Faculty of Health Sciences
BA (Hons) Social Work
Level 5 handbook
2014 -2015
FB/JC Level 5 Handbook 2014-2015
1
Contents
Welcome and Introduction
Code of professional conduct
Criminal convictions and fitness to practice and health
Welcome and Introduction
Level 5 organisation
Useful contacts
General information
Timetable link
Academic dates
Practice Learning dates
Confidentiality and Practice Learning
Research
Schedule of academic hand in dates
Return of summative work
Student support and guidance
Grading Criteria for level 5
FB/JC Level 5 Handbook 2014-2015
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Welcome and Introduction
Welcome and congratulations on entering Level 5 B A Social Work. This a year with a
very different feel, as following a period of academic study you will have the opportunity
for your first work based learning experience. This is a 70 day placement in one of a
wide range of settings working with vulnerable people. This is the chance to put into
practice some of the skills, values and knowledge that you have developed in the
previous year. All the level 5 modules build upon your work at level 4 and will support
your growing knowledge in practice by linking directly to the professional capabilities
Framework.
This handbook module and should be read in conjunction with the student award
handbook, which is also available on black board, and also the specific module
handbooks. Please note that all students should be familiar with the university
regulations which are accessible through the University Website via the following link:
http://www.staffs.ac.uk/legal/policies/index.jsp
Again, by signing for the receipt of this handbook you are confirming your responsibility
to be familiar with the regulations applying to your award.
Throughout the academic year there will be different updates, which it is important that
you keep up with, particularly when on placement. Please check your student email
account to keep up with these changes. Students will also be informed of changes to
modules via the module leaders and in call back days.
Code of Professional Conduct
You will have received and signed a copy of the professional Code of Conduct for our
award during your first year of study. We hope that the reason for this is self-evident. If
you have any queries about this Code, please feel free to contact me and discuss any
queries that you may have.
Your signed copy of the Code will be kept safe in your student file in the school Office.
You will, of course, retain a copy for your own records.
Students must also comply with the HCPC guidance on conducts and ethics
Criminal Convictions, Fitness to Practice and Health
It is essential to complete a full and accurate self-declaration about criminal convictions,
health and fitness to practice at enrolment. You will not be able to begin your agencybased practice learning unless you have made these declarations. Should there be any
changes in the requirements of our partner agencies, we will update you during
induction.
FB/JC Level 5 Handbook 2014-2015
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Level 5 organisation
Useful contacts
Below some of the key people who are responsible for your Award.
Programme Area Manager for Social Work and Advice Studies
Head of School
Mohammed Jakhara tel:
01785 353754
Email
mohammad.jakhara@staffs.ac.uk
Award Leader:
Robert Banks
tel:
Email:
01782 2949000
r.t.banks@staffs.ac.uk
Level 6:
Nevil Wyatt
tel:
Email:
01782 29735
n.w.wyatt@staffs.ac.uk
Level 5:
Fern Basnett
tel:
Email:
01782 294031
F.basnett@staffs.ac.uk
Level 4:
Rachel Good
tel:
E-mail:
01782 294336
R.Good@staffs.ac.uk
It is often quicker to email rather than ring. This is because tutors are based across
different campuses, but we can normally access emails and ring you back.
Practice Learning Team
Richard Watts
tel:
Email:
Carol Quinn
tel:
Email:
01782 294854
richard.watts@staffs.ac.uk
01782 294586:
c.quinn@staffs.ac.uk
Administration Team
Senior Administrator
Petra Chell
tel:
01782 294204
Room: B156
Email:
p.chell@staffs.ac.uk
Award Administrator
Julie Rimington
tel:
01782 294720
Room: B156
FB/JC Level 5 Handbook 2014-2015
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Email:
j.j.rimington@staffs.ac.uk
Award Support
Administrator
Julie Coomer
tel:
01782 294646
Room: B161
Email:
j.a.coomer@staffs.ac.uk
Award Support
Administrator
Debbie Hitchins
tel:
01782 29691
Room: B161
Email:
d.hitchins@staffs.ac.uk
Module Leaders
Working with and safeguarding children at risk
Module Leader
Nevil Wyatt
tel:
Email:
01782 294735
n.w.wyatt@staffs.ac.uk
Working with and safeguarding adults at risk
Module Leaders
Peter Simcock
tel:
Email:
01782 294420
p.simcock@staffs.ac.uk
Lifespan, Human Growth and Development
Module Leader
Richard Kempster
tel:
01782 204888
Email: Richard.kempster@staffs.ac.uk
General Information
Student handbook
This link takes you to the on-line student handbook for all students at Staffordshire
University. This has links to the relevant departments/services that offer you further
information, guidance and support.
