Assessment Brief 1

Programme title: BSc Business Management

BSc Accounting & Finance
Module title: Contemporary Issues in Law
Module code: U10474
Assessment Topic: “Yes, economic and social rights are human rights". Discuss
Module leader: Dr Kaviraj Santayana | [email protected]
Internal verifier: Olanrewaju (Larry) Sharafa
Submission deadline: 2nd April 2025, 2 pm
PowerPoint Presentation (Individual)
Assessment type: Presentations will take place on week 6, 7 and 8 (During face-
to-face class)
Weight: 20% (800 words)

Module Aims

The aim of the module is to provide students with a basic understanding of contemporary issues
in law. Students will be introduced to a number of contemporary issues through the perspective
of different areas of legal study. Students will be able to look into a range of contemporary issues
that require the application of legal rules and structures to develop their awareness of the
implications and limitations of different areas of law in regard to specific issues.

No Learning Outcomes
LO 2 Demonstrate an ability to evaluate and discuss the implications of contemporary
issue(s) in law within the wider socio-economic context.

Description/Guidance

Topic: “Yes, economic and social rights are human rights". Discuss
Delivery method: PowerPoint Presentation (Individual)
Type/format: 1) Presentation for 10 minutes
2) Submission of Slides through Blackboard

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 3) Presentations will take place on week 6, 7 and 8
Word count: 8-10 slides recommended (Speaker Notes are allowed). Equivalent to
800 words.
Weight: 20% marks
Submission method: CCCU Turnitin
Basic guidelines: Human rights are rights inherent to all human beings, regardless of race,
sex, nationality, ethnicity, language, religion, or any other status. Thus,
the universal obligation to adhere to these rights arguably binds the
government to be proactive in its action or inaction toward fostering
human dignity. To this end, is a state obligated to protect this category
of rights?

Presentation with Individual Submission of PPT

• Students must attend live presentation (or as indicated by
Assessment Brief) and submit PPT individually
• Missing one any of these two-fold Performance (not presenting or
uploading the work) would lead to ‘Zero’
• There is no Exception to the above.
Assessment criteria: Students are expected to demonstrate the ability to offer a thoughtful
critical evaluation of the topic and present a substantiated and well-
reasoned line of argument towards a clear conclusion.

It is important that the presentation is well-organised and well

presented. Students must be able to demonstrate a considerable
research effort in effectively using sources that go significantly beyond
the suggested reading for the module.

Please note that diagrams, quotes, appendices, and tables do not

constitute part of the word allocation.
Learning and Our philosophy of learning and teaching, our understanding of teaching
Teaching Strategies: for Foundation years and CCCU policies and strategies have all
influenced our specific approach to learning and teaching for the
Foundation year.

Our teaching methods have been developed with explicit attention to

debates pertaining to student learning styles. As such, our teaching

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 methods provide a framework via which students develop the capacity
to manage their own learning and evolve, over the course of their
studies, into independent learners, acquiring the knowledge,
understanding and skills that are essential to learning in Higher
Education and to lifelong learning, post-graduation. Lectures, tutorials,
and student-centred learning exercises will be employed. Practical
sessions will support the learning of abstract concepts. Workshops and
demonstrations will be organised in different topics to help the students
master the necessary skills to develop their knowledge in these areas.
Wherever possible, reference will be made to additional material and
academic journals in the relevant field of Law.

The VLE will be used to augment face to face teaching and learning with
additional opportunities for learning and access to resources. There will
be an introduction to the use of the library and a supportive tutorial
framework to give individual support where required.

