Foundation Degree
Business Management
FULL-TIME PROGRAMME
BMP 4007
Professional and Academic Skills
2025/2026
Semester 1 Full Time
LEVEL HE4
0
Contents
1. Key Information.................................................................. Ошибка! Закладка не определена.
2. Module Communications .................................................. Ошибка! Закладка не определена.
3. Module Description ........................................................... Ошибка! Закладка не определена.
4. Learning and Teaching: Campus Plus ................................ Ошибка! Закладка не определена.
5. Graduate Attributes ........................................................... Ошибка! Закладка не определена.
6. Learning Outcomes and Assessments .............................. Ошибка! Закладка не определена.
7. Assessment Deadlines ....................................................... Ошибка! Закладка не определена.
8. Assessment Feedback ........................................................ Ошибка! Закладка не определена.
9. Module Calendar................................................................ Ошибка! Закладка не определена.
10. Formative Assessment ..................................................... Ошибка! Закладка не определена.
11. Indicative Reading ............................................................ Ошибка! Закладка не определена.
12. Guidelines for the Preparation and Submission of Written Assessments ............................. 6
13. Procedures for Other Assessments................................. Ошибка! Закладка не определена.
14. Academic Misconduct ..................................................... Ошибка! Закладка не определена.
15. Assessments ..................................................................... Ошибка! Закладка не определена.
16. General Assessment Criteria for Written Assessments . Ошибка! Закладка не определена.
1
1. Module Overview
Module Tutor
Tel. no.
Email
Office Location
Availability
Weblink to Moodle Class
Weblink to Module Specification
Helen Snider and David Howley
0203 764 4200
Helen.snider@barnetsouthate.ac.uk
David.Howley@barnetsouthgate.ac.uk
Wood Street, Room CF07
Tutorial requests for individual Tutorial request via
TEAMS or in person
Via College ILearn site
https://modules.bolton.ac.uk/Modules/Index
2. Module Communications
The Module Tutor’s contact details are provided above. You must check your Barnet and
Southgate College email address , the I Learn / Moodle page dedicated to this module and your
class TEAMs page regularly as module communications are channelled through these media.
Your Module Tutor will normally aim to respond to your email messages within 2 full working days
of receipt. However, responses will be longer in holiday periods.
Prior to coming to College check the course TEAMs page to ensure that no last minute changes
have been made to the days programme!
3. Module Description
https://modules.bolton.ac.uk/Modules/Index
This module introduces students to key skills designed to develop their professionalism and
academic integrity. The module focusses on reflective practice, development planning, research,
writing, and presentation skills, to help you to improve success with your studies and professional
practice. The module aims to develop your self-awareness and to think about how you appear to
people in a professional context. It explores theories and practices of team working, business
writing and business etiquette in order to develop skills in these areas. The game attributes for
this module are: Lifelong Learning and Self Awareness and Effective communications
2
4. Learning and Teaching
This module is delivered over 16 weeks using an on-campus learning approach. This involves
timetabled face-to-face campus-based sessions. You are also expected to carry out your own
independent study including research and assessment activities.
Individual, tutorials will take place which will provide you with the opportunity to discuss your
progress on the module and receive feedback on assessments. This may be face-to-face or online
as arranged.
If you are unable to attend or engage in a scheduled session due to factors outside your control,
you are expected to inform your tutor and complete any activities set before the next session.
Please note that attendance is taken into account when making Assessment Board decisions.
5. Graduate Attributes
Graduate attributes are the personal qualities and skills which the University of Bolton community
values, and which a student is expected develop during their time at the University. Graduate
attributes act as a point of reference for a student’s personal development and support the
articulation of employability and transferable skills.
In total there are 10 graduate attributes. This module seeks to support the development of:
Self-awareness
Effective communication
Life-long learning
6. Learning Outcomes and Assessments
On successful completion of this Module, you will be expected to be able to:
Learning Outcomes
Assessment
1.
Identify strengths and developmental needs to successfully
meet the challenges of studying business management
Personal Development
REPORT and PDP
2.