http://www.staffs.ac.uk/courses_and_study/student_life/student_handbook/
Level 5 timetable
Please access the timetable via
http://www.staffs.ac.uk/welcome/swaph/student_timetables.jsp
Please check regularly for any changes or updates.
Blackboard
Please become familiar with Blackboard, as we are using this now for key information
about your award and documentation relating to your practice learning and portfolio.
https://blackboard.staffs.ac.uk/webapps/login/
FB/JC Level 5 Handbook 2014-2015
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Hand in procedures for assignments
Please remember that you need only hand in one copy of each assignment to the office.
Any work which needs to be kept for quality assurance monitoring purposes will be
photocopied by us after it has been marked, and you will receive the photocopy
including the mark and comments. You must keep a copy of your work, and you may be
requested to submit it.
We are in the process of moving to electronic hand ins. Students must still retain a copy
for themselves.
All hand in times are 4pm at the latest, unless stated otherwise. This time will be strictly
adhered to. Please do not leave it to the last minute.
Return of Assignments
You will receive feedback on your coursework normally within 20 working days following
the coursework submission date. However, it may be the case that the 20 day rule for
some assessments cannot be met for justified reasons (for example, modules on which
a large number of students are enrolled). In those cases, the feedback return period will
not exceed 25 days. The anticipated feedback return times for all assessments will be
published in your module handbooks.
In order to ensure that feedback is provided within 20 days, in some cases, the marks
for your work will be provisional and will be subject to final ratification by the
appropriate Assessment Board in due course.
Email and MyPortal
When you are on placement, you should check your university email account at least
weekly so that you do not miss important messages. You can access your university
email while off-campus via MyPortal. Important information for students is also posted
on MyPortal, and you should check this regularly.
Changes to the Regulations
It is important to inform yourself about these changes to the regulations, in particular
items (a) and (b) below.
a) It is important that you submit your assessment at first attempt ON TIME or you may
fail your module / award. If you think you will have difficulty submitting your
assessment on time you must speak to your faculty guidance advisor as a matter of
urgency. You will not have the automatic right to a second attempt if you have not
made a first attempt (unless you have extenuating circumstances that are upheld).
b) Students are expected to demonstrate the standards specified within the PCF during
the practice learning opportunity. Should a student be deemed at risk of failing their
placement we will ensure that wherever possible we put in place appropriate
FB/JC Level 5 Handbook 2014-2015
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measures to enable them to meet the required level. However, should a student fail
their placement it would only be in exceptional circumstances that they would be
allowed another opportunity. The Practice Learning Opportunity is NOT the same as
an academic module assignment where students who have submitted a first attempt
on time are given an automatic second opportunity to succeed.
c) The University reserves the right to intermit or withdraw your registration if your
continued absence (unless authorised) in the view of the Faculty, threatens your
ability to progress / complete your award satisfactorily and/or meet the learning
outcomes of the module(s) you are registered on.
d) Further, if you are absent due to illness and are registered on an award based in the
Faculty of Health, you may be referred to the Fitness to Practice Committee for
consideration of your continued suitability to study on the award for which you are
registered.
.