Learning Materials/Resources:

The following books may help in introducing you to legal skills/how lawyers think:
• Ashworth, A. and Horder, J. (2016), Principles of Criminal Law. 8th ed., Oxford: Oxford
University Press.
• Barnard, C., O'Sullivan, J. and Virgo, G. (2011), What about Law: Studying Law at University,
2nd revised edition – some leading cases are discussed in a highly accessible manner in this
book, and it introduces the study of each of the foundation subjects, as well as to the study
of law as an academic discipline. You might find chapter 1 and the chapters on Crime, Tort,
and Constitutional Law especially useful.
• Clinch, P. (2001), Using a Law Library: A Student’s Guide to Legal Research Skills, 2nd ed. –
Sooner or later you’re going to have to do legal research (i.e., find your way around a law
library quickly and competently in order to look up material). This is a useful guide.
• Honoré, T. (1996), About Law: An Introduction, Oxford: Oxford University Press.
• Horsey, K. and Rackely, E. (2017), Tort Law, 5th ed., Oxford: Oxford University Press.
• Hutchinson, A. (2010), Is Eating People Wrong? Great Legal Cases and How They Shaped
the World, Cambridge University Press – all the chapters are useful, but see particularly
chapters 1, 2, 6, 8 and 10.

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 • Llewellyn, K. (1960), The Bramble Bush: On Our Law and Its Study, Oxford: Oxford University
Press.
• McBride, N. (2014), Letters to a Law Student: A Guide to Studying Law at University, 3rd ed.,
Pearson.
• McLeod, I. (2013), Legal Method, 9th ed., Palgrave Macmillan.
• Moeckli, D. et al. (eds) (2017), International Human Rights Law, 3rd ed., Oxford: Oxford
University Press.
• Morgan, J. (2015), Great debates in contract law, 2nd ed., Basingstoke: Palgrave Macmillan.
• Murray, A. (2016), Information Technology Law: Law and Society, 3rd ed., Oxford: Oxford
University Press.
• Williams, G. (2010), Learning the Law, 14th ed. ATH Smith – this is a popular introductory
book. It will not give you any specific, substantive legal knowledge, but it will provide you
with useful information ranging from how to read cases to what the abbreviations mean.

Online Resources
• How to Read a Legal Opinion: a Guide for New Law Students, Orin S. Kerr, George
Washington University – Law School, posted to SSRN:
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1160925. Also published in The
GREEN BAG, An Entertaining Journal of Law, Vol. 11, No. 1, p. 51, Autumn 2007.
• Wish I Would Have Known: Advice from Law Students on How They Would Do Things Over.
http://wishiwouldhaveknown.blogspot.com/

Journals, magazines & academic articles related and relevant to the subject:
You are expected to keep abreast of current academic theory and the events and issues that
involve or affect people in organisations. This may be via published and academic journals,
newspapers, trade magazines etc.

Websites:

You are expected to keep abreast of news, both specific to people in organisations and general
news as well as other information published in websites.

Please note that the format and order of this reading list is for illustrative purposes only.
Additional sources can also be found in Library services.

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Students are requested to submit a single alphabetical order bibliography list containing all
sources used for each piece of work submitted. For guidelines on the required Harvard
referencing style please refer to: http://www.canterbury.ac.uk/library/docs/harvard.pdf

Grading for Assessment 1:

• Communication and presentation (10%)

• Clarity of objectives and focus of work (25%)
• Knowledge and application (20%)
• Clarity of expression – Organise your ideas, use effective sentence lengths, maintain a
formal and professional tone, use familiar words, and check your spelling (10%)
• Analysis (15%)
• Referencing (10%)
• Conclusions (10%)

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Grading Criteria
CRITERION 100-80% 79-70% 69-60% 59-50% 49-40% 39-20% 19-0%
Excellent Very good Good Sound Satisfactory Fail Fail
A. KNOWLEDGE & UNDERSTANDING
1. Knowledge and Shows systematic Demonstrates an Shows an accurate Sound but Selection of theory Knowledge of key There is a lack of
application of and accurate accurate, understanding of descriptive is satisfactory, and theories is relevant subject-
subject and knowledge and systematic key subject- knowledge of key terminology, facts inaccurate and/or specific theory.
theories understanding of understanding of specific theories, theories with and concepts are incomplete.
key theories key theories. which are appropriate handled Choice of theory
beyond what has Appropriately appropriately application; the accurately, but inappropriate.
been taught. selected integrated within work is balanced application and Application and/or
Theories are theoretical the context of the towards the understanding are understanding is
consistently and knowledge is assessment task. descriptive rather generalised or very limited.
appropriately applied in the than the critical or limited.
applied in the assignment. analytical.
assignment.
2. Information Selects a broad Selects a range of Selects mostly Selects generally Selects some The selection of The selection of
gathering/ range of highly relevant appropriate appropriate appropriate information is not information is not
processing relevant information and information and information and information and appropriate to the appropriate to the
information and processes it processes it on the processes it processes it mainly task and does not task and the
processes it effectively. whole effectively. adequately. adequately albeit seem to be information is not
effectively. with some systematic. processed.
omissions or Information is not
errors. processed
adequately and
there may be
inaccurate use of
processing tools.
3. Evaluation of Effectively Effectively Effectively Shows an accurate Shows mostly Evaluation of The work shows
process and the evaluates evaluates evaluates basic evaluation of accurate process and the limited or no
quality of information/data information/data information information evaluation of information evaluation of either
information/data and the inquiry and the inquiry and/or data and and/or data and information and and/or data is process or
developed process, including process using the inquiry process some basic or/data and some outcomes.

