BA/BSc Education and Social Science

ESS4000 Skills for Learning

Module Guide
2015/2016

Module Convenors:
Dr Michael Hast, michael.hast@stmarys.ac.uk, G147, Ext. 4366
Marlene Ellis, marlene.ellis@stmarys.ac.uk, G113, Ext. 4380
Semester 1: Sep-Dec 2015
Lecture: Tuesday 1pm-3pm, Room K217
Seminars: Tuesday 3pm-4pm and 4pm-5pm
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CONTENTS

1.1

Module description.........................................................................................................2

1.2

Module learning outcomes.............................................................................................2

2.1

Course outline................................................................................................................3

2.2

Content of lectures.........................................................................................................4

3.1

Assessment requirements.............................................................................................5

3.1.1

Assessment rationale...............................................................................................5

3.1.2

Description of assessment criteria for summatively assessed components............6

3.2

Marks and feedback.......................................................................................................7

3.2.1

Formative feedback..................................................................................................7

3.2.2

Summative feedback (your final grade)...................................................................7

4.1

Submission deadlines and submission procedures.......................................................8

4.1.1
4.2.

Extenuating circumstances procedure.....................................................................8

The marking and moderation process...........................................................................9

4.2.1

Marking and moderation..........................................................................................9

4.2.2

Examination Board process...................................................................................10

4.3

A guide to academic conduct.......................................................................................11

5.1

Additional learning support..........................................................................................12

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Appendix 1: Assessment criteria for written work Level 4....................................................13

Appendix 2: Assessment criteria for reflective diaries Level 4.............................................14

1.1

MODULE DESCRIPTION

This module aims to introduce students to a set of skills required for successful university
learning centred on information literacy, reading for academic purposes, essay planning,
academic writing and communication, and referencing conventions (Harvard). It also
considers the moral and ethical issues surrounding academic plagiarism. It aims to develop
essential techniques for improving their academic performance and enables them to make full
use of the resources available at St Marys to support their studies. In addition, it requires
students to consider and evaluate their own learning and study practices providing students
with the opportunity to develop critical reflective writing to inform practice.
1.2

MODULE LEARNING OUTCOMES

On successful completion students will have achieved the following outcomes:

Knowledge and understanding
1. Demonstrates an understanding of the key principles of effective communication.
Cognitive skills
2. Demonstrates the ability to use primary scholarly sources.
3. Demonstrates the ability to locate and retrieve relevant academic sources in printed
and electronic form to underpin and inform academic writing.
4. Demonstrates the ability to communicate effectively and apply the principles and
conventions of academic writing.
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5. Demonstrates the ability to use Harvard referencing accurately.

Performance and Practice
6. Can work effectively in groups.
7. Shows an awareness of the ethical and moral issues surrounding academic
plagiarism.
8. Can undertake some preliminary critical reflection on own learning and study
practices.
Personal and Enabling Skills
9. Uses critical reflection to identify and improve areas for skills development.

2.1

COURSE OUTLINE
Date

Lecture

Seminar

Tuesday 22nd
September

Introduction to the module and introduction

to critical reflection

No seminar

Tuesday 29th
September

Note taking and close reading

Reflection

Tuesday 6th
October

Plagiarism

Close reading for

formative essay

Tuesday 13th
October

Referencing

Referencing for
formative essay

Tuesday 20th
October

Library research skills

Academic literature
searching

This session will take place in the Naylor Library

12 noon, Monday
26th October

Submission of the formative Compare and Contrast essay

Tuesday 27th
October

Presentation skills

Presenting a searched
article

Tuesday 3rd
November

Reflection

Reflection

Tuesday 10th
November

Using feedback to improve your work

Using feedback to
improve portfolio essay

12 noon, Friday
13th November

Submission of the Reflective Diaries

Tuesday 17th
November

Essay planning

Planning portfolio essay

Tuesday 24th
November

Critical writing and close reading

Close reading of three

Portfolio texts

Tuesday 1st
December

Essay structure

Essay structuring and

redrafting

Tuesday 8th
December

Tutorials

No seminar

12 noon, Friday
11th December

2.2

Submission of the portfolio

CONTENT OF LECTURES

Lecture 1: Introduction to the module and introduction to critical reflection

We will go through the course structure, topics to be covered, as well as the assignments and
assessment criteria. You will also receive an introduction to critical reflection, to begin
preparation for one of your assignments.
Lecture 2: Note taking and close reading