FB/JC Level 5 Handbook 2014-2015
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BA (Hons) Social Work
Level 5
Provisional Academic and Practice Learning Calendar
2013-2014
ACADEMIC DATES
Welcome Week
Monday 15th September 2014
Level 5 induction
Wednesday 17th September 2014
Semester 1
22/9/14 – 20/12/14
Independent study week
27/10/14
Semester 2
agreement completion
19/01/2015
–
placement
preparation/learning
Practice learning timeframe 26/01 – 22/05/2015 – (see below)
PRACTICE LEARNING DATES
On placement a total of 70 days to be completed between 26/01/2015 and
22/05/2015 Placements cannot commence until the learning agreement meeting
has taken place and the learning agreement signed and returned to the university.
This is to ensure that students have the correct support in place and that
agreement is clear in relation to learning needs before the start of the placement.
Please see the practice learning handbook.
During this time, students come back to university for 3 learning consolidation
days (LCDs), also known as “call back days”. LCDs are valuable times to catch up
with your fellow students, so we always timetable breaks and a full lunch hour. All
sessions will finish by 15.50, and students are expected to stay for the full day, as
you would a day on placement. LCDs are compulsory and count as a placement
day.
Student feedback last year was very positive, and we have increased the amount
of interactive opportunities within the days in response to specific requests. We
have also increased the number of sessions from placement providers and have
now included a specific day on learning disabilities as requested by the students.
The level 5 tutor will always be available before and after the taught sessions to
answer questions about your placement linked assignment and portfolio. You may
also wish to make an appointment with your personal tutor. Specific sessions can
also be focused around placement related issues on request.
FB/JC Level 5 Handbook 2014-2015
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LCD DATES 2015 – BG 27
Tuesday 3rd February 2015
9.00 tutorials
9.30 – 11.00 analysis of
practice brief
11.00 – 11.20 break
11.20 – 12.00 brighter futures
12.00 – 1300 lunch
13.00 – 13.45 Trinity skills for life
13.45 – 14.45 PCF and student
feedback, contributing to a
professional organisation.
Andrea Baily
Tuesday 10thth March 2015
9.00 tutorials
9.15 group tutorial –
analysis of practice
9.45 award update
10.00 Learning disability –
issues for social workers,
Martin Partridge
12.00 dinner
1.00 – 3.00 Autism, issues
for social workers,
Jennifer Sanders
Tuesday 5th May 2015
9.00 tutorials
Presentations TBC
Study time
You are entitled to take half a day a week for study or equivalent (to be negotiated with
your placement provider) while on placement. This counts as part of the 70 placement
days as long as it is used only for placement-related tasks. The way that you use this
time should be negotiated with your practice teacher. Examples of suitable work include
portfolio preparation or the collection of agency-based information for your analysis of
practice.
Other study time and / or leave:
You may negotiate leave with your placement provider within placement timeframe,
ensuring that you still complete a total of 70 days of learning opportunities. Leave and
sickness do not count toward these 70 days (but study time and LCD days as specified
do).
FB/JC Level 5 Handbook 2014-2015
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If you have not completed the full 70 days by the 22nd of May 2015 (through
sickness for instance) please discuss your possible options with your personal
tutor. This may involve you applying for Extenuating Circumstances
Confidentiality in Academic and Practice Learning
It is expected that students will draw upon their work/placement experiences whilst
participating in academic and practice learning discussions; practice based
assessments and formative and summative academic assignment work. This enables
clear links to be made between theory and practice.
Direction and guidance on the confidentiality and appropriate use of data in professional
settings including rationale for access to patient/clients/service users data is offered by
the Caldicott Committee (1997), the Data Protection Act (1998), and professional
bodies, including the HCPC.
Students must be aware of their responsibility and demonstrate their ability to hold in
confidence any personal information that becomes known during any aspect of a course
of study within the Faculty of Health Sciences. Essentially this means not involving
patients or clients in anyway other than to provide their identified health care needs. Any
data or records submitted as part of academic work or utilized during written, electronic
or verbal discussions or presentations in health care learning environments and/or
classroom settings must ensure anonymity and must not refer to individuals or the
workplace in any way. The right to confidentiality extends to clients, carers, peers,
colleagues and the workplace. Where any personal information is disclosed for
professional, academic or other purposes the anonymity of the individual client, carer,
peer, colleague or workplace should be ensured. This may be achieved through the use
of pseudonyms or codes. Students may refer to documentation used during their clinical
practice, provided it does not disclose personal information, within their academic work
and if these documents are available to the public students will not be penalised.
