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: Sumaiya Salam | [email protected]
Internal verifier: Dr Kaviraj Santayana | [email protected]
Submission deadline: 21st 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.

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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

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 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 35% Awareness (reflection including self-criticism)
criteria: 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, 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.
• 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.

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

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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.

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Assessment 1 Grading Criteria
Criteria 100-70% 69-60% 59-50% 49-40% 39-20% 20-0%
Planning, Detailed self-directed Logical, well-planned, and Evidence of effective Evidence of some Poor organisation Disorganised and
coherence, and planning evident in coherent work which planning. Work planning and work has and little coherence. incoherent. Little
organisation of coherent and well- meets timescales. demonstrates some basic coherence and Inefficient planning evidence of planning.
work organised work which coherence and is organisation and and tasks
meets timescales. organised and meets meets timescales. incomplete.
timescales.
Context and Comprehensive knowledge Good knowledge and Sound knowledge and Basic knowledge and Limited knowledge Very limited or no
application of and understanding of understanding of defined understanding of understanding of and understanding understanding of
knowledge subject context subject context shown defined subject context defined subject of subject shown. subject shown.
demonstrated and used and used appropriately. shown and used. context demonstrated.
effectively.
Presentation Confident selection, Confident selection, Competent Competent and Ineffective No coherent
organisation and organisation, and communication of ideas appropriate communication and communication of
communication of ideas communication of ideas with clarity and an communication of presentation of ideas ideas.
using appropriate and appropriate to the appropriate structure. ideas although some and lack of clarity in
resources and with clear intended audience. lack of clarity evident. structure.
focus on intended
audience.
Written Fluent and accurate writing Fluent writing style Writing style serviceable Basic writing style Ineffective writing Inappropriate and
Communication, style which utilises appropriate to the and appropriate with using appropriate style with little incoherent.
(including appropriate conventions assignment. Academic awareness of academic format but containing attention to Communication.
accuracy, and is appropriate to the conventions are used, and discipline. some errors in academic or
spelling, assignment. Mostly correct grammar and spelling are expression. grammatical
grammar, grammar and spelling. generally accurate. conventions.
punctuation)
Communication Engaging and confident Clearly communicated Sound structure and Basic structure and Presentation of ideas Ineffective
(oral) presentation of well- ideas which are well pace is evident in competent lacks coherence and communication and
structured ideas. Pace is structured, and pace is appropriate communication fluency. Very little presentation of ideas,
appropriate for subject appropriate. Attempts are communication of ideas. evident although attempt to engage lacking clarity in
matter and audience, made to engage the Some effective audience limited with audience at an structure. Minimal
audience, engagement, appropriateness or appropriate level.

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

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Assessment 2 Grading Criteria
Criteria 100-80% 79-70% 69-60% 59-50% 49-40% 39-20% 19-0%
Excellent Very Good Good Sound Satisfactory Fail Fail
Awareness 35% Confidently evaluates Confidently Able to evaluate Demonstrates an Dependent on Partial awareness of Work does not
own strengths and evaluates own own strengths and understanding of criteria set by criteria set by apply criteria set by
Reflection weaknesses and the strengths and weaknesses and the criteria set by others. Begins to others and limited others or show
(including self- criteria by which such weaknesses and shows others. Recognises recognise own ability to evaluate recognition of own
criticism/ judgements are made. shows developing understanding of own strengths and strengths and own strengths and strengths and
awareness) Interrogates received understanding of criteria for weaknesses in weaknesses in weaknesses in weaknesses. An
opinion, prejudices andthe criteria by judgements. Starts relation to these relation to these relation to them. inaccurate view of
value sets operating. which such to question criteria. Does not criteria. Does not the situation is
judgements are received opinion, question received question received presented.
made. Prepared to prejudices and opinion. opinion.
question received value sets
opinion, prejudices operating.
and value sets
operating.
Sources 25% Uses a combination of Some use of Uses appropriate Mostly uses Uses a limited The work makes The work is based
primary sources and primary sources in secondary sources, appropriate number of some use of on unreliable and/
Quality of sources high-quality secondary conjunction with with some limited secondary sources, appropriate appropriate or inappropriate
used sources. high quality use of primary with some limited secondary sources sources, but also sources.
secondary sources. sources. use of primary with little or no draws upon
sources. direct use of unreliable and/or
primary sources. inappropriate
sources.
Referencing 10% Sources used are Sources used are Sources used are Most sources used Consistent Citations of sources Little or no
acknowledged in the acknowledged in acknowledged in are acknowledged attempts to cite in the text are acknowledgement
Referencing text and reference list the text and the text and in the text and sources in the text inconsistent, of sources of
and are used reference list and reference list. reference list. but contains inaccurate and/or information in text
effectively to support used to support Referencing follows Referencing inaccuracies, incomplete. Entries and/or reference
discussion. Referencing discussion. a systematic generally follows inconsistencies in the bibliography/ list.
follows a systematic Referencing follows approach, an approach, and/or omissions. reference list are
approach, appropriate a systematic appropriate to the appropriate to the Integration

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 to the discipline. All approach, discipline. Most discipline. Most between text and incomplete and/or
elements of individual appropriate to the elements of elements of reference list is absent.
references are discipline. All individual individual inconsistent. Some
present. elements of references are references are elements of
individual present and present and individual
references are accurate. accurate. references contain
present. errors.
Clarity 15% This work defines This work defines This work defines This work outlines This work uses In this piece of work In this piece of work
appropriate objectives appropriate some appropriate some appropriate generalised objectives are not no objectives are
Clarity of and addresses them objectives and objectives and but generalised objectives to appropriate and/or identified, and the
objectives and logically and addresses them addresses them objectives and provide adequate clearly identified – assignment lacks
focus of work coherently throughout logically and coherently, addresses them in but limited focus to focus is not logical focus and
the work to an coherently giving providing a clear a way which gives the work. or coherent. coherence.
impressive extent. clear focus to the focus to the work. some focus to the
work. work.
Expression 15% Fluent writing style, Fluent writing style, Language generally Meaning is clear Meaning is largely The meaning is The meaning is
appropriate to appropriate to the fluent and but language not clear, but language often unclear with unclear throughout.
Clarity of assignment. grammar, assignment. expressive. always used choices include frequent errors in Errors in spelling,
expression (incl. spelling, and numeracy grammar, spelling, grammar, spelling, fluently. grammar, errors which grammar, spelling, grammar,
accuracy, spelling, are highly accurate. and numeracy are and numeracy are spelling and/or detract from the and or numeracy. punctuation and/or
grammar, accurate. accurate. numeracy are style and fluency. numeracy make
punctuation, and mainly accurate. Accuracy of interpretation
numeracy) spelling, grammar, challenging for an
punctuation and assessor.
numeracy allows
understanding but
needs to be
improved.

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