This session will focus on how to do a close reading of a text. As reading, annotating and
note-taking are all related activities when engaging with academic texts, the session will also
look at how to take effective notes and being able to summarise what you have read.
Lectures 3 & 4: Plagiarism and Referencing
Plagiarism carries severe penalties for students. These sessions will look at the problem of
plagiarism within academic work and how it can be avoided. The practical session will show
you how to appropriately cite and reference the work of others, and the proper scholarly
conventions for this.
Lecture 5: Library research skills
This session will address library research skills how to look for resources independently,
how to go beyond just using materials that are physically available, how to find up-to-date
resources, how to decide on key words for searches. It will allow you to find additional
academic resources required of your essays throughout university. The session will be run
by Frank Quick and will take place in the Technology Zone of the Naylor Library.
Lecture 6: Presentation skills
Many of our assessments are in form of presentations, either individually or in groups. This
lecture will familiarise you with how to develop a good presentation and how to deliver the
content effectively.
Lecture 7: Reflection
This will be a practical session on the purposes and format of a reflective diary as it relates
to your module assessment. If you are thinking about entering the teaching profession, this is
particularly important because the art of reflection is a key skill required for postgraduate
teacher training courses and for your own personal development as a practitioner.
Lecture 8: Using feedback to improve your work
Using the tutor feedback provided for your Critical Comparison essay and using practical
examples from your work, we will examine the types of comments tutors make e.g. what does
a tutor mean when they ask you to develop your argument, and how you should use these to
improve future work.

Lecture 9: Essay planning

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In preparation for your first semester written assignments, this session will focus on how to
plan essays. It will also provide practical help on analysing essay titles i.e. what the essay is
asking you to do. You are encouraged to practically link this session with your actual
assignments to help you be well-prepared for written assignments in both this and other
modules.
Lecture 10: Critical writing and close reading
This lecture will return to close reading and being critical/analytical with the reading. We will
look at how to write critically and analytically, and we will look at the styles of writing used
within academic writing through a series of practical reading and writing tasks. In particular,
we focus on the difference between descriptive writing and analytical writing.
Lecture 11: Essay structure
This final lecture will be on effectively structuring an essay. We will examine the different key
components of an essay and how to mould essay content into a flowing argumentation. This
should be the final consideration in completing the crafting of an essay.

3.1 ASSESSMENT REQUIREMENTS

Assessment component

Content

Allocation of marks

Compare and Contrast essay

1,000 words

0% (formative only, but

submission

Reflective Diary

3 diary entries (c. 330 words

is

compulsory)
20%

each) = 1,000 words

Portfolio

Critical reading of a supplied

text

80%
500 words
1,500 words

Coursework Essay on
Plagiarism

3.1.1 Assessment Rationale

The assessment rationale for this module will enable students to demonstrate that they are
able to identify, utilise and develop a range of study skills to support their learning, with an
expectation that this will be underpinned by on-going critical reflection to identify the strengths
and weaknesses of their work and study practices. A skills study module such as this requires
a high degree of oral and written formative feedback and this is provided in lectures and
seminars and in written form for a mid-semester essay whereby students have to compare
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and contrast two academic articles about University plagiarism. This extensive written
feedback is then used to inform the summatively assessed essay which forms a substantial
part of the portfolio. The reflective diaries will give students the opportunity to demonstrate
that they have understood the key principles of reflective writing and will assess learning
outcomes 1, 4, 6 and 8. The portfolio will assess learning outcomes 2, 3, 4, 5, 7 and 9.