Research
Students are reminded that any research necessitates approval by the Faculty
Research Committee. Research and activities that may be construed as research that
involve NHS patients, data relating to patients and the use of NHS resources including
staff require approval by the National Research Ethics Service (see www.nres.nhs.uk).
The Faculty of Health has a responsibility to ensure that students maintain appropriate
confidentiality, anonymity and to obtain ethical approval where
Feedback from academic assessments
You will receive feedback on your coursework and class test summative assessments
normally within 20 working days following the coursework submission date or date of
the class test.
For some assessments the feedback period will be less than 20 working days.
However, it may be the case that the 20 day rule for some assessments cannot be met
for justified reasons (for example, modules on which a large number of students are
enrolled). However, it is anticipated that this will apply to only a small number of
FB/JC Level 5 Handbook 2014-2015
10
modules on your award and, in those cases, the feedback return period will not exceed
25 days.
In order to ensure that feedback is provided within 20 days, in some cases, the marks
for your work will be provisional and will be subject to final ratification by the appropriate
Assessment Board in due course.
The University hopes that you will also play your part by ensuring that you collect
feedback from your module tutor as soon as it is available.
Your marks will be returned to you in the post.
Schedule of Hand in Dates
Safeguarding and working with adults at risk – 26/01/2015
Safeguarding and working with children at risk – 22/01/2015
Lifespan human growth and development Portfolio – practice learning12/6/2015
Analysis of practice – 5/5/2015
Presentation of Work
Written work for modules should normally be word processed in Arial 12 point font
and must be double spaced. The Harvard System of referencing as described on the
Staffordshire university website should be used. The assignment should be submitted
in a soft, clear-fronted A4 plastic folder with punched holes; and should be accompanied
by an assignment marking form (these are available at reception when you hand in your
work).. Do not place individual pages in clear plastic wallets. Folders that do not meet
this requirement will not be accepted. Please keep a copy of your work, as it has been
submitted, for your own reference and in case this is required by the Faculty.
Student Support and Guidance
Organisation of study time
30 hours (20%) of the module learning hours are spent in contact with module teachers.
The other 120 hours (80%) are used for your own independent study activities.
Approximately 60% of this independent study time should be spent engaging in learning
activities which help you to prepare for your classroom and written assessment
activities. Approximately 40% of independent learning time will be spent undertaking
activities to promote and develop learning around life course development and
intervention with children, young people, their families and carers.
Activities may include
 identifying, reflecting upon and justifying appropriate evidence to demonstrate
achievement of learning outcomes
 independent reading to support learning and practice
 self-assessment activity
 planning, preparing for and evaluating learning
 developing theoretical and practice concepts around empowerment
FB/JC Level 5 Handbook 2014-2015
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 Critically evaluating own role in achieving best outcomes for children and young
people
 action planning
Module tutorial support
Tutorial time is organised as part of the contact time. It is designed to facilitate your
discussion and exploration of ideas in relation to the module content including
assessment requirements. The tutorials are conducted both in small groups with a
lecturer acting as a facilitator and on an individual basis. Any draft pieces of work you
wish to be reviewed MUST be available for the module tutor a minimum of three
working days prior to the booked tutorial time.
In addition to the initial module launch, a minimum of one group and one individual
tutorial will be offered by the module team for you to gain support for and feedback on
your progress, including the development of your writing. If mutually convenient and
preferable, tutorial feedback on written work may be given by email. In these cases, this
will be counted as an individual tutorial. Tutorials should be booked wherever possible
on the assigned dates within your timetable. A list of tutorial dates and times will be
circulated to the group. It is anticipated that you will attend booked tutorials and send
apologies in advance if you are unable to do so. Please prepare for tutorials, bringing
questions and discussion points with you.
