Undertake a basic, subject specific literature review relevant to the focus of study.

Programme title:

Foundation Year in Business and Law

Module name:

Individual Project

Assessment title:

Write up a small individual project.

Module code:

U10477

Module leader:

Internal verifier:

Submission deadline:

21^st May 2025, 2:00 pm

Assessment type:

Individual Report (2,800 words)

Weight:

70%

No

Learning Outcomes

1

Undertake a basic, subject specific literature review relevant to the focus of study.

2

Employ a simple, discipline appropriate methodology for their investigation.

3

Communicate their ideas, arguments and findings clearly using an individual proposal and individual essay.

Topic:

The module invites you write up a small individual project

Delivery method:

Assignment

Type/format:

Report (Individual)

Word count:

2,800 words

Weight:

70% marks

Submission method:

CCCU Turnitin

Basic guidelines:

• Individual Report
  • A series of option topics from which you will need to choose one will be discussed with you during the taught element of this module.
• The module invites you to choose, carry out and write up a small

individual project. You MUST use college cover page template.

Assessment grading criteria:

15% Knowledge and application of subject and theories 15% Information gathering and processing.

10% Quality of sources used. 10% Referencing

15%  Analysis

15%  Conclusions

20% Clarity of expression (incl. accuracy, spelling, grammar, punctuation and numeracy)

Student name:

ID No

CCCU ID No

Submission date:

Programme:

Module name and code:

Title:

Assessor name:

Student declaration

I certify that the assignment submission is entirely my own work. I fully understand the

consequences of plagiarism. I understand that making a false declaration is a form of malpractice.

Student signature:

Date:

SL no

Description

Page no

CRITERION

100-80%

Excellent

79-70%

Very good

69-60%

Good

59-50%

Sound

49-40%

Satisfactory

39-20%

Fail

19-0%

Fail

A. KNOWLEDGE & UNDERSTANDING

1. Knowledge and

Shows systematic

Demonstrates an

Shows an

Sound but

Selection of

Knowledge of key

There is a lack of

application of

and accurate

accurate,

accurate

descriptive

theory is

theories is

relevant subject-

subject and

knowledge and

systematic

understanding of

knowledge of key

satisfactory, and

inaccurate and/or

specific theory.

theories

understanding of

understanding of

key subject-

theories with

terminology, facts

incomplete.

key theories

key theories.

specific theories,

appropriate

and concepts are

Choice of theory

beyond what has

Appropriately

which are

application; the

handled

inappropriate.

been taught.

selected

appropriately

work is balanced

accurately, but

Application

Theories are

theoretical

integrated within

towards the

application and

and/or

consistently and

knowledge is

the context of the

descriptive rather

understanding are

understanding is

appropriately

applied in the

assessment task.

than the critical or

generalised or

very limited.

applied in the

assignment.

analytical.

limited.

assignment.

2. Information

Selects a broad

Selects a range of

Selects mostly

Selects generally

Selects some

The selection of

The selection of

gathering/

range of highly

relevant

appropriate

appropriate

appropriate

information is not

information is not

processing

relevant

information and

information and

information and

information and

appropriate to

appropriate to the

information and

processes it

processes it on

processes it

processes it

the task and does

task and the

processes it

effectively.

the whole

adequately.

mainly adequately

not seem to be

information is not

effectively.

effectively.

albeit with some

systematic.

processed.

omissions or

Information is not

errors.

processed

adequately and

there may be

inaccurate use of

processing tools.

3. Evaluation of

Effectively

Effectively

Effectively

Shows an

Shows mostly

Evaluation of

The work shows

process and the

evaluates

evaluates

evaluates

accurate basic

accurate

process and the

limited or no

quality of

information/data

information/data

information

evaluation of

evaluation of

information

evaluation of

information/data

and the inquiry

and the inquiry

and/or data and

information

information and

and/or data is

either process or

developed

process, including

process using

the inquiry

and/or data and

or/data and some

outcomes.

some perceptive critique of the techniques used.

prescribed guidelines.

process using prescribed guidelines.

some basic evaluation of the inquiry process

used.

consideration of the process used.

incomplete or inaccurate.