Identify, and reflect on, personal development actions to
achieve study and career ambitions
Personal Development
REPORT and PDP
3.
Demonstrate effective communication skills for academic
and business purposes
Group Presentation Via
Teams
Please check the Module Specification Database
https://modules.bolton.ac.uk/Modules/Index
3
7. Assessment deadlines
Assessment item
1
2
001 - Group Presentation
demonstrating the
professional and academic
skills required for studying
and working in a professional
business environment
002 – Individual Reflective
Report consisting of 2,000
words discussing the skills
required for studying
business and including a
development plan in the
form of a PDP as to how
these skills can be achieved
Due Date
Weight
21 October 2025
40%
5 November 2025
60%
8. Assessment Feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal
(such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the
comments written on your feedback form, it is advice you get from your tutor and sometimes your
peers about how your work is progressing, how well you have done, what further actions you might
take.
We recognise the value of prompt feedback on work submitted. Other than in exceptional
circumstances (such as might be caused by staff illness), you can expect your work to be marked and
feedback provided not more than 15 working days from the deadline date. However, please note
that that such feedback will be provisional and unconfirmed until the Assessment Board has met
and may therefore be subject to change.
Please take time to read or listen to your assessment feedback. This can be very useful in
determining your strengths and key areas for development and can therefore help you improve on
future grades.
4
9. Module Calendar
Session
No.
1
2
3
4
5
6
7
8
9
10
11
12
Date (week
beginning)
16/09/25
1709/25
23/09/25
24/09/25
30/09/25
01/10/25
07/10/25
08/10/25
14/10/25
15/10/25
21/10/25
22/10/25
13
28 and 29
/10/25
4/11/25
Topics Covered
Induction to Academic Skills
Induction to Academic Skills
Academic Misconduct
Learning Styles and AI
Academic Mis-conduct
Transferable Skills
Motivation and Time Management
Written Communications
Presentation giving and Team working
Career planning and personal Development Plan
Team Presentations
Tutorials on Assignment 2
Half Term
End of Module and Submission Assignment 2
10. Formative Assessment
Formative assessment is employed to support your learning on the module, allowing you to
reflect on feedback on your progress from your tutors and peers. It takes a variety of forms
including initial assessments, research tasks, group work exercises and does not contribute to the
final module mark.
11. Indicative Reading
Further details: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx
Essential
Cottrell, S. (2024). The Study Skills Handbook. 6th Edition. London, Bloomsbury
Recommended
Burns, T., Sinfield, S. (2016). Essential Study Skills: The Complete Guide to Success at University (2nd
ed). London: Sage
Cottrell, S. (2023). Skills for Success: Critical Thinking Skills, 4th edition, London, Bloomsbury
Drew, S. & Bingham, R. (2010). The Guide to Learning and Study Skills for Higher Education and at
Work. Farnham: Gower
Neville, C. (2016). The Complete Guide to Referencing and Avoiding Plagiarism, Oxford, Oxford
University Press
5
The Personal Development Planning Book. 2nd Edition.Basingstoke: Palgrave Macmillan
Further texts
Payne, E., & Whittaker, L. (2006). Developing Essential Study Skills. 2nd Edition. Harlow: Financial
Times Prentice Hall
Trought, F. (2012). Brilliant Employability Skills: How to Stand Out From the Crowd in the Graduate Job
Market. Harlow: Prentice Hall
BISSTO: http://www.bolton.ac.uk/bissto/Home.aspx
Pearson Study Skills: http://wps.pearsoned.co.uk/ema_uk_pp_studyskills/
12. Guidelines for the Preparation and Submission of Written Assessments
1.
Written assessments should be word-processed in Arial or Calibri Light font size 12. There
should be double-spacing and each page should be numbered.
2.
There should be a title page identifying the programme name, module title, assessment title,
your student number, your marking tutor and the date of submission.
3.
You should include a word-count (excluding reference list/bibliography, figures, tables and
appendices).
