MODULE CODE: BAM3017

MODULE CODE: BAM3017

Module Title: Communication Skills

MODULE GUIDE

2023/2024

Trimester 2

Level HE3

Contents

TOC o "1-3" h z u 1. Key Information PAGEREF _Toc137634594 h 22. Module Communications PAGEREF _Toc137634595 h 23. Module Description PAGEREF _Toc137634596 h 24. Learning and Teaching: Campus Plus PAGEREF _Toc137634597 h 25. Graduate Attributes PAGEREF _Toc137634598 h 26. Learning Outcomes and Assessments PAGEREF _Toc137634599 h 47. Assessment Deadlines PAGEREF _Toc137634600 h 48. Assessment Feedback PAGEREF _Toc137634601 h 49. Module Calendar PAGEREF _Toc137634602 h 510. Formative Assessment PAGEREF _Toc137634603 h 611. Indicative Reading PAGEREF _Toc137634604 h 612. Guidelines for the Preparation and Submission of Written Assessments PAGEREF _Toc137634605 h 613. Procedures for Other Assessments PAGEREF _Toc137634606 h 714. Academic Misconduct PAGEREF _Toc137634607 h 715. Assessments PAGEREF _Toc137634608 h 816. General Assessment Criteria for Written Assessments PAGEREF _Toc137634609 h 9

1. Key Information

Module Tutor Sophie Lownds

Module Tutor Email Sophie.Lownds@manchester.bolton.ac.uk

Weblink to VLE Class https://learnuobm.uk/

Weblink to Module Specification http://modules.bolton.ac.uk/

2. Module CommunicationsThe Module Tutors contact details are provided above. You must check your University of Bolton, Manchester email address and the Virtual Learning Environment (VLE) area dedicated to this module regularly as many 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.

3. Module Description The module develops employability skills and skills needed for success and progression at university. It familiarises students with various methods of assessment and develops their self-confidence, enabling them to effectively communicator, become increasingly independent learners and critical thinkers. Designed to promote the academic development of entering students this entry level module applies basic management concepts to the process of learning.

4. Learning and Teaching: This module is delivered over 12 weeks using campus-based sessions supported by online learning.

If you are unable to attend a scheduled session due to factors outside your control, you are expected to inform your tutor and engage in any activities set before the next session.

Note: Sessions recorded on the cloud will be deleted after a year unless settings allow otherwise.

In weeks four and eleven, 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.

To complete the module successfully you must allocate a substantial amount of independent study time, which will involve undertaking directed study and assessment activities. Directed study activities will include preparation for in class activities, background reading, research activities.

5. Graduate Attributes

Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected to develop during their time at the University. Graduate attributes act as a point of reference for a students personal development and support the articulation of employability and transferable skills.

In total there are 10 graduate attributes (GAME). This module seeks to develop and assess effective communication, collaboration and lifelong learning through in class activities, feedback, coursework and an individual presentation.

6. Learning Outcomes and AssessmentsModule Learning Outcomes

Assessment No.

and Type

LO1: Demonstrate appropriate academic and professional communication skills Assessment 1:

Coursework

LO2: Demonstrate understanding of the basic principles of how an organisation functions Assessment 2:

Oral Assessment

LO3: Demonstrate the ability to organise, prepare and deliver a presentation Assessment 2:

Oral Assessment

LO4: Explore relevant real world issues and current socially-engaged projects and their associated impact and analyse interesting challenges with which to engage Assessment 2:

Oral Assessment

7. Assessment DeadlinesAssessment item

Due Date Weight

1

Reflective Writing

Coursework 2,000 words

Please refer to the deadline on the VLE 50%

2

Oral Assessment

Individual Presentation 10 minutes Please refer to the deadline on the VLE 50%

8. Assessment FeedbackFeedback 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 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.