B. COGNITIVE SKILLS

4. Quality of

Uses a

Some use of

Uses appropriate

Mostly uses

Uses a limited

The work makes

The work is based

sources used

combination of

primary sources in

secondary

appropriate

number of

some use of

on unreliable and/

primary sources

conjunction with

sources, with

secondary

appropriate

appropriate

or inappropriate

and high-quality

high quality

some limited use

sources, with

secondary sources

sources, but also

sources.

secondary

secondary

of primary

some limited use

with little or no

draws upon

sources.

sources.

sources.

of primary

direct use of

unreliable and/or

sources.

primary sources.

inappropriate

sources.

5. Referencing

Sources used are

Sources used are

Sources used are

Most sources

Consistent

Citations of

Little or no

acknowledged in

acknowledged in

acknowledged in

used are

attempts to cite

sources in the

acknowledgement

the text and

the text and

the text and

acknowledged in

sources in the text

text are

of sources of

reference list and

reference list and

reference list.

the text and

but contains

inconsistent,

information in text

are used

used to support

Referencing

reference list.

inaccuracies,

inaccurate and/or

and/or reference

effectively to

discussion.

follows a

Referencing

inconsistencies

incomplete.

list.

support

Referencing

systematic

generally follows

and/or omissions.

Entries in the

discussion.

follows a

approach,

an approach,

Integration

bibliography/

Referencing

systematic

appropriate to the

appropriate to the

between text and

reference list are

follows a

approach,

discipline. Most

discipline. Most

reference list is

incomplete

systematic

appropriate to the

elements of

elements of

inconsistent.

and/or absent.

approach,

discipline. All

individual

individual

Some elements of

appropriate to the

elements of

references are

references are

individual

discipline. All

individual

present and

present and

references

elements of

references are

accurate.

accurate.

contain errors.

individual

present.

references are

present.

6. Clarity of

This work defines

This work defines

This work defines

This work outlines

This work uses

In this piece of

In this piece of

objectives and

appropriate

appropriate

some appropriate

some appropriate

generalised

work objectives

work no objectives

focus of work

objectives and

objectives and

objectives and

but generalised

objectives to

are not

are identified, and

addresses them

addresses them

addresses them

objectives and

provide adequate

appropriate

the assignment

logically and coherently throughout the work to an

impressive extent.

logically and coherently giving clear focus to the work.

coherently, providing a clear focus to the work.

addresses them in a way which gives some focus to the work.

but limited focus to the work.

and/or clearly identified – focus is not logical or coherent.

lacks focus and coherence.

7. Selecting

Methodology

Methodology

Methodology

Choice of

Methodology

The choice of

The issue of

research methods

selected is

chosen is

selected is

methodology is

used is reasonably

methodology and

methodology is

(Relationship

effective and

appropriate to the

appropriate to the

generally

appropriate to the

relationship to

not addressed

between method

appropriate to the

task and a very

aims and

appropriate to the

task, albeit with

information

and/or an

chosen and the

aims and

good rationale is

objectives of the

task and a limited

some exceptions,

and/or data being

inappropriate

nature of the

objectives of the

given to the

task and a

rationale is given

and the brief

collected is

methodology is

inquiry)

task and an

selection of this

coherent

for the selection

rationale offered

confused and

selected. There is

excellent rationale

methodology

rationale is

of this

for the selection

confusing.

little evidence of

for its selection is

from the range of

provided for the

methodology

of this

how planning was

provided.

prescribed ones.

selection of this

from the range of

methodology

used to complete

methodology

prescribed ones.

refers to

the task.

from the range of

established

prescribed ones.

guidance.