Where a word limit is specified, the following penalty systems applies:
Up to 10% over the specified word length = no penalty
10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment
would normally gain a pass mark, then the final mark to be no lower than the pass mark for the
assessment).
More than 20% over the indicative word length = if the assessment would normally gain a pass
mark or more, then the final mark will be capped at the pass mark for the assessment.



4. At the end of the assessment you should include a declaration of any software tools including
Generative AI (GAI) applications that you used in developing and completing the assessment. The
assessment brief will specify if and how you can use GAI applications in the assessment.
5. All written work should be referenced using the standard University of Bolton referencing
style– see: https://libguides.bolton.ac.uk/resources/referencing/
6.
Unless otherwise notified by your Module Tutor, electronic copies of assignments should be
saved as word documents and uploaded into Turnitin via the Moodle class area. If you
experience problems in uploading your work, then you must send an electronic copy of your
assessment to your Module Tutor via email BEFORE the due date/time.
7.
Please note that when you submit your work to Moodle, it will automatically be checked for
matches against other electronic information, as well as for hidden text characters and GAI
generated text. You will be able to see similarity matches but not currently flags for hidden
characters and AI-generated text. The outcomes of Turnitin reports may be used as evidence in
an academic misconduct investigation (see Section 14).
6
8.


9.
Late work
Late work will be subject to the following penalties:
Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a
pass mark, then the final mark to be no lower than the pass mark for the assignment.
More than 7 calendar days late = This will be counted as non-submission and no marks will be
recorded.
Late submission of assessments on refer and those which are graded Pass/Fail only, is not
permitted unless an extension is approved. See below.
Extensions
In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after
the assessment deadline may be requested using the standard University Extension Request
Form. For approval there would need to be an explanation and evidence of relevant
circumstances.
Longer extensions for individual assessments, projects and artefacts may be granted, at the
discretion of the Programme Leader.
Requests for extensions which take a submission date past the end of the module (normally
week 15) must be made using the Mitigating Circumstances procedure.
Some students with registered disabilities will be eligible for revised submission deadlines.
Revised submission deadlines for disability adjustments do not require the completion
extension request paperwork. However, students should request these in writing in advance.
Please note that the failure of data storage systems is not considered to be a valid reason for
an extension. It is therefore important that you keep multiple copies of your work on different
storage devices before submitting it.
13. Procedures for Other Assessments
As previously agreed that the presentations for Assignment 1 will be undertaken, in most
instances, in class and recorded via TEAMS other procedures are not necessary. A recording of
your presentation will be saved for viewing by the external examiner.
14. Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in
any assessment. This includes plagiarism, collusion, commissioning (contract cheating and
unauthorised use of GAI) amongst other offences. In order to avoid these types of academic
misconduct, you should ensure that all your work is your own and that sources and software
applications are attributed. You can also check originality through Turnitin.
7
Please note that penalties apply if academic misconduct is proven. See the following link for further
details:https://www.bolton.ac.uk/student-policy-zone/student-policies-2024-25/academicmisconduct-regulations-and-procedures-2024-25
15. Assessments
ASSIGNMENT 1
Assessment Number
Assessment Type (and weighting)
Assessment Name
Assessment Submission Date
1
Group Presentation Demonstrating effective
communication skills for academic and business purposes
Group Presentation 40%
Presentation: 21 October 2025
Learning Outcomes Assessed:
3. Demonstrate effective communication skills for academic and business purposes
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
AI Status
Category A
Application
No GAI tool is
permitted.
Notes
While grammar and/or spell checkers may be used to
correct individual words and sentences, the use of GAI is
not allowed. This is because the learning outcomes require
you to produce original assessment work without any GAI
assistance
Any GAI generated content which is presented as your own
original work and is not acknowledged will be assessed for
academic misconduct.