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 some perceptive prescribed using prescribed evaluation of the consideration of incomplete or
critique of the guidelines. guidelines. inquiry process the process used. inaccurate.
techniques used. used.
B. COGNITIVE SKILLS
4. Quality of Uses a Some use of Uses appropriate Mostly uses Uses a limited
The work makes The work is based
sources used combination of primary sources in secondary sources, appropriate number of some use of on unreliable and/
primary sources conjunction with with some limited secondary sources, appropriate appropriate or inappropriate
and high-quality high quality use of primary with some limited secondary sources
sources, but also sources.
secondary sources. secondary sources. sources. use of primary with little or no
draws upon
sources. direct use ofunreliable and/or
primary sources.
inappropriate
sources.
5. Referencing Sources used are Sources used are Sources used are Most sources used Consistent Citations of Little or no
acknowledged in acknowledged in acknowledged in are acknowledged attempts to cite sources in the text acknowledgement
the text and the text and the text and in the text and sources in the text are inconsistent, of sources of
reference list and reference list and reference list. reference list. but contains inaccurate and/or information in text
are used used to support Referencing Referencing inaccuracies, incomplete. and/or reference
effectively to discussion. follows a generally follows inconsistencies Entries in the list.
support discussion. Referencing systematic an approach, and/or omissions. bibliography/
Referencing follows a approach, appropriate to the Integration reference list are
follows a systematic appropriate to the discipline. Most between text and incomplete and/or
systematic approach, discipline. Most elements of reference list is absent.
approach, appropriate to the elements of individual inconsistent. Some
appropriate to the discipline. All individual references are elements of
discipline. All elements of references are present and individual
elements of individual present and accurate. references contain
individual references are accurate. errors.
references are present.
present.
6. Clarity of This work defines This work defines This work defines This work outlines This work uses In this piece of In this piece of
objectives and appropriate appropriate some appropriate some appropriate generalised work objectives work no objectives
focus of work objectives and objectives and objectives and but generalised objectives to are not are identified, and
addresses them addresses them addresses them objectives and provide adequate appropriate the assignment
logically and logically and coherently, addresses them in but limited focus and/or clearly lacks focus and
coherently coherently giving a way which gives to the work. identified – focus coherence.