8. Analysis

Makes excellent

Makes very

Makes reasonable

Makes

Makes mainly

Here the attempts

The work does not

use of pre-defined

effective use of

and accurate use

satisfactory but

satisfactory but

at analysis are

contain effective

techniques of

pre-defined

of pre-defined

limited use of pre-

limited use of

ineffective and/or

analysis and does

analysis relevant

techniques of

techniques of

defined

established

uninformed by

not yet engage

to the discipline.

analysis relevant

analysis, relevant

techniques of

techniques of

the discipline.

with key

Shows developing

to the discipline.

to the discipline.

analysis, relevant

analysis, relevant

disciplinary

ability to compare

Shows some

Shows developing

to the discipline.

to the discipline.

techniques.

alternative

awareness of

awareness of

Some errors or

theories/analytic

alternative

alternative

omissions may be

approaches

theories/analytic

theories/analytic

present.

(where relevant).

approaches

approaches

(where relevant).

(where relevant).

9. Conclusions

Conclusions show

Conclusions show

Logical

Generally sound

Some relevant

The work

The work either

critical insight and

critical insight and

conclusions are

conclusions are

conclusions are

demonstrates

lacks a conclusion

excellent

very good

drawn which

drawn, supported

drawn which are

limited or

or presents an

development of

development of

show some critical

by relevant

derived from

inaccurate

unsubstantiated

thinking. They

thinking. They

insight and are

evidence/theory/

limited

understanding of

and/or invalid

draw the

draw the

clearly derived

literature. Some

understanding of

the evidence and

conclusion.

assignment to a convincing close and relate clearly and logically to an accurate representation of relevant evidence

/theory/

literature.

assignment to a convincing close and relate logically to an accurate representation of relevant evidence

/theory/

literature.

from a mainly accurate representation of relevant evidence

/theory/ literature.

omissions or confusions may be present.

evidence/theory/ literature. Some confusions, digressions and omissions may detract from the clarity of the work.

does not draw together arguments effectively.

10. Initiative (taking action, independence)

Effectively assesses the needs of a situation and takes independent (and sometimes imaginative) action necessary to achieve goals. If in a group setting, recognises the needs and views

of others.

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.

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.

Demonstrates ability to undertake some tasks beyond those prescribed where goals and methods are defined. If in a group setting, shows limited awareness of the needs and views of others.

Demonstrates limited ability to undertake tasks beyond those prescribed. If in a group setting, shows very limited ability to take account of the needs and views of others.

Limited ability has been demonstrated here to undertake tasks beyond those prescribed. If in a group setting, the needs and views of others have not been meaningfully considered.

Ability to undertake independent tasks was not demonstrated on this occasion. If in a group setting, the needs and views of others have not been considered.

11. Decision making

Uses appropriate information to evaluate options. Final decision is clear and clearly and logically derived from evaluation.

Uses available information to evaluate possible options. Final decision is clear and linked to the evaluation.

Recognises benefits and disadvantages of some possible options. Final decision is clear but an evidenced rationale for final

decision is limited.

When decisions are made a reasonably logical rationale for decisions is provided.

When decisions are made, a reasonably logical but limited rationale for decisions is provided in some but not all cases.

The rationale behind the outcome or choice is unclear or untenable.

The outcome or choice is unclear or absent. In this work the student has not demonstrated ability to make decisions.

C. PRACTICAL SKILLS

12. Creative

process

Creative work

shows well-

Creative work

shows developed

Creative work

shows some

Creative works

shows a sound

Creative work

shows a basic

This work

contains

In this piece of

work skills and

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.

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.

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.

level of imagination and technique.

Processes involved have some creative consequence. Personal style is evident at times in work which is otherwise largely derivative in origin.

level of imagination and technique.

Processes involved have developing creative consequence. Personal style is lacking, and the work is mainly derivative in origin.

undeveloped ideas and/or little creativity or skill/ technique.

Minimal personal style and little insight into effective working processes are demonstrated here.

techniques are undeveloped. Creativity or innovation are not evidenced.

13. Performance

Compelling, communicative, and convincing performance, demonstrating thorough understanding of style. Accurate, flexible, focused, well-rehearsed, convincing, and precise performance.

Improvisations are imaginative, creative, and stylistically assured. Stage

craft presentation is excellent.

Focused performance demonstrating communication, commitment, and thorough understanding of style with careful attention to detail, displaying consistently high level of technical ability. Improvised passages are stylistically correct and considered.

Performance well- prepared, assured and persuasive.