Assessment Brief
Working in groups of 3, pick a current topic that is both relevant to the academic study of business
and the business workplace. Prepare a 15 minute talk and presentation for the rest of the tutor
group, backed up by a set of professional slides (fully referenced with full list of references on
summative slide) that:
1. Demonstrates the use of excellent communication skills to inform the audience about
the chosen topic and its relevance
2. Analyses the importance of the chosen topic for both academia and the workplace
3. Enables each member of the team to demonstrate their excellent presentation,
communication and team working skills
4. Enables each member of the team to respond to questions posed by the lecturing team
and audience at the end of the presentation demonstrating excellent oral
communication skills
8
The presentation will be presented to members of the tutor group and the College lecturing team
and will be recorded on TEAMS so that it can be viewed later by the External Examiner
Secondary Research Level HE4 - It is expected that the Reference List will contain between five and
ten sources. As a MINIMUM the Reference List should include three academic books
It is essential that each member of the group:
 actively participates in the presentation demonstrating effective oral communication skills for
Academic and Professional Business purposes
 responds to summative questions when asked by the tutor
 Assists in the PowerPoint slides prepared to enhance the presentation showing appropriate
written communication
 submits a fully referenced reflection post presentation
Assessment Criteria
First class (70% +): A novel, current and relevant topic has been chosen for the presentation. The
presentation will be of a high standard, fluently and enthusiastically presented, and be backed up
with professional, accurate visual aids that will be accessible and appropriate for tutorial group
members. Throughout, there will be a demonstration of fully effective teamwork and planning, the
application of fully Harvard referencing demonstrating extensive reading, and the use of excellent
professional communications skills appropriate for academic and business use.
Second class (50-69%): A current and relevant topic has been chosen for the presentation The
presentation will cover the salient points of the chosen skill and will reflect cohesive and effective
teamwork. The presentation will be clear and informative and backed up with appropriate visual
aids suitable for a Foundation Degree audience. A good level of team working will be demonstrated
throughout along with appropriate communication skills.
Third class (40-49%): A relevant topic has been chosen for the presentation. A reasonable attempt
has been made to prepare and deliver a basic presentation demonstrating basic teamwork using
basic communication skills. .
Fail: Students who do not meet the requirements of a third class grade will not successfully
complete the assessment activity.
Additional Submission Instructions:
You will be allocated a time to deliver your seminar paper. Your presentation will be assessed by
two tutors and/or be recorded.
As well as submitting a hard copy of your work (slides) as instructed in Page 6 your group is also
required to submit one soft copy via “Turn-it-in UK” on the Barnet Moodle page.
You will be able to upload drafts of your written work into turn-it-in as many times as you wish
before the deadline.
9
You will not be able to overwrite the final submission after the deadline. You can only submit a
single file.
10
ASSIGNMENT 2
Assessment Number
Assessment Type (and weighting)
Assessment Name
Assessment Submission Date
2
Reflective Personal Development Diary 60%
Individual 2,000 word reflective report on skills required
to meet career and academic aims
Week beginning 4 November 2025
Learning Outcomes Assessed
1.
Identify strengths and developmental needs to successfully meet the challenges of
studying business management
2.
Identify, and reflect on, personal development actions to achieve study and career
ambitions
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
AI Status
Category A
Application
No GAI tool is
permitted.
Notes
While grammar and/or spell checkers may be used to
correct individual words and sentences, the use of GAI is
not allowed. This is because the learning outcomes require
you to produce original assessment work without any GAI
assistance
Any GAI generated content which is presented as your own
original work and is not acknowledged will be assessed for
academic misconduct.
Assignment Brief
Prepare a 2,000 word report which discusses, analyses, evaluates and reflects upon:
 Your current ambitions both career wise and academically when studying Business
Management
 Your current strengths and weaknesses
 How these are going to impact on your career and academic ambitions
 The academic, professional and transferable skills you have achieved to date (Use the Personal
Development Record as an appendix) documenting the skills you have acquired whilst on course
and in your current employment or leisure activities (Template on ILearn)
 The academic, professional and transferable skills that you need to acquire in order to meet
your future academic and career ambitions
 Makes recommendations in the format of a SMART Action Plan (in the form of a Professional
Development Plan (attached as an appendix)) as to how you will proceed to meet your career
and academic aims. (A template for this document will be distributed at Induction (copy also
on ILearn.) You will be expected to regularly update your Diary (starting off with the Induction
activities) to document activities in College, the workplace and in social events that have been
completed.