9. Module CalendarWeek Week Commencing Topics Covered Planned Delivery Method*

1 15/01/24 1.1: Module Introduction1.2: Reflective Practice On campus

2 22/01/24 2.1: Gibbs Model and Introduction2.2: Introductions, Coherence, and the Reflective Journal On campus

3 29/01/24 3.1: Description and Coherence3.2: Feelings and Thoughts On campus

4 05/02/24 4.1: Evaluation and Paragraph Structure4.2: Analysis and Sample Report On campus

5 12/02/24 5.1: Conclusions and Workshop5.2: Academic Caution, Generalisations and Signposting Language On campus

6 19/02/24 6.1: Action Plan and Reflective Writing6.2: Kortext, Referencing and Citations On campus

7 26/02/24 7.1: AI, Editing and Proofreading7.2: Turnitin Submissions and Workshop Feedback On campus

8 04/03/24 8.1: Using Microsoft Office and Writing for Professional Purposes8.2: Academic Presentation Types and the Mini Presentation

On campus

9 11/03/24 9.1: The Practical Assessment and Presentation Skills 19.2: Problems and Solutions in the Workplace

(Reflective Writing DEADLINE BEGINNING OF WEEK 9 Mon 11th March 2pm) On campus

10 18/03/24 10.1: Effective Presentation Skills 210.2: Research, Summarising and Presenting Information Effectively

On campus

11 08/04/24 11.1: Voice, Clarity and Practical Communication Skills

11.2: Presentation Workshop On campus

12 15/04/24 Assessed Presentations

Assessment Deadline: Between 15th to 19th April On campus

* Subject to change in the event of any campus restrictions

10. Formative AssessmentFormative 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 group exercise, in-class discussions, end of session quizzes (including question and answer session) and mock test as appropriate, and does not contribute to the final module mark.

11. Indicative Reading

Williams, K., Woolliams, M. and Spiro, J. (2020).Reflective Writing. London: Bloomsbury Publishing.

Hopkins, D. and Reid, T. (2018).The Academic Skills Handbook. London: Sage Publications

12. Guidelines for the Preparation and Submission of Written Assessments

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.

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.

You should include a word-count at the end of the assessment (excluding references, 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 capped at the pass mark for the assessment.

All written work should be referenced using the standard University of Bolton referencing style see: https://libguides.bolton.ac.uk/resources/referencing/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.

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 AI 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).

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

No extensions are available for practical assessments. Arrangements for further attempts of these assessments must be made using the Mitigating Circumstances procedure. Please contact the Director of Studies Team for advice - DoS@manchester.bolton.ac.uk

See regulations and procedures for the submission and consideration of mitigating circumstances; https://www.bolton.ac.uk/assets/Student-Policy-Zone-2023-24/MItigating-Circumstances-Regulations-and-Procedures-2023-24.pdfStudents must submit the envelope and accompanying evidence as far as possible in advance but no later than the deadline date published on the University Calendar.

14. Academic MisconductAcademic 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) 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 are attributed using the correct referencing techniques. You can also check originality through Turnitin.

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-2023-24/academic-misconduct-regulations-and-procedures-23-24

15. Assessments Please refer to the separate assessment brief16. General Assessment Criteria for Written Assessments

GENERAL ASSESSMENT GUIDELINES LEVEL 3

Relevance

Learning outcomes must be met for an overall pass Knowledge and Understanding Analysis, Creativity and Problem-Solving Self-awareness and Reflection Research/

Referencing Written English Presentation and Structure

Class I(Exceptional Quality)

85% - 100% Work is directly relevant and expertly addresses the requirements of the brief.

Learning outcomes are met. Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.

Demonstrates excellent understanding of key concepts in different contexts. Presents an excellent discussion of findings through the analysis of information sources.

Draws justified, relevant and thoughtful conclusions.

Demonstrates creative fair and initiative.

Applies excellent problem-solving skills. Provides insightful reflection and self-awareness in relation to the outcomes of own work and personal responsibility. A range of contemporary and relevant reference sources selected and drawn upon.

Sources cited accurately l in both the body of text and in the Reference List/ Bibliography.

Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured, include linking and signposting, and bullet points are used appropriately. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective use of, and reference to, figures, tables and images.

Class I(Excellent Quality)

70% - 84% Work is relevant and comprehensively addresses the requirements of the brief.

Learning outcomes are met. Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.

Demonstrates excellent understanding of concepts. Presents an excellent overview of findings through the interpretation of relevant information sources.

Draws justified, relevant and thoughtful conclusions.

Clear evidence of initiative.

Applies excellent problem-solving skills. Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility. A range of relevant reference sources selected and drawn upon.

Sources cited well in both the body of text and in the Reference List/Bibliography. Writing style is clear and appropriate for the type of assignment. Paragraphs are well-structured with linking and signposting and bullet points are used appropriately. There are a few minor grammar, punctuation and spelling mistakes that do not pose difficulties for the reader. A very good range of vocabulary is demonstrated. Sentences are complete and a few different types are used. The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective use of and reference to, figures, tables and images.