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 throughout the clear focus to the providing a clear some focus to the is not logical or
work to an work. focus to the work. work. coherent.
impressive extent.
7. Selecting Methodology Methodology Methodology Choice of Methodology used The choice of The issue of
research methods selected is chosen is selected is methodology is is reasonably methodology and methodology is not
(Relationship effective and appropriate to the appropriate to the generally appropriate to the relationship to addressed and/or
between method appropriate to the task and a very aims and appropriate to the task, albeit with information an inappropriate
chosen and the aims and good rationale is objectives of the task and a limited some exceptions, and/or data being methodology is
nature of the objectives of the given to the task and a rationale is given and the brief collected is selected. There is
inquiry) task and an selection of this coherent rationale for the selection of
rationale offered confused and little evidence of
excellent rationale methodology from is provided for the this methodology for the selection of confusing. how planning was
for its selection is the range of selection of this from the range of this methodology used to complete
provided. prescribed ones. methodology from prescribed ones. refers to the task.
the range of established
prescribed ones. guidance.
8. Analysis Makes excellent Makes very Makes reasonable Makes satisfactory Makes mainly Here the attempts The work does not
use of pre-defined effective use of and accurate use but limited use of satisfactory but at analysis are contain effective
techniques of pre-defined of pre-defined pre-defined limited use of ineffective and/or analysis and does
analysis relevant to techniques of techniques of techniques of established uninformed by the not yet engage
the discipline. analysis relevant to analysis, relevant analysis, relevant techniques of discipline. with key
Shows developing the discipline. to the discipline. to the discipline. analysis, relevant disciplinary
ability to compare Shows some Shows developing to the discipline. techniques.
alternative awareness of awareness of Some errors or
theories/analytic alternative alternative omissions may be
approaches (where theories/analytic theories/analytic present.
relevant). approaches (where approaches
relevant). (where relevant).
9. Conclusions Conclusions show Conclusions show Logical conclusions Generally sound Some relevant The work The work either
critical insight and critical insight and are drawn which conclusions are conclusions are demonstrates lacks a conclusion
excellent very good show some critical drawn, supported drawn which are limited or or presents an
development of development of insight and are by relevant derived from inaccurate unsubstantiated
thinking. They thinking. They clearly derived evidence/theory/ limited understanding of and/or invalid
draw the draw the from a mainly literature. Some understanding of the evidence and conclusion.
assignment to a assignment to a accurate omissions or evidence/theory/ does not draw
convincing close convincing close representation of literature. Some together

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 and relate clearly and relate logically relevant evidence confusions may be confusions, arguments
and logically to an to an accurate /theory/ literature. present. digressions and effectively.
accurate representation of omissions may
representation of relevant evidence detract from the
relevant evidence /theory/ clarity of the work.
/theory/ literature.
literature.
10. Initiative Effectively Assesses the needs Where goals and Demonstrates Demonstrates Limited ability has Ability to
(taking action, assesses the needs of a situation and methods are ability to limited ability to been undertake
independence) of a situation and acts to achieve defined, will undertake some undertake tasks demonstrated independent tasks
takes independent appropriate goals. undertake tasks tasks beyond those beyond those here to undertake was not
(and sometimes If in a group requiring prescribed where prescribed. If in a tasks beyond demonstrated on
imaginative) action setting, shows independence. If in goals and methods group setting, those prescribed. this occasion. If in a
necessary to awareness of the a group setting, are defined. If in a shows very limited If in a group group setting, the
achieve goals. If in needs and views of shows some group setting, ability to take setting, the needs needs and views of
a group setting, others. awareness of the shows limited account of the and views of others have not
recognises the needs and views of awareness of the needs and views of others have not been considered.
needs and views of others. needs and views of others. been meaningfully
others. others. considered.
11. Decision Uses appropriate Uses available Recognises When decisions When decisions The rationale The outcome or
making information to information to benefits and are made a are made, a behind the choice is unclear or
evaluate options. evaluate possible disadvantages of reasonably logical reasonably logical outcome or choice absent. In this work
Final decision is options. Final some possible rationale for but limited is unclear or the student has not
clear and clearly decision is clear options. Final decisions is rationale for untenable. demonstrated
and logically and linked to the decision is clear provided. decisions is ability to make
derived from evaluation. but an evidenced provided in some decisions.
evaluation. rationale for final but not all cases.
decision is limited.
C. PRACTICAL SKILLS
12. Creative Creative work Creative work Creative work Creative works Creative work This work contains In this piece of
process shows well- shows developed shows some shows a sound shows a basic undeveloped work skills and
developed imagination and developing level of level of ideas and/or little techniques are
imagination and technique. imagination and imagination and imagination and creativity or skill/ undeveloped.
technique. Processes technique. technique. technique. technique. Creativity or
Processes involved are Processes Processes Processes Minimal personal innovation are not