A record of the tutorials will be kept; you will be given a copy of this record. It is
anticipated that you will act upon tutorial advice, fulfil any tasks as agreed and, where
required provide evidence of work for discussion at future tutorial meetings.
Please note that ad hoc tutorials cannot be expected, although if mutually convenient it
may be possible to negotiate a tutorial outside of the identified times. Tutorials related to
the portfolio will not normally be conducted in the 5 working days prior to its submission.
You may wish to consider developing further peer group support through additional set
meetings or through your Blackboard email group
Personal Tutor Support
Please see your Award Handbook for details of Personal Tutor Support. Further
information about student support is available on the university Web pagewww.staffs.ac.uk
Your personal tutor will support you through your placement, though sometimes
placement visits will be undertaken by different members of the team. Please see
placement handbook for details.
Throughout your course you will meet the module tutors at the taught sessions. If you
require additional advice and guidance, please do not hesitate to contact the Module
Tutors, Award Leader or the Award Administrator. One-to-one support tutorials can be
arranged on request, at mutually convenient dates and times. Such tutorials can either
be face to face, by telephone or by e-mail. Please contact your tutor if you have any
concerns about assessment or any other aspect of your course.
FB/JC Level 5 Handbook 2014-2015
12
Information on generic support with studying, assignments and assessments can be
found on the Information Services Learning Support pages on the University website,
including the Assignment Survival Kit (ASK) and Refzone:
http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
Our Study Skills Centres based in the Thompson and Nelson libraries offer tailored
individual support for both undergraduates and postgraduates. A drop-in service is
available, but to discuss an issue in depth you may need to book an appointment:
www.staffs.ac.uk/support_depts/infoservices/learning_support/academic_skills/study_sk
ills/index.jsp
General Support and Guidance
If you have concerns about your ability to complete your course for any reason, you are
strongly encouraged speak to one of the tutors and hopefully a mutually agreeable
support strategy can be offered to you.
If you have any general concerns, the Faculty Student Guidance Advisor can help
you with a wide range of educational issues as well as offering specialist information
and support. They also offer personal pastoral care support. For example do you think
you have chosen the wrong course? Are you thinking of taking time-out or leaving your
course? Do you need advice on appeals, complaints or conduct procedures? Do you
have special/extenuating circumstances? Advisors also support authorised leave for
international students and module and course related queries. A drop-in service is
available, but to discuss an issue in depth you can then book an appointment.
Appointments are also available at Shrewsbury.
If you are part-time, off campus, or a distance learning student you can telephone or
email your Faculty Advisor. These details are on the Student Guidance website:
www.staffs.ac.uk/courses_and_study/student_services/student_guidance/index.jsp
If
your own Faculty Advisor is not available you can contact one of the others. All the
Advisors act as a team.
Disability
If you have disability or specific learning difficulty (SpLD) which might affect your
progress, you are strongly advised to disclose this to one of the Award or Module Tutors
at the earliest opportunity. Every effort will be made to implement any reasonable
adjustments to the learning environment in order to support you through the module.
Each Faculty has a Disability Coordinator who coordinates support for disabled
students.
Staffordshire University is committed to enabling all students to achieve their full
potential. In order to support students in doing this, the Student Enabling Centre
provides specialist study support for disabled students and also a counselling service to
support students who may experience issues that affect their mental wellbeing.
The service provides a range of information, advice and facilities for disabled students,
such as offering study needs assessments, help to apply for the Disabled Students’
Allowance (DSA) and providing study support services for students with dyslexia.
