Module Number: FND3002
Module Number: FND3002
Module Name: The Individual and Society
Year: 22/23 Semester 1
Module Tutor/s:
Geraldine Noel (Group 3N1)
Shukti Biswas (Group 3A1)
Assignment Brief: April 2023
AssessmentsAssessment Number 001
Assessment Type (and weighting) Poster presentation (100%)
Assessment Name In class Poster Presentation outlining one of the core themes of the module
Assessment Submission Date Poster presentation in class-
Week beginning 17/07/2023 and 24/07/2023.
Poster submission on
Canvas due date 28/07/2023 (Before 23.59)
Learning Outcomes Assessed
Learning Outcomes
Assessment
LO1: Demonstrate an introductory understanding of key theoretical approaches used in the social sciences in understanding modern society Poster Presentation
(Assessment 001)
LO2: Apply essential concepts and theories to social situations. Poster Presentation
(Assessment 001)
LO3: Discuss the individual and society, considering a range of themes Poster Presentation
(Assessment 001)
Assessment Brief
Produce a poster using PowerPoint to outline and explain one of the core themes (See below). Your poster should describe key theoretical approaches used in the social sciences. The essential social science concepts and theories needs to be applied and justified in relation to the chosen theme. Learners will present poster to their classmates. The presentation should last no more than 10 minutes and should include a bibliography of sources. You should use minimum of 5 sources and with 3 being books.
You can choose one from the three topics-
Sex and Gender- how it shapes an individual's identity?
Race and ethnicity and how they influence an individuals identity?
Impact of childhood socialisation on individuals identity
Specific Assessment Criteria:
(Please note that the General Assessment Criteria will also apply. Please see Section 15)
First class (70%+): Students will provide an in-depth discussion of one or more of the core themes of the module. Focused and justified examples will be explored, and essential concepts and theories will be accurately and carefully applied. Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent for the level.
Second class (50-69%): Students will provide a comprehensive discussion of one or more of the core themes of the module. Justified examples will be explored and essential concepts and theories will be accurately applied. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good for the level.
Third class (40-49%): Students will provide a satisfactory discussion of one or more of the core themes of the module. Justified examples will be explored and essential concepts and theories will be applied. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair.
Fail: (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.
2. General Assessment Criteria for Written Assessments GENERAL ASSESSMENT GUIDELINES LEVEL 3
Relevance
Learning outcomes must be met for an overall pass Knowledge and UnderstandingAnalysis, 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 UnderstandingAnalysis, 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.
266700-306070004525505-11623700
Module Number: FND3012
Module Name: Self-reflection and Academic Skill Development
Year: 22/23 Semester 1
Module Tutor/s:
Imran Masood (Group 3A1)Sonia Leeyou (Group 3N1)
Assignment Brief: April 2023
Assessment
Assessment Number 001
Assessment Type (and weighting) e-portfolio (100%)
Assessment Name Portfolio
Assessment Submission Date 14/07/2023 (23:59 UK Time)
Learning Outcomes Assessed:
LO1: Demonstrate knowledge of the importance of self-assessment for personal, academic and career development.
Assessment 1:
e-portfolio
LO2: Reflect upon your existing academic, personal, and professional skills and knowledge and consider the use of learning resources, targets, and goals for personal and professional development Assessment 1:
e-portfolio
LO3: Outline own strengths and weaknesses as a way of planning for future academic, personal, and professional development via the development of a SWOT analysis Assessment 1:
e-portfolio
Assessment 001 Brief
Overview of assessment
For this assignment, you will be asked to develop an E-portfolio which will demonstrate evidence of personal, professional, and academic development. This will include evidence of academic/IT skill development, a SWOT analysis, and a 1000-word reflection on the development and learning you have encountered through self-evaluation. Use Portfolio Template provided by the module tutorAcademic/IT Skill Development
Use this section to complete a minimum of 10 LEAP badges. There are 10 suggestions of LEAP Modules and badges in the E-Portfolio guide that will support your study across the programme. (See below for further guidance)
SWOT Analysis
Us this section of the E-Portfolio to list your:
Strengths: 1 personal, 1 professional, and 1 academic.
Weaknesses: 1 personal, 1 professional, and 1 academic:
Then outline the opportunities available to you to overcome the weaknesses you have identified in the SWOT analysis. Finally, state some of the threats you have encountered throughout your development/growth, and how you may overcome them). Where applicable, refer to LEAP ONLINE (this is on Canvas) and reference your discussion.
Reflection (1000 words)
Using SWOT analysis, write a 1,000-word reflection on your personal, professional, and academic development, and consider the opportunities available to you to overcome your weaknesses and the threats you encountered throughout the programme.
Reference list
Level 3- It is expected that the Reference List will contain at leastfive sources. As a MINIMUM the Reference List should includethree academic books.
These should be Harvard referenced.
Further Guidance for Academic/IT Skill Development to complete Badges
You must be enrolled and logged into FND 3012
The link to Leap Online is found in the FND 3012 Module Page
This is located under Resources section. LEAP Online - Canvas Assessment (instructure.com)This link will take you to the modules and links to LEAP online that you need to complete. So, for example, the first module is Academic Source Level 1 Activity when you click the link it takes you to
(https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Research-Needs/Academic-Sources/Level-1/Home.aspx )
Each module link will have an activity you must watch the activity to earn a badgeReturn to ASSESSMENTS in Canvas https://rcl.instructure.com/courses/938 This will be the assessment you need to complete for each module.
Follow the instructions for the activity to earn a badge. Note a minimum of 10 badges is required for the assessment. The pass mark for the tests is 80% and you can take the tests as many times as you need to.
Once you pass a test you will be awarded RCL LEAP Online digital badge, showing which test you have passed.
The badges are visible in your Canvas Badges profile in the LEAP Online Course, and you must DOWNLOAD them as evidence of your skills development
Minimum Secondary Research Source Requirements:
Level 3 - It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books.
Specific Assessment Criteria:
(Please note that the General Assessment Criteria will also apply. Please see Section 15)
First Class (70% and above)
A cohesive, comprehensive, and critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be expertly elicited. An excellent evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Reflections will be succinct and insightful. Areas and strategies for personal development will be expertly summarised and comprehensively justified. Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Referencing and English will be excellent.
Second Class (50%-69%)
A clear and critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be well elicited. A good evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Reflections will be succinct and evidenced. Areas and strategies for personal development will be well summarised and justified. Wider research demonstrating use of a good range of current secondary research sources will be evident. Referencing and English will be good.
Third Class (40%-49%)
A critical synthesis of the leadership literature relating to styles and skills will be provided. Relationships between cognitive style and leadership outcomes will be clearly drawn out. An evaluation of your own cognitive style and leadership strengths and weaknesses will be set out. Areas and strategies for personal development will be clearly summarised and justified.
Research demonstrating use of a range of current secondary research sources will be evident. Referencing and English will be satisfactory.
Fail (39% and below): Students who do not meet the requirements of the Pass criteria will not successfully complete the assessment activity.
2. 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
Fail 35% - 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.