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 involved are handled with involved have involved have involved have style and little evidenced.
manipulated to assurance to some creative some creative developing insight into
achieve creative achieve creative application and consequence. creative effective working
results. Personal results. Personal outcomes. Personal style is consequence. processes are
style makes its style makes its Personal style evident at times in Personal style is demonstrated
mark on models mark on models makes its mark at work which is lacking, and the here.
and moulds and moulds times in the work otherwise largely work is mainly
influences with influences with and shows some derivative in origin. derivative in origin.
originality and some originality original application
style. and style. or adaptation of
models.
13. Performance Compelling, Focused Performance Performance Performance that Performance in Performance in
communicative, performance demonstrates demonstrates mostly which which fluency and
and convincing demonstrating communication, communication, demonstrates communication, focus are severely
performance, communication, commitment, and commitment and communication, commitment and limited by a lack of
demonstrating commitment, and an understanding understanding of commitment and style are limited by technical control.
thorough thorough of the genre with the genre with understanding of struggles with Improvised
understanding of understanding of careful attention some attention to the genre but with technical control. passages do not yet
style. Accurate, style with careful to detail, detail and little attention to Improvised show
flexible, focused, attention to detail, displaying a good technical ability. detail and passages show understanding of
well-rehearsed, displaying level of technical Improvised displaying a basic poor style/genre or
convincing, and consistently high ability. Improvised passages show a level of technical understanding of conventions of
precise level of technical passages show a sound ability. Improvised the style and may performance here.
performance. ability. Improvised good understanding of passages show be inappropriate. This performance is
Improvisations are passages are understanding of style. Limited some Performance is under-rehearsed,
imaginative, stylistically correct style. Performance confidence and understanding of under-rehearsed lacking in
creative, and and considered. well- rehearsed. attention to stage style. Lacks and unconvincing confidence and
stylistically Performance well- Stage craft craft presentation. confidence and and stage conduct stage conduct is
assured. Stage prepared, assured presentation of a little attention is barely not appropriate.
craft presentation and persuasive. good standard. given to stage craft addressed.
is excellent. Stage craft presentation.
presentation of a
very high standard.

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14. Form and Evidence of Beginning to Evidence of an Reasonable Some evidence of Work shows little The work has not
content in a critically relating evidence appropriate evidence of understanding of or no evidence of addressed the brief
practical context theory to practice. awareness of the relationship understanding the the relationship an understanding in a way that shows
Demonstrates well relationship between form and relationship between form and of the relationship understanding of
developed ability between theory content. Limited between form and content. Adequate between form and the relationship
to analyse, and practice. Work presence of content. Limited degree of technical content. The between form and
synthesise and tends to be creativity. degree of technical and professional submission lacks content.
experiment with conventional but Moderate degree and professional competence. creativity and is
relationships shows good ability of technical and competence and Limited creativity. technically poor.
between form and to relate form and professional creativity.
content. Good content. Aspects of competence.
evidence of some creativity present.
creativity. Structure and
Technically and content are
professionally relevant and
competent in most approaching
respects. technical and
professional
competence
throughout.
D. TRANSFERABLE SKILLS
15. Extremely effective Very effective Effective Generally effective Generally clear Communication is Communication is
Communication communication communication in communication in communication in communication unstructured and disorganised and/
and presentation which a format a format a format and some evidence unfocused and/or or incoherent and
(appropriate to demonstrates a appropriate to the appropriate to the appropriate to the of a limited in a format does not show
discipline) strong and discipline which discipline. discipline. awareness of an inappropriate to understanding of
sophisticated demonstrates appropriate the discipline. the discipline’s
understanding of strong academic style for style.
the discipline. understanding of the discipline.
the discipline.
16. Clarity of Fluent writing Fluent writing Language generally Meaning is clear Meaning is largely The meaning is The meaning is
expression (incl. style, appropriate style, appropriate fluent and but language not clear, but language often unclear with unclear
accuracy, spelling, to assignment. to the assignment. expressive. always used choices include frequent errors in throughout. Errors
grammar, Grammar, spelling, Grammar, spelling, Grammar, spelling, fluently. Grammar, errors which grammar, spelling, in spelling,
spelling and/or detract from the and or numeracy. grammar,