FB/JC Level 5 Handbook 2014-2015
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More information about the Student Enabling Centre can be obtained from
www.staffs.ac.uk/courses_and_study/disabled_students/
Contact details for the Student Enabling Centres:

Stoke: Cadman Courtyard, Cadman Building, College Road, Stoke-on-Trent, ST4
2DE; t: 01782 294977

Stafford: D001 One Stop Shop, Ground Floor, Beacon Building, Stafford, ST18
0AD; t: 01785 353302

Email disability@staffs.ac.uk or counsellingreception@staffs.ac.uk
Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these are
part of the core values of the institution. We aim to be an inclusive organisation where
everyone has a fair opportunity to fulfil their potential.
At Staffordshire University we recognise that people are unique individuals. We are
committed to ensuring that all our students and staff - whatever their background,
nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual
orientation, religion, belief, colour, gender identity, skills and experiences - are able to
study or work in an environment free from discrimination, harassment, bullying and
victimisation.
We all have a responsibility to ensure that this happens, and students and staff are
expected to behave in a way that promotes a welcoming and inclusive environment for
all. The Students’ Charter sets out the University’s commitment to students and your
responsibilities
as
a
student.
This
can
be
found
at
www.staffs.ac.uk/legal/policies/studentcharter/ The University also has a behaviour
policy to inform students and staff of the behaviour expected of students. This can be
found at: www.staffs.ac.uk/legal/policies/index.jsp
More information, support and advice about any aspect of equality and diversity at
Staffordshire University can be obtained from www.staffs.ac.uk/diversity
If you wish to talk to a member of the Equality and Diversity Team you can email
diversity@staffs.ac.uk or telephone 01782 292775
Further Support
The University has other services which offer support to international students, mature
students, students with caring responsibilities and students who have been in care.
Information
on
all
our
services
for
students
can
be
found
at
www.staffs.ac.uk/courses_and_study/student_services/
If you need further emotional support in coping with your personal circumstances, then
you can contact the Counselling Service. Contact details and sources of help/self-help
can be found at
http://www.staffs.ac.uk/support_depts/counselling/index.jsp
FB/JC Level 5 Handbook 2014-2015
14
Concerns and Complaints
We endeavour through our support systems to deal with any concerns and complaints
informally. Within your department, we advise you to talk to your module, award leader
or personal tutor as soon as possible. You can also talk to the Faculty Student
Guidance Officer or the central Student Guidance Officer.
Any issues that you are not happy about in relation to your individual experience,
whether it be to do with the standard of service or actions by the University or its staff,
can usually be resolved informally.
If you are still dissatisfied then the University has in place a complaints procedure. You
can also use the Complaints Procedure if you feel you have been subject to
discrimination, harassment, bullying or abuse. The Appeals Complaints and Conduct
Manager can be contacted on 01782 294359. For more information or to download a
copy
of
the
University
Complaints
Procedure
visit:
www.staffs.ac.uk/courses_and_study/student_life/student_handbook/appeals_complaint
s_and_conduct.jsp
FB/JC Level 5 Handbook 2014-2015
15
Please insert grading criteria for level 5 only
Grading Criteria for the Award of Marks Level 5
CRITERIA – WRITTEN ASSIGNMENTS AND EXAMINATIONS
G
R
A
D
E
Fir
st
Cl
as
s
A
1
5
1
4
1
3
S
ec
on
d
Cl
as
s
(U
pp
er
)
1
2
B
The work exceeds the requirements of the assessment
Clear and logical organisation and structure demonstrating innovation
and creativity.
Excellent knowledge and understanding with accurate inclusion of
most recent evidence based information.
Clear application and integration of relevant theory and practice
(where applicable).
Evidence of breadth and depth of knowledge demonstrating problemsolving, debate and argument with critical analysis of material.
Excellent use of a wide range of current, relevant supportive literature
correctly referenced.
Explores relationships between ideas, theories or arguments.
Evidence of critical evaluation of own work and that of others.
The work fulfils and goes beyond the requirements of the
assessment
Clear organisation and structure which is well planned and
organised.
Most key issues are clearly identified with evidence of critical
thinking, problem-solving and analysis of literature.
Evidence of good knowledge and understanding of the information
presented.
Evidence of wide and appropriate reading which is referenced
correctly.