Stage craft

Performance demonstrates communication, commitment, and an understanding of the genre with careful attention to detail, displaying a good level of technical ability. Improvised passages show a good understanding of style.

Performance well- rehearsed. Stage craft presentation of a good

standard.

Performance demonstrates communication, commitment and understanding of the genre with some attention to detail and technical ability. Improvised passages show a sound understanding of style. Limited confidence and attention to stage craft presentation.

Performance that mostly demonstrates communication, commitment and understanding of the genre but with little attention to detail and displaying a basic level of technical ability. Improvised passages show some understanding of style. Lacks confidence and little attention given to stage

Performance in which communication, commitment and style are limited by struggles with technical control. Improvised passages show poor understanding of the style and may be inappropriate. Performance is under-rehearsed and unconvincing and stage conduct is barely addressed.

Performance in which fluency and focus are severely limited by a lack of technical control. Improvised passages do not yet show understanding of style/genre or conventions of performance here. This performance is under- rehearsed, lacking in confidence and stage conduct is not appropriate.

presentation of a very high standard.

craft presentation.

14. Form and content in a practical context

Evidence of critically relating theory to practice. Demonstrates well 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.

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.

Evidence of an appropriate relationship between form and content. Limited presence of creativity.

Moderate degree of technical and professional competence.

Reasonable evidence of understanding the relationship between form and content. Limited degree of technical and professional competence and creativity.

Some evidence of understanding of the relationship between form and content.

Adequate degree of technical and professional competence.

Limited creativity.

Work shows little or no evidence of an understanding of the relationship between form and content. The submission lacks creativity and is technically poor.

The work has not addressed the brief in a way that shows understanding of the relationship between form and content.

D. TRANSFERABLE SKILLS

15.

Communication and presentation (appropriate to discipline)

Extremely effective communication which demonstrates a strong and sophisticated understanding of the discipline.

Very effective communication in a format appropriate to the discipline which demonstrates strong understanding of

the discipline.

Effective communication in a format appropriate to the discipline.

Generally effective communication in a format appropriate to the discipline.

Generally clear communication and some evidence of a limited awareness of an appropriate academic style for the discipline.

Communication is unstructured and unfocused and/or in a format inappropriate to the discipline.

Communication is disorganised and/ or incoherent and does not show understanding of the discipline’s style.

16. Clarity of

expression (incl.

Fluent writing

style, appropriate

Fluent writing

style, appropriate

Language

generally fluent

Meaning is clear

but language not

Meaning is largely

clear, but

The meaning is

often unclear with

The meaning is

unclear

accuracy, spelling, grammar, punctuation, and numeracy)

to assignment. Grammar, spelling, and numeracy are highly accurate.

to the assignment. Grammar, spelling, and numeracy are accurate.

and expressive. Grammar, spelling, and numeracy are accurate.

always used fluently.

Grammar, spelling and/or numeracy are mainly accurate.

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.

frequent errors in grammar, spelling, and or numeracy.

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

17. Digital skills

Excellent use of a range of appropriate digital technologies to enhance the work, showing digital literacy and originality.

A range of digital technologies are used accurately to enhance the work, demonstrating very good digital literacy.

A range of appropriate digital technologies are used largely accurately to enhance the work, showing good digital literacy.

Appropriate digital technologies are used to enhance the work, showing some digital literacy.

Understandable and clear work with use of appropriate digital technologies but errors which detract from digital literacy.

Some appropriate digital technologies are used but overall digital literacy is poor.

Digital technologies are not used appropriately; digital literacy not demonstrated.

18. Presentation (visual)

Message is presented clearly and imaginatively with very strong visual impact.

Message is presented clearly and creatively with strong visual impact.

Presentation is clear and has some visual impact.

Presentation has a generally sound structure, and visual tools are used effectively.

Visual aspect and/or structure of presentation is adequate but with limited creativity.

Presented in a disorganised manner. Lacks appropriate support from

visual tools.

Presentation is disorganised and/ or incoherent and/ or medium is non- visual.

19. Presentation (oral)

Presentation is very well structured and engaging.

