little attempt to engage with weighing up and combining ideas from different sources.

Fail

29-15

Very little evidence shown of understanding the relationship between sources or evaluating information. Expresses only a personal

position and is uncritical in its conformity to one or more standard views of the topic.

Fail 14-0

No attempt to combine evidence or others’ views to create a critical perspective of the topic. No evidence of understanding or weighing up

the relationship /connections between sources.

Reflection

Give deliberate thought to the critical consideration of issues from a range of diverse settings and the methods, process, and outcomes by which new solutions or actions emerge and can affect self and others.

Distinction** 100-86

Excellent evidence of a strong sense of motivation and commitment to personal and professional development, is explicitly communicated. Evidence that issues have been critically deliberated and considered from a wide range of perspectives/ settings and that there is evidence

that the process and outcomes are articulated in terms of how they impact on self and others.

Distinction 85-70

Very good, evidence demonstrated indicating full responsibility for own learning, the capacity to advance their knowledge and develop new skills to a high level. Very good, effective use of reflective cycles/ frameworks. Clear consistent evidence throughout that the process

and outcomes are articulated in some detail in terms how they impact on self and others.

Merit 69-60

Good evidence demonstrated of the capacity to continue to advance their knowledge and understanding, and to develop new skills to a high level. Good, effective use of reflective cycles/ frameworks. Clear evidence that the process and outcomes are articulated in terms of how they impact on self and others.

Reflection

Give deliberate thought to the critical consideration of issues from a range of diverse settings and the methods, process, and outcomes by which new solutions or actions emerge and can affect self and others.

Pass

59-50

Adequate evidence of a sense of motivation and commitment to personal and professional development, which is clearly communicated

and evidenced. Some evidence that issues have been critically deliberated on and considered from different perspectives/ settings. Some development required on citing evidence that the process and outcomes are articulated in terms of how they impact self and others.

Fail 49-40

Inadequate evidence of awareness of personal qualities and areas for self-development and that issues have been critically deliberated on

and considered from different perspectives/ settings. Development required in using appropriate reflective frameworks and citing evidence that the process and outcomes are articulated in terms how they impact self and others.

Fail 39-30

Limited awareness of personal strengths and areas for development in relation to task. Minimal evidence that the process and outcomes are considered in terms of impact on how they affect self and others. Ineffective and sporadic use of reflective cycle/frameworks used.

Fail 29-15

Little awareness of personal strengths and weaknesses in relation to task. Minimal evidence that the process and outcomes are considered

in terms of impact on how they affect self and others. Insufficient evidence of reflective cycle/frameworks used.

Fail 14-0

No awareness of personal strengths and areas for development in relation to task. No evidence that the process and outcomes are

considered in terms of impact on how they affect self and others. No evidence of reflective cycle/frameworks used.

Creativity

Propose alternative solutions and modifications by combining different sources of information in new patterns. Identify new areas for investigation/new

problems/new methodological approaches.

Distinction**

100-86

Authentic and true originality in the application of knowledge and creative invention; Innovative areas for new ideas/ and investigation

identified and comprehensively explored.

Distinction

85-70

Frequent indications of originality in the application of knowledge. Significant new areas for development, innovation and exploration

identified.

Merit

69-60

Demonstrates good, consistent understanding of specialised and/ or applied knowledge, with some indications of originality. Some new

areas for development, innovation and exploration identified.

Pass 59-50

Adequate indication of originality in the application of knowledge. Satisfactory alternative solutions/ ideas proposed. Some approaches/

areas for exploration identified.

Creativity

Propose alternative solutions and modifications by combining different sources of information in new patterns. Identify new areas for investigation/new problems/new methodological approaches.

Fail 49-40

Inadequate, inconsistent indication of originality in the application of knowledge. Some development still required in proposing alternative

solutions/ ideas.

Fail

39-30

Limited indication of originality in the application of knowledge. Significant development required in finding alternative solutions/ ideas.

Few new approaches/ areas for exploration identified.

Fail 29-15

Minimal indication of originality in the application of knowledge. Few alternative solutions/ ideas proposed. And little attempt to identify

approaches for further exploration.

Fail

14-0

No indication of originality in the application of knowledge. No alternative solutions/ ideas proposed. No new approaches/ areas for

exploration identified.