Good evidence of the application of theory to practice (where
applicable).
Identifies relationships between ideas, theories or arguments.
1
1
1
0
S
ec
on
d
Cl
as
s
The work fulfils the requirements of the assessment brief
A logical and well planned piece of work with clear organisation and
structure.
Evidence of satisfactory level of knowledge and understanding.
Some key issues are identified with some evidence of critical
thinking, problem-solving and interpretation of literature.
Evidence of application of theory to practice (where applicable).
FB/JC Level 5 Handbook 2014-2015
16
CRITERIA – WRITTEN ASSIGNMENTS AND EXAMINATIONS
G
R
A
D
E
(L
o
w
er
)
Sufficient use of research and relevant literature, generally correctly
referenced.
Selects main points from material, identifying relationships between
ideas, theories or arguments.
9
C
8
7
Th
ird
Cl
as
s
6
D
5
4
B
or
de
rli
ne
Fa
il
3
E
2
G
R
A
D
E
O
utr
ig
ht
Fa
il
The work just meets the basic requirements of the assessment
Presents a fairly logical and structured piece of work with sufficient
focus.
Level of knowledge and understanding acceptable.
Demonstrates some application of theory with practice (where
applicable) although depth and detail are lacking.
Mainly descriptive approach with some evidence of discussion and
interpretation of issues.
Some evidence of research or literature review with some errors in
referencing. Relationships between ideas, theories or arguments
outlined.
The work meets some, but not all requirements of the
assessment
Essay planning, organisation and structure are generally poor, with
little or no evidence of critical thinking and interpretation of
information.
Lack of knowledge and understanding of the subject in some areas.
Little or poor evidence of appropriate reading and study.
Current, relevant supportive literature is inadequate, with referencing
errors.
Weak attempt to identify relationships between ideas, theories or
arguments.
CRITERIA – WRITTEN ASSIGNMENTS AND EXAMINATIONS
The work fails to meet the requirements of the assessment
Very poorly planned and organised piece of work with insufficient
focus on the requirements of the assessment.
A limited number of key issues are identified and there is little
evidence of discussion or attempt to interpret or draw conclusions
from literature.
FB/JC Level 5 Handbook 2014-2015
17
G
R
A
D
E
F
CRITERIA – WRITTEN ASSIGNMENTS AND EXAMINATIONS
1
Lack of knowledge and understanding of the subject.
Minimal reference to practice (where applicable).
Little evidence of appropriate reading with many errors in referencing.
Poor or no attempt to identify relationships between ideas, theories or
arguments.
The requirement for confidentiality, anonymity or ethical approval has
not been met. There is inaccurate, unsafe or grossly prejudicial
material included.
U
Non-submission
0
Please note that students should produce work within the word limit. The penalties
listed below will be applied if the word limit is exceeded.
1 – 10%
11 – 20%
21 – 30%
31%+
excess no penalty
excess
10% reduction in the mark
excess
20% reduction in the mark
excess the work will be capped at a pass (ie 40% or grade point 4
for undergraduate and 50% or grade point 7 for
postgraduate)
If percentage marks are required in addition to grade points, please refer to the table below.
Grade
A
15
14
13
B
12
11
10
C
9
8
7
D
6
5
4
E
3
%
77100
7476
7073
6769
6366
6062
5759
5356
5052
4749
4346
4042
30-
FB/JC Level 5 Handbook 2014-2015
18
2
39
2029
F
1
119
Grading Criteria for the Award of Marks Level 5
CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL
PRESENTATIONS
G
R
A
D
E
Fir
st
Cl
as
s
A
1
5
1
4
1
3
S
ec
on
d
Cl
as
s
(U
pp
er
)
1
2
B
The work exceeds the requirements of the assessment brief
and:
Demonstrates creativity and originality.
The presentation is very well organised, clear and logical.
Demonstrates a high level of communications and technical
presentation skills.