3.1.2 Description of assessment criteria for summatively assessed components

Reflective Diary
You are expected to keep a reflective diary of your learning and skills development after
each lecture and seminar. This assignment will give you the opportunity to reflect on your
learning, and should contain evidence of critical self-reflection and self-awareness. Ask
yourself:

What have I learned?

What are my strengths and weaknesses?
What challenges are am I facing and how am I overcoming these?
How is my ALS working, and what is my contribution to the group?
What skills do I bring to the group (e.g. are you a good organiser/listener/problemsolver?)
What skills am I developing, and what evidence can I provide that I am applying these to
my studies e.g. am using my planning skills for other modules? Am I using my library
searching skills to locate appropriate reading for coursework assignments?
What aspects of my academic skills do I need to particularly focus on and what steps am
I/should I be taking to help with this? e.g. arranging sessions with the skills study tutor,
arranging tutorials with my lecturer? Arranging a session with the ICT support tutors?

Portfolio
The aim of the portfolio is to demonstrate that you have mastered and understood the key
concepts covered during the module. The work in the portfolio will bring together the range of
skills you have acquired during the course, and you will need:
i)

to demonstrate that you are able to construct an argument supported by

appropriate academic literature;
ii)
to demonstrate the ability to write clearly, using grammatically correct standard
English with attention to spelling, punctuation and grammar i.e. clear communication;
iii)
to show evidence of careful reading, understanding, and critical discussion of
scholarly literature;

iv)
v)

to provide accurate citations, and ensure that your work is properly referenced
according to the conventions of Harvard Referencing
to include a reference list using appropriate scholarly conventions.

The formative compare and contrast essay (1,000 words)

You are required to undertake a close reading of TWO journal articles from your plagiarism
reader and then provide a critical comparison of them. Make sure all in-text citations are
correctly referenced and include a reference list at the end of the essay. Although formative,
this essay is still compulsory and contributes to your portfolio mark

Close reading of a set text (assessed and graded as part of your portfolio; 500 words)
Choose ONE excerpt (from a choice of three) from an academic text provided by your tutor
(these will be placed on MyModules). Write a 500 word critical interpretation of this extract
using the skills you have developed in the lectures and seminars.

The critical essay (which is assessed and given a grade as part of your portfolio; 1,500
words). Choose ONE of the following essay titles:
1. Systemic education is about apprising staff and students about their rights and
responsibilities (Teh & Paull, 2013:294) but whose responsibility is plagiarism? Support
your discussion with evidence from appropriate academic texts.
2. Students will declare that cheating is immoral, but they do not always perceive plagiarism
as a serious misdemeanour (East, 2010:71). Can plagiarism ever be seen as
acceptable? Support your discussion with evidence from appropriate academic texts.
3. Many students indulge in some form of plagiarism via the internet from cutting and
pasting a few unattributed sentences or paragraphs into an assignment through to
purchasing a ghost-written essay from an online paper mill (Selwyn, 2008:466). But is
technology help or hindrance in the plagiarism discussion? Support your discussion with
evidence from appropriate academic texts.
Make sure all in-text citations are correctly referenced and include a complete reference list at
the end of the essay.

3.2

MARKS AND FEEDBACK

3.2.1 Formative feedback

You are encouraged to use the tutorial system to get formative feedback on your work prior to
submission. This means discussing a draft of the assignment with your module tutor in good
time, so they can make suggestions about how you can improve it before final submission.
Formative feedback on any work must be during a tutorial. Written feedback is not
available to first years in this semester you are expected to make full use of the
tutorial system.
Please note the deadline for formative feedback is Friday 10th November 2015 for the
reflective diaries. The deadline for portfolio essay feedback is Friday 4th December 2015.
Please make an appointment with your designated tutor for formative feedback. These
deadlines will give you sufficient time to act on your tutors feedback, proofread your work and
check your references before final submission.
Students DO NOT receive verbal feedback on their compare and contrast essays, as all
students receive written feedback, also to be included in their portfolios. Please do not
request any feedback on the compare and contrast essay.
3.2.2 Summative feedback (your final grade)
Marks and feedback for the Reflective Diaries will be available from Wednesday 9th
December 2015. Marks and feedback for the Portfolios will be available from Tuesday 2nd
February 2016. All marks and feedback will be available via Grademark on Turnitin available
on MyModules.