Class II/i(Very Good Quality)

60% - 69% Work is relevant and addresses most of the requirements of the brief well.

Learning outcomes are met. Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.

Demonstrates very good understanding of concepts. Presents a perceptive overview of findings through the interpretation of relevant information sources.

Draws justified and relevant conclusions.

Demonstrates initiative.

Applies strong problem-solving skills.

Provides justified reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. A range of appropriate reference sources drawn upon.

Sources cited well in the main in the text and in the Reference List/ Bibliography. Writing style is mainly clear and appropriate for the type of assignment. Paragraphs are mostly well-structured with linking and signposting, and bullet points are used appropriately. Grammar, punctuation or spelling mistakes may be frequent, but do not pose difficulty for the reader. A good range of vocabulary is demonstrated. Sentences are complete with some attempt at different types.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured in the main.

Where relevant, there is use of figures, tables and images.

Relevance

Learning outcomes must be met for an overall pass Knowledge and Understanding Analysis, Creativity and Problem-Solving Self-awareness and Reflection Research/

Referencing Written English Presentation and Structure

Class II/ii(Good Quality)

50% - 59% Work addresses key requirements of the brief. Some irrelevant content.

Learning outcomes are met. Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.

Demonstrates sound understanding of key concepts. Presents a clear overview of findings through the interpretation of some relevant information sources.

Draws relevant conclusions.

Demonstrates some initiative.

Applies sound problem-solving skills. Provides some reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. Relevant reference sources drawn upon.

Some sources cited well in both the body of text and in the Reference List/Bibliography. Writing style is broadly appropriate for the type of assignment. Paragraphs are used and most contain some linking and signposting. Bullet points are not overused. Grammar, punctuation or spelling mistakes may be frequent, but do not cause significant difficulty for the reader. A range of vocabulary is demonstrated. Sentences are complete. The presentational style and layout are largely correct for the type of assignment.

Logically structured in the most part.

Where relevant, effective placement of some figures, tables and images.

Class III(Satisfactory Quality)

40% - 49% Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.

Learning outcomes are met. Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level.

Demonstrates a sufficient understanding of key concepts. Presents an overview of findings through the interpretation of a limited number of relevant information sources.

Draws some relevant conclusions.

Demonstrates limited initiative.

Applies some problem-solving skills. Provides limited reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. Some relevant reference sources selected and drawn upon.

Some weaknesses in referencing technique. Writing style is not appropriate in places for the type of assignment. There may be some over-reliance on bullet points, but attempts at paragraphs, signposting and linking are also evident. Grammar, punctuation or spelling mistakes may be frequent and a few may pose minor difficulties for the reader. Vocabulary may be limited. Sentences are mostly complete. The presentational style and layout are largely correct for the type of assignment.

Adequately structured.

Inclusion of some figures, tables and images but not always relevant and/or clear.

Borderline

Fail35% - 39% Work addresses only some of the requirements of the brief. Irrelevant and superficial content.

One or more learning outcomes have not been met. Demonstrates limited knowledge and understanding of theory and practice for this level. Demonstrates a lack of understanding of key concepts. Presents a limited overview of findings with little consideration of the quality of information drawn upon.

Draws some irrelevant conclusions.

Demonstrates little initiative.

Problem-solving skills are lacking.

Provides scant reflection in relation to the outcomes of own work and personal responsibility, when required. Sources selected are limited and lack relevance.

Poor referencing technique employed. Writing style is unclear and does not match the requirements of the assessment in question.

Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. For the type of assignment the presentational style, layout and/or structure are lacking.

Figures, tables and images included when required but these lack clarity and relevance.

Fail

<34% Work does not address the requirements of the brief. Irrelevant and superficial content.

One or more learning outcomes have not been met. Demonstrates inadequate knowledge and understanding of theory and practice for this level.

Demonstrates insufficient understanding of key concepts. Presents a poor overview of findings with no consideration of the quality of information drawn upon.

Draws irrelevant conclusions.

Initiative and problem-solving skills are absent. Provides no reflection in relation to the outcomes of own work and personal responsibility, when required. There is an absence of relevant sources.

Poor referencing technique employed. Writing style is unclear and does not match the requirements of the assessment in question.

Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. For the type of assignment the presentational style, layout and/or structure are lacking.

Figures, tables and images are absent when required or lack relevance/clarity.