Shows an ability to obtain, apply, evaluate and debate the strengths
and weaknesses of relevant research-based or other authoritative
information or, where appropriate, information relating to personal
conduct or practice.
Demonstrates critical thinking, problem-solving and excellent
debating skills.
Demonstrates a high level of critical self-awareness.
Demonstrates a consistent integration between theory and practice /
placement.
The work exceeds the requirements of the assessment brief
and:
Demonstrates some creativity and originality.
The presentation is well organised, clear and logical.
Demonstrates good communications and technical presentation
skills.
Shows an ability to obtain, apply, evaluate and debate the strengths
and weaknesses of relevant research-based or other authoritative
information or, where appropriate, information relating to personal
conduct or practice.
Demonstrates critical thinking, problem-solving and good debating
skills.
Demonstrates critical self-awareness.
Demonstrates a mainly consistent integration between theory and
practice / placement.
1
1
1
0
S
ec
on
d
Cl
The work meets the requirements of the assessment brief and:
The presentation is clear although not always logical (or vice versa).
Demonstrates communications and technical presentation skills.
Shows an ability to obtain, apply and evaluate relevant researchbased or other authoritative information or, where appropriate,
FB/JC Level 5 Handbook 2014-2015
19
CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL
PRESENTATIONS
G
R
A
D
E
as
s
(L
o
w
er
)
information relating to personal conduct or practice.
Demonstrates critical thinking, problem-solving and debating skills.
Demonstrates self-awareness.
Demonstrates an acceptable level of integration between theory and
practice / placement.
9
C
8
7
Th
ird
Cl
as
s
6
D
5
The work meets the requirements of the assessment brief and:
The presentation lacks substance.
Communications and technical presentation skills are adequate.
Shows an ability to obtain and apply relevant research-based or other
authoritative information or, where appropriate, information relating to
personal conduct or practice.
Shows some evidence of problem-solving skills.
There is some evidence of self-awareness.
Demonstrates a superficial integration between theory and practice /
placement.
4
B
or
de
rli
ne
Fa
il
3
E
2
G
R
A
D
E
O
utr
ig
ht
Fa
il
The work meets some but not all of the requirements of the
assessment and:
The presentation is confused and illogical.
Communications and technical presentation skills are poor.
The research-based, other authoritative information or information
relating to personal conduct or practice presented is inadequate and
outdated. Information presented is often anecdotal in nature.
The presentation is largely descriptive and lacks analysis.
Demonstrates a poor level of self-awareness.
Demonstrates an inability to integrate theory and practice /
placement.
CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL
PRESENTATIONS
The work does not meet the requirements of the assessment
brief and:
The presentation is disorganised, illogical and incoherent.
Communications and technical skills are deficient.
The information presented is largely anecdotal and there is an
absence of any research-based or other authoritative evidence or,
FB/JC Level 5 Handbook 2014-2015
20
G
R
A
D
E
F
CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL
PRESENTATIONS
1
where appropriate, information relating to personal conduct or
practice.
The presentation is wholly descriptive and lacks analysis.
Self-awareness is not demonstrated.
There is little or no evidence of attempts to integrate theory and
practice / placement.
The requirement for confidentiality/anonymity has not been met.
U
0
Non-attendance at the scheduled time of the oral examination or
presentation.
Please note that students should produce work within the word limit. The penalties
listed below will be applied if the word limit is exceeded.
1 – 10%
11 – 20%
21 – 30%
31%+
excess no penalty
excess
10% reduction in the mark
excess
20% reduction in the mark
excess the work will be capped at a pass (ie 40% or grade point 4
for undergraduate and 50% or grade point 7 for postgraduate)
If percentage marks are required in addition to grade points, please refer to the table below.
Grade
A
15
14
13
B
12
11
10
C
9
8
7
D
6
5
4
%
77100
7476
7073
6769
6366
6062
5759
5356
5052
4749
4346
4042
FB/JC Level 5 Handbook 2014-2015
21
E
3
2
F
1
3039
2029
119
FB/JC Level 5 Handbook 2014-2015
22