4.1

SUBMISSION DEADLINES AND SUBMISSION PROCEDURES

The formative compare and contrast essay must be submitted by 12 noon Monday 26th
October 2015. The reflective diaries must be submitted by 12 noon Friday 13th November
2015. The portfolio must be submitted by 12 noon Friday 11th December 2015. All work
must be uploaded to Turnitin on MyModules. Please note that ALL written coursework (with
the exception of dissertations) is marked online so you are not required to submit your work in
hard copy. Please upload each of the three submissions as ONE word document in each
case (e.g. all three diary entries in one document).

All written work must be presented on A4 paper, typed and in double-spaced

typescript, in 12 point Times New Roman.

It must include a complete reference list, following standard academic conventions, in

alphabetical order of author.
Keep a copy of all submissions.

Plagiarism declaration
By submitting your work to Turnitin you are making the declaration below:
The work I have submitted, in accordance with University Regulations, is all my own work
and contains no plagiarism from books, articles, the internet or anyone elses work. Where I
have quoted the words of another person, I have surrounded the quotation with quotation
marks and have referred to the source within the text. Where I have taken ideas more
generally from other people (by using secondary sources by reading books, journals or
articles but not specifically referring to them in the text), I have acknowledged such use by
making a named reference to the author in the coursework. I have included a full reference
list as required.
4.1.1 Extenuating Circumstances Procedure
What do I do if I think that I am likely to miss a coursework deadline?
If you think that youre likely to submit coursework work late, you must complete the
Universitys Extenuating Circumstances form (available from your Programme Administrator
or Registry) which must be submitted for consideration to your Programme Administrator
directly with supporting evidence.
What do I do if I miss a coursework deadline?
Extenuating Circumstances may occur at any point in the academic year and affect any form
of assessment including coursework and examinations and may also result in absence from
academic teaching.
There are 2 levels of claim for Extenuating Circumstances, namely Programme-level and
University-level:
(i) Programme-level = short-term situations which require a short delay to the
submission of coursework of no more than 10 working days after the original deadline.
All such claims should be submitted to your Programme Director.
and:
(ii) University-level = longer-term situations which will affect main examination periods
and/or a delay to the submission of coursework of more than 10 working days.
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All such claims should be submitted to Registry either in hard copy to N45 (opposite the
Student Union or via email to exams@stmarys.ac.uk
Please note: It is important to ensure that you complete the correct form for the level of
Extenuating Circumstances you are claiming for and that you submit it to the correct place, in
order to ensure that the processing of your claim is not delayed.
4.2.

THE MARKING AND MODERATION PROCESS

4.2.1 Marking and Moderation

How is my work marked?
After you submit your work, it is marked by at least one tutor. All written exams or coursework
in the University are required to be marked anonymously, i.e. your identity will not be known to
your tutor as he or she marks the assignment. Your tutor should only be able to identify you
by your regnum. Anonymous marking helps the University to ensure that the marking process
is objective and avoids bias.
Not all assessment, such as presentations, can be marked anonymously due to the nature of
the tasks.
In this module, essays will be marked anonymously.
Your work may then be subject to a process known as moderation. Moderation will generally
involve a second marker checking a sample of work, along with the first markers marks and
comments, to verify the overall standard of marking and the use of the marking criteria.
Normally a sample of at least 10% of the written work for this module will be moderated and
this will include a range of marks from the top, middle and bottom of the marking scale. All
firsts, fails and borderline fails will be moderated.
The purpose of moderation is to provide an internal check on the marking to ensure that the
marking criteria are applied in a fair and consistent manner and that marking within this
module and between modules is consistent.
The marks of the first marker generally will stand unless the moderation highlights significant
differences between the two markers. If there are significant differences, further action will be
then be taken with the approval of the Programme Director.