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punctuation, and and numeracy are and numeracy are and numeracy are numeracy are style and fluency. punctuation and/
numeracy) highly accurate. accurate. accurate. mainly accurate. Accuracy of or numeracy make
spelling, grammar, interpretation
punctuation and challenging for an
numeracy allows assessor.
understanding but
needs to be
improved.
17. Digital skills Excellent use of a A range of digital A range of Appropriate digital Understandable Some appropriate Digital technologies
range of technologies are appropriate digital technologies are and clear work digital are not used
appropriate digital used accurately to technologies are used to enhance with use of technologies are appropriately;
technologies to enhance the work, used largely the work, showing appropriate digital used but overall digital literacy not
enhance the work, demonstrating accurately to some digital technologies but digital literacy is demonstrated.
showing digital very good digital enhance the work, literacy. errors which poor.
literacy and literacy. showing good detract from
originality. digital literacy. digital literacy.
18. Presentation Message is Message is Presentation is Presentation has a Visual aspect Presented in a Presentation is
(visual) presented clearly presented clearly clear and has some generally sound and/or structure of disorganised disorganised and/
and imaginatively and creatively with visual impact. structure, and presentation is manner. Lacks or incoherent and/
with very strong strong visual visual tools are adequate but with appropriate or medium is non-
visual impact. impact. used effectively. limited creativity. support from visual.
visual tools.
19. Presentation Presentation is Presentation is Presentation is Presentation has a Pace, audibility Delivery is Presentation is not
(oral) very well well structured well-structured generally sound and/or structure of disorganised and/ understandable
structured and and engaging. and attempts to structure. Pace presentation are or pace and and/or inaudible
engaging. Audibility and pace engage the and audibility are adequate with audibility is poor. and/or not an oral
Audibility and pace are effective in audience. Pace satisfactory most some areas for presentation.
are appropriate to engaging the and audibility are of the time. development.
audience and used audience. very good.
engagingly with
excellent effect to
enhance the
presentation.
20. Interactive and Interacts Meets obligations Shows awareness Shows awareness Uses basic In this assignment In this assignment
group skills effectively within a to others (tutors of the need to of the need for interactive skills there was a there was a lack of

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(including learning group, and/or peers) adopt a range of adopting a range appropriately to tendency to avoid contributions to
teamwork, giving and providing responses to of responses to usefully contribute working with the group, or the
negotiation, receiving contributions to interact interact to the group aims. others or contributions made
understanding information and support shared effectively. effectively. contributions to were
group dynamics) ideas and objectives. Contributes Contributes this group activity unconstructive and
modifying Recognises and effectively to reasonably were not effective made it harder for
responses where assesses group aims. effectively to or constructive. the group to
appropriate. alternative group aims. achieve their aims.
options.
21. Self- Confident self- Confident self- Adopts both a Adopts both a Shows awareness Demonstrates In this task self-
presentation/ presentation presentation and formal and formal and of different styles some self- awareness and
interpersonal skills employing a range interpersonal skills informal style and
informal style and of self- awareness and/or appropriate
of interpersonal appropriate to the uses basic uses basic presentation and is interpersonal skills interpersonal skills
skills appropriate individual’s aims interpersonal skills
interpersonal skills willing to use them but at key were not matched
to the individual’s and setting(s). appropriate to the
generally in different moments the skills to the needs of the
aims and setting(s). appropriately but situations but deployed did not situation.
setting(s). not always without always match the needs
matching the matching the of the situation.
needs of the needs of the
situation. situation.
22. Time Meets deadlines. Meets deadlines. Makes plans and Meets important Usually meets Some deadlines Deadlines not or
management/ Plans well ahead. Plans and monitors implements them deadlines. Exhibits important met, but most rarely met. Not yet
self-management Sets self- progress to allow in an effective some limited deadlines. Exhibits deadlines missed. demonstrating
determined sufficient time for manner to meet evidence of limited evidence of Extremely limited ability to make and
targets and development of deadlines. planning. planning. evidence of implement plans.
contingency plans the work. effective time
allowing sufficient management.
time to receive
and act on
guidance/
feedback.
23. Independence/ Identifies learning Shows Largely works Undertakes clearly Demonstrates Demonstrates very Has not yet
autonomy needs and follows independence in independently. directed work limited ability to limited ability to demonstrated
(including activities to planning learning, Accesses and uses independently. work work ability to work
planning and improve identifying a range of learning Uses the standard independently, independently, independently,