Audibility and pace are appropriate to audience and used engagingly

Presentation is well structured and engaging. Audibility and pace are effective in engaging the audience.

Presentation is well-structured and attempts to engage the audience. Pace and audibility are very good.

Presentation has a generally sound structure. Pace and audibility are satisfactory most of the time.

Pace, audibility and/or structure of presentation are adequate with some areas for development.

Delivery is disorganised and/ or pace and audibility is poor.

Presentation is not understandable and/or inaudible and/or not an oral presentation.

with excellent effect to enhance the presentation.

20. Interactive and group skills (including teamwork, negotiation, understanding group dynamics)

Interacts effectively within a learning group, giving and receiving information and ideas and modifying responses where appropriate.

Meets obligations to others (tutors and/or peers) providing contributions to support shared objectives.

Recognises and assesses alternative

options.

Shows awareness of the need to adopt a range of responses to interact effectively.

Contributes effectively to group aims.

Shows awareness of the need for adopting a range of responses to interact effectively.

Contributes reasonably effectively to group aims.

Uses basic interactive skills appropriately to usefully contribute to the group aims.

In this assignment there was a tendency to avoid working with others or contributions to this group activity were not effective or constructive.

In this assignment there was a lack of contributions to the group, or the contributions made were unconstructive and made it harder for the group to achieve

their aims.

21. Self- presentation/ interpersonal skills

Confident self- presentation employing a range of interpersonal skills appropriate to the individual’s aims and setting(s).

Confident self- presentation and interpersonal skills appropriate to the individual’s aims and setting(s).

Adopts both a formal and informal style and uses basic interpersonal skills appropriate to the setting(s).

Adopts both a formal and informal style and uses basic interpersonal skills generally appropriately but not always matching the needs of the

situation.

Shows awareness of different styles of self- presentation and is willing to use them in different situations but without always matching the needs of the

situation.

Demonstrates some self- awareness and/or interpersonal skills but at key moments the skills deployed did not match the needs of the situation.

In this task self- awareness and appropriate interpersonal skills were not matched to the needs of the situation.

22. Time management/ self-management

Meets deadlines. Plans well ahead. Sets self- determined targets and contingency plans allowing sufficient time to receive and act on guidance/

feedback.

Meets deadlines. Plans and monitors progress to allow sufficient time for development of the work.

Makes plans and implements them in an effective manner to meet deadlines.

Meets important deadlines. Exhibits some limited evidence of planning.

Usually meets important deadlines. Exhibits limited evidence of planning.

Some deadlines met, but most deadlines missed. Extremely limited evidence of effective time management.

Deadlines not or rarely met. Not yet demonstrating ability to make and implement plans.

23.

Independence/ autonomy (including planning and managing learning)

Identifies learning needs and follows activities to improve performance. Is autonomous in learning tasks and shows a desire to keep learning and improving.

Shows independence in planning learning, identifying appropriate learning resources, and acting on feedback to keep learning and improving performance.

Largely works independently. Accesses and uses a range of learning resources, feedback, and support to try to keep learning and improving performance.

Undertakes clearly directed work independently. Uses the standard learning resources and feedback to try to keep learning and improving performance.

Demonstrates limited ability to work independently, needing significant guidance on methods and resources.

Engages with guidance to meet core requirements.

Demonstrates very limited ability to work independently, needing significant guidance on methods and resources. Is unsuccessful in engaging with guidance to meet core

requirements.

Has not yet demonstrated ability to work independently, needing significant guidance on all or almost all methods and resources.

24. 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.

25. Critical review (to be used in peer assessment)

Assesses/ evaluates the work of others convincingly using a range of criteria (existing and

some self-

Assesses and/or evaluates the work of others using existing criteria. Provides insights into how

Comments in general terms on the work of others using prescribed formats. Identifies some strengths

and weaknesses

Comments in general terms on the work of others using prescribed formats. May identify some

Comments in general terms on the work of others using prescribed formats. Some of the comments

may be inaccurate

Demonstrates limited ability to make reasoned and appropriate comment on the work of others.

Has not yet demonstrated ability to make reasoned and appropriate comment on the

work of others.