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Methods that can be used to resolve disagreements include the first marker reviewing the
marks following feedback from the second marker, all assignments being second marked by
the second marker or third marking of the sample by another tutor.
Where there is significant disagreement in terms of the general consistency of marking, for
instance if the first marker has marked too harshly or too generously, the two markers can
negotiate to adjust the marks accordingly for all students and not just those in the sample.
Marks for individual students will not be changed after moderation, except in cases of
mathematical errors, when marking criteria have not been correctly applied or when all
assignments have been second marked. This ensures that all students are treated fairly and
equitably. If marks for individual students in the sample are changed, those students could
benefit or be disadvantaged by being included in the sample of work that was moderated or
second marked.
What happens next?
After your assignment is marked by your tutors, it is then subject to external moderation by an
external examiner. The use of external examiners is standard practice across the university
sector in the UK. Each programme at the University has at least one external examiner, who
is often a tutor in the same subject area from another university.
Why is this important to you? External examiners provide an additional check on the marking
carried out by your tutors. External examiners help to ensure that marking within modules and
across the entire programme is consistent and that our regulations and procedures have been
applied appropriately. External examiners are also responsible for ensuring that the standards
of this programme are comparable with equivalent programmes at their university and other
universities that they have worked or examined at.
External examiners will not see all assignments. They will agree a sample with your tutors in
advance. However, external examiners do have the right to see all assignments if they wish.
The agreed sample should contain those assignments that have been moderated or second
marked and a range from the top, middle and bottom of the marking scale and first class or
distinction marks, fail marks and borderline pass/fail marks.
External examiners do not act as another marker. They check the sample to see whether the
marking is appropriate and consistent. If the external examiner suggests changes to the
marks, as with internal moderation and second marking, the marks for all students on the
module (not just those sampled) will be changed accordingly.
4.2.2 Examination Board Process

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Once your assignments for this module have been marked and checked internally and by the
external examiner(s), the marks are then approved by the Programme Examination Board,
which meets at the end of each semester or assessment period.
In relation to this module, the Programme Examination Board is specifically tasked with
approving:
1) The mark for each individual assessment for each student;
2) The overall module mark (percentage and grade) for each student;
3) Internal module compensation (see below) for students who are eligible.
Internal Module Compensation
Internal module compensation can be applied if you achieve the pass mark for the module but
have not passed each individual assessment. This would mean that you would not be
required to resubmit the failed assessment.

The Academic Regulations allow internal module compensation in the following situations:
1) For substantive assessments (those which contribute 35% or more to the overall
module mark), you must achieve a mark of at least 30% at undergraduate level or at
least 40% at postgraduate level, and a pass mark for the module overall;
2) For non-substantive assessments (those which contribute less than 35% to the overall
module mark), internal compensation is allowed regardless of the mark achieved
provided that you achieve a pass mark for the module overall.
More details on the Examination Board process can be found in the Programme Handbook.
4.3 A GUIDE TO ACADEMIC CONDUCT
Your learning during your time at St Marys University is a journey of discovery as you
progress through your programme. Whilst being supported and guided by the
tutorial/supervisory team, you will also undertake your own research, preparation and
planning as you construct your assessment tasks. This is a vital element of your learning, and
it is important to remember that the assessments are an integral part of that learning not
simply a way of testing what you have learned.
That learning process only has meaning and value if you present your own thoughts, your
analysis your work.
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That is the standard of academic conduct that we expect, and hope, our students attain
however, we do have procedures in place to address any apparent instances of academic
misconduct.
Academic Misconduct is taken very seriously by the University, and students should be aware
that the consequences of such misconduct can be serious.
Examples of behaviours considered to constitute academic misconduct are as follows:

copying work from reference sources or other students (plagiarism);

using elements of your own work more than once and without referencing the
original (auto-plagiarism);
working too closely together with other students to produce very similar
submissions (collusion);
allowing another student(s) to copy their work (unfair advantage)
fabricating results or other outcomes that form part of the work (falsification of
data);
bringing unauthorised materials/electronic devices into an examination room,
and/or behaving in other ways that could bring an unfair advantage (examination
cheating).