NB the 2,000 words is for the report only. (The Development Log and SMART Action Plan templates
DO NOT count towards the word count!)
11
Your work must be ORIGINAL – Presented in a way which differs from other Published Material and
no cut and paste!
Secondary Research Level HE4 - It is expected that the Reference List will contain between five and
ten sources. As a MINIMUM the Reference List should include one refereed academic journal and
three academic books
Assessment Criteria
First class (70% +) Work of Exceptional Quality
A well written report (using a formal and appropriate structure and layout) into the academic,
professional and transferable skills required to achieve future career goals. The report is fully
reflective probably using one of the reflective models taught in class and referenced as such. An
excellent and exceptional grasp of applying theory to practice is demonstrated. Conclusions fully
evaluate the findings and lead on to a series of appropriate recommendations as to how skills
required for the chosen career can be achieved. There is excellent referencing in the Harvard style
with at least 10 sources cited including journals and academic books. A fully completed, evaluated
and referenced Development log and SMART Action Plan are included as an appendix to the report.
Upper Second Class (60 to 69%) Work of Very Good Quality
A well written report (using an appropriate structure and layout) into the academic, professional
and transferable skills required to achieve future career goals. The diary is reflective probably using
one of the reflective models taught in class and referenced as such. A good grasp of applying theory
to practice. Conclusions lead on to a series of effective recommendations as to how to achieve the
skills required for the chosen career. Full referencing in the Harvard style with at least 10 sources
cited including journals and academic books. A fully completed Development log and SMART Action
Plan is included as an appendix to the report.
Lower Second Class (50 to 59%) Work of Good Quality
Work using a reasonable report format discussing professional and transferable skills required to
achieve future career goals. There is an attempt to apply theory to practice including when using
one of the reflective model. Basic conclusions lead on to effective recommendations as to how to
achieve the skills required for the chosen career. An attempt at referencing in the Harvard style.
A completed Development log and SMART Action Plan is included as an appendix to the report.
Third Class (40 to 49%) Work of Satisfactory Quality
A basic diary discussing the academic, professional and transferable skills required to achieve career
goals. Some attempt to apply theory. Basic conclusions lead on to recommendations A basic
attempt at referencing the work. A basic Development log and SMART Action Plan.
Fail (below 40%) Unsatisfactory Performance
Report, lacks structure and is too short and/or does not cover the topic. No development log or
action plan.
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16. General Assessment Guidelines for Written Assessments Level HE4
Fail
Borderline
Fail
Class III
(Satisfactory
Quality)
Class II/ii
Class II/i
(Good Quality) (Very Good
Quality)
Class I
(Excellent
Quality)
Class I
(Exceptional
Quality)
%
Relevance
Directly relevant to title.
85100% Expertly addresses the
assumptions of the title
and/or the requirements
of the brief.
7084%
Directly relevant to title.
Addresses the
assumptions of the title
and/or the requirements
of the brief.
6069%
Directly relevant to title.
Addresses most of the
assumptions of the title
and/or the requirements
of the brief.
Generally addresses the
title/brief, but sometimes
considers irrelevant
issues.
5059%
4049%
Some degree of
irrelevance to the
title/brief.
Superficial consideration
of the issues.
Significant degree of
irrelevance to the
title/brief. Only the most
obvious issues are
addressed at a superficial
level and in unchallenging
terms.
Relevance to the
<34% title/brief is intermittent
or missing.
The topic is reduced to its
vaguest and least
challenging terms.
3539%
Knowledge
Argument/Analysis
Structure
Demonstrates an exceptional
knowledge/ understanding of
theory and practice for this
level through the identification
and analysis of the most
important issues.
Demonstrates an excellent
knowledge/understanding of
theory and practice for this
level through the identification
and summary of the most
important issues.