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managing performance. Is appropriate resources, learning resources needing significant needing significant needing significant
learning) autonomous in learning resources, feedback, and and feedback to guidance on guidance on guidance on all or
learning tasks and and acting on support to try to try to keep methods and methods and almost all methods
shows a desire to feedback to keep keep learning and learning and resources. Engages resources. Is and resources.
keep learning and learning and improving improving with guidance to unsuccessful in
improving. improving performance. performance. meet core engaging with
performance. requirements. guidance to meet
core
requirements.
24. Reflection Confidently Confidently Able to evaluate Demonstrates an Dependent on Partial awareness Work does not
(including self- evaluates own evaluates own own strengths and understanding of criteria set by of criteria set by apply criteria set by
criticism/ strengths and strengths and weaknesses and the criteria set by others. Begins to others and limited others or show
awareness) weaknesses and weaknesses and shows others. Recognises recognise own ability to evaluate recognition of own
the criteria by shows developing understanding of own strengths and strengths and own strengths and strengths and
which such understanding of criteria for weaknesses in weaknesses in weaknesses in weaknesses. An
judgements are the criteria by judgements. Starts relation to these relation to these relation to them. inaccurate view of
made. Interrogates which such to question criteria. Does not criteria. Does not the situation is
received opinion, judgements are received opinion, question received question received presented.
prejudices and made. Prepared to prejudices and opinion. opinion.
value sets question received value sets
operating. opinion, prejudices operating.
and value sets
operating.
25. Critical review Assesses/ Assesses and/or Comments in Comments in Comments in Demonstrates Has not yet
(to be used in peer evaluates the work evaluates the work general terms on general terms on general terms on limited ability to demonstrated
assessment) of others of others using the work of others the work of others the work of others make reasoned ability to make
convincingly using existing criteria. using prescribed using prescribed using prescribed and appropriate reasoned and
a range of criteria Provides insights formats. Identifies formats. May formats. Some of comment on the appropriate
(existing and some into how work some strengths identify some the comments may work of others. comment on the
self-determined), could be and weaknesses strengths and/or be inaccurate or work of others.
indicating developed. and may suggest weaknesses. inappropriate with
possibilities for some generalised room for
improvement. improvements. development.

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E. PROFESSIONAL COMPETENCES
26. Work within a Develops Develops Uses objectives Mostly uses Objectives used Not enough of an No attempt made
framework of objectives which objectives which which are objectives which show an attempt made to to ascertain needs
professional are consistent are consistent consistent with are consistent awareness of the ascertain needs of of clientele and
values/code of with professional with professional professional with professional needs of clients clientele and develop a
conduct values and/or values and/or values and/or values/code of and professional develop a workable brief.
code of conduct code of conduct code of conduct conduct but are values/code of workable brief. Has not worked
and appropriate and generally but are set by the set by the conduct, but Limited use of within the
to the clientele. appropriate to the clientele. Limited clientele. Very these are professional prescribed
clientele. consideration of limited sometimes values and/or professional values
appropriateness consideration of inconsistently code of conduct and/or code of
and practicability appropriateness reconciled and frameworks. conduct
of planned brief. and practicabilitymay impact the framework.
of planned brief. quality of the brief
developed.
27. Reflective Effectively Evaluates own Interprets own Interprets own Mostly able to Very limited Incomplete or
practice evaluates practice practice and that practice and that interpret own interpretation of inaccurate
personal practice effectively and to of others using of others using practice and that own practice and interpretation of
and that of others evaluate the several frames of prescribed frames of others using that of others own practice and
using several practice of others reference. of reference. prescribed frames here. As a result, that of others
appropriate using several Identifies some Identifies some of reference. Only appropriate here. As a result,
frames of frames of appropriate further actions. able to identify future action not yet able to
reference. reference. further actions. limited further planning is plan any
Develops plans of Considers actions. extremely limited. appropriate future
actions alternative future actions.
considering this actions.
evaluation.

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