Academic Misconduct Guidelines for Students

The above represent the most common forms of academic misconduct, however, students
should refer to the Academic Misconduct Guidelines for Students on MyModules in order
to familiarise themselves with the more detailed information about the types of academic
misconduct.
These Guidelines also explain the process that will be followed when a student is suspected
of academic misconduct; and the types and levels of sanctions that will be applied when
cases are proven.
Non-Academic Misconduct
Students should please note that Academic Misconduct and other forms of Student
Misconduct are addressed via different processes.
Allegations of Misconduct which are not categorised as academic will be investigated and
progressed by the Head of School or Service (or nominee) according to Section 4 of the
Student Disciplinary Procedures.

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YOU MUST KEEP A COPY OF YOUR WORK, both in hard copy and electronic format,
until you have graduated.

5.1 ADDITIONAL LEARNING SUPPORT

If you have a particular learning need (e.g. dyslexia), please make this known to the tutor
ASAP. To do this, you can either email me at michael.hast@stmarys.ac.uk or arrange a
tutorial with me to talk about it in person.
Please note: It is the students responsibility to inform tutors if they have a particular
learning requirement.
It is also the responsibility of the student to ensure they make contact with the Dyslexia and
Disability Co-ordinator (see below) if they require additional support. The support and help is
there but you have to actively make arrangements with the Co-ordinator.
Contact in Student Services:
Christopher Tuck
Dyslexia and Disability Co-ordinator
Student Services
Room J Building, 2nd floor
Email: christopher.tuck@stmarys.ac.uk
Further information can be found at
students/dyslexia-disability/Pages/default.aspx

http://simmspace.stmarys.ac.uk/services-

Support with essay writing and coursework assignments is also available and you can find out
how to access these services by going to http://simmspace.stmarys.ac.uk/servicesstudents/learning-support/Pages/default.aspx

APPENDIX 1: ASSESSMENT CRITERIA FOR WRITTEN WORK LEVEL 4

1st Class 80% +
Demonstrates substantial intellectual self-confidence and independent judgement. Shows a rigorous
understanding of the topic and can apply concepts and principles of the area(s) of study. Incisive argument

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is sustained throughout. Organises material imaginatively and systematically. Makes critical use of a wide
range of general and scholarly texts. Shows impressive qualitative and/or quantitative ability where
appropriate. Writing is polished, accurate and fluent. Presentation uses appropriate scholarly conventions.
1st Class 70-79%
Demonstrates intellectual self-confidence and independent judgement. Shows a rigorous understanding of
the topic and can apply concepts and principles of the area(s) of study. Incisive argument is sustained
throughout. Organises material imaginatively and systematically. Makes critical use of a range of general
and scholarly texts. Shows impressive qualitative and quantitative ability where appropriate. Writing is
polished, accurate and fluent. Presentation uses appropriate scholarly conventions.
Upper-Second Class 60-69%
Demonstrates a rigorous understanding of the topic. Understands and applies concepts and principles
associated with the area(s) of study. Argument is sustained, focussing consistently on the title/question
throughout. Organises material systematically, based around the argument presented. Makes critical use of
appropriate general texts and scholarly literature. Shows qualitative and quantitative ability where
appropriate. Writing is accurate and fluent. Presentation uses appropriate scholarly conventions.
Lower-Second Class 50-59%
Demonstrates a good understanding of the topic. Understands and applies concepts and principles
associated with the area(s) of study. Argument is sustained, but could be developed further in places.
Organises material effectively in relation to the set title/question. Makes critical use of appropriate general
texts and scholarly literature. Shows qualitative and quantitative ability where appropriate. Writing is
generally accurate, but shows occasional errors of grammar, syntax and spelling.
Third Class 40-49%
Demonstrates an understanding of the topic. Shows knowledge of the concepts and principles associated
with the area(s) of study. Shows acquisition of coherent and relevant knowledge. Argument is presented,
but lacks depth, rigour and complexity. Engages with appropriate general texts and scholarly literature.
Shows reasonable qualitative and quantitative ability where appropriate. Writing often lacks fluency, clarity
and precision and is sometimes marred by errors of grammar, syntax and spelling.
Fail 30-39%
Misunderstands or is confused about many aspects of the topic. Presents some appropriate knowledge and
evidence base, but handles these superficially. Argument is present, but is too often insufficient or
incoherent. No sustained engagement with the set title/question. Has used some appropriate texts, but
does not use a sufficient range of scholarly literature at this level. Writing is marred by continual errors of
grammar, syntax and spelling. Presentation is poor and ignores appropriate scholarly conventions.
Poor Fail 0-29%