Demonstrates a very good
knowledge/understanding of
theory and practice for this
level through the identification
and summary of key issues.
Demonstrates a good
knowledge/understanding of
theory and practice for this
level through the identification
and summary of some key
issues.
Demonstrates an adequate
knowledge/understanding of
theory and practice for this
level. An attempt is made to
identify key issues.
Makes exceptional use of
appropriate arguments and/or
theoretical models.
Presents an analysis of the
material resulting in clear, logical
and original conclusions.
Makes creative use of
appropriate arguments and/or
theoretical models. Presents an
excellent discussion of the
material resulting in clear, logical
conclusions.
Uses sound arguments or
theoretical models.
Presents a clear and valid
discussion of the material.
Clear, logical conclusions.
Presents largely coherent
arguments. Some issues and
theoretical models expressed in
simplistic terms. Conclusions are
fairly clear and logical.
Coherently articulated
The presentational style &
and logically structured. layout is correct for the type
of assignment.
An appropriate format is Effective inclusion of figures,
used.
tables, plates (FTP).
Demonstrates weaknesses in
knowledge of theory and
practice for this level, with
poor understanding of key
issues.
Demonstrates a lack of basic
knowledge of either theory or
practice for this level, with
little evidence of
understanding.
Presentation
Written English
Research/Referencing
An exceptionally well written
answer with standard spelling
and grammar.
Style is clear, resourceful and
academic.
Sources accurately cited
in the text. A wide range
of contemporary and
relevant references cited
in the reference list in the
correct style.
An excellently written
Sources accurately cited
answer with standard spelling in the text. A range of
and grammar.
contemporary and
Style is clear, resourceful and
relevant references cited
academic.
in the reference list in the
correct style.
A very well written answer
Sources are accurately
with standard spelling and
cited in the text and an
grammar. Style is clear and
appropriate reference list
academic.
in the correct style is
provided.
Competently written with
Most sources accurately
minor lapses in spelling and
cited in the text and an
grammar. Style is readable and appropriate reference list
academic in the main.
is provided which is
largely in the correct style.
Coherently articulated
and logically structured.
An appropriate format is
used.
The presentational style &
layout is correct for the type
of assignment.
Effective inclusion of figures,
tables, plates (FTP).
Logically constructed in
the main.
An appropriate format is
used.
The presentational style &
layout is correct for the type
of assignment. Effective
inclusion of FTP.
For the most part
coherently articulated
and logically structured.
An acceptable format is
used.
The presentational style &
layout is correct for the type
of assignment.
Inclusion of FTP but lacks
selectivity.
Presents basic arguments, but
focus and consistency lacking in
places. Some issues may lack
clarity, and/or theoretical models
expressed in simplistic terms.
Conclusions are not always clear
or logical.
Limited arguments, which lack
clarity in places.
Conclusions are neither clear nor
logical.
Adequate attempt at
articulation and logical
structure.
An acceptable format is
used.
The presentational style &
layout is largely correct for
the type of assignment.
Inappropriate use of FTP or
not used where clearly
needed to aid
understanding.
For the type of assignment
the presentational style &/or
layout is lacking.
FTP ignored in text or not
used where clearly needed.
Generally competently written
although intermittent lapses in
grammar and spelling pose
obstacles for the reader. Style
limits communication and is
non-academic in a number of
places.
Deficiencies in spelling and
grammar makes reading
difficult.
Simplistic or repetitious style
impairs clarity.
Style is non-academic.
Some relevant sources
cited.
Severely limited arguments.
Lacks clarity.
Conclusions are sparse.
Unstructured.
Lack of articulation.
Format deficient
For the type of assignment
the presentational style &/or
layout is lacking.
FTP as above.
Poorly written with numerous
deficiencies in grammar,
spelling and expression.
Style is non-academic.
An absence of academic
sources and poor
referencing technique.
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Poorly structured.
Lack of articulation.
Format deficient.
Some weaknesses in
referencing technique.
Limited sources and weak
referencing.