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Misunderstands or is confused about most aspects of the topic. Presents some appropriate knowledge and
evidence base, but handles these very superficially. No sustained argument is presented. Written work may
be very brief and/or unfinished. Very little engagement with the set title/question. Has used inappropriate
texts for certificate level work. Writing is marred by constant errors of grammar, syntax and spelling.
Presentation is poor and ignores appropriate scholarly conventions.
APPENDIX 2: ASSESSMENT CRITERIA FOR REFLECTIVE DIARIES LEVEL 4
1st Class 80% +
Demonstrates a very sophisticated level of reflection on what you have learned supported by evidence. The
content is excellent and you have shown an outstanding understanding of the purpose of critical reflection.
The articulation of the strategies you will put in place to help you develop and improve in the topics covered
in the course is thorough, and how you will implement this is clear and well focussed. Writing is polished,
accurate and fluent. Presentation and organisation of material are excellent.
1st Class 70-79%
Demonstrates a sophisticated level of reflection on what you have learned supported by evidence. The
content is excellent and you have shown a high degree of understanding of the purpose of critical reflection.
The articulation of the strategies you will put in place to help you develop and improve in the topics covered
in the course is thorough, and how you will implement this is clear and focussed. Writing is polished,
accurate and fluent. Presentation and organisation of material are excellent.
Upper-Second Class 60-69%
Demonstrates a very good level reflection on what you have learned supported by evidence. The content is
very good as is your level of understanding of the purpose of critical reflection, although there are aspects
that could have been developed further. The articulation of the strategies you will put in place to help you
develop and improve in the topics covered in the course is good, and how you will implement this is clear
and focussed. Writing is polished accurate and fluent. Presentation and organisation of material are very
good.
Lower-Second Class 50-59%
Demonstrates a reasonable level of critical reflection on what you have learned with some relevant
examples. Content is good but could have been developed. You have identified areas for development but
there is only a limited attempt to identify appropriate strategies you will put in place to help you develop and
improve in the topics covered in the course. Writing often lacks fluency, clarity and precision and is
sometimes marred by errors grammar, syntax and spelling. Presentation and organisation of material are
good.
Third Class 40-49%
Demonstrates some reflection on what you have learned but there is very little criticality. There is some
content but this is largely undeveloped, and you have not clearly identified areas that need further

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improvement. Furthermore, you have not provided information about the strategies you will put in place to
help you develop and improve in the topics covered in the course. Writing often lacks fluency, clarity and
precision and is sometimes marred by errors of grammar, syntax and spelling. Presentation and
organisation of material are satisfactory.
Fail 30-39%
Demonstrates no understanding of critical reflection, and you are confused about what is required. There is
insufficient content and there is limited evidence that you have understood the lecture topics or have applied
what you have learned. You have not identified any areas for improvement or strategies to support this.
Writing is marred by constant errors of grammar, syntax and spelling. Presentation is poor, and the material
is poorly organised.
Poor Fail 0-29%
Demonstrates no understanding of critical reflection, and you have misunderstood what is required. There is
insufficient content and there is no evidence that you have understood the lecture topics or have applied
what you have learned. You have not identified any areas for improvement or strategies to support this.
Writing is marred by constant errors of grammar, syntax and spelling. Presentation is poor, and the material
is poorly organised.

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