Academic and Employability Skills - Australia Assignments

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LFBM101 Academic and Employability Skills October intake 2020
Canvas & JIRA Deadline: Tuesday 8th December 2020 at 2.00 PM
Module Leader: Simon Kent
Learning outcomes
By the end of this module successful students will be better able to do the following:
1 Gain knowledge and understanding of the essential study skills necessary for students in Higher
Education (HE);
2 Access and select appropriate information independently;
3 Reflect upon their skills development, career aspirations and personal goals;
4 Present information with clarity;
5 Select and employ appropriate IT and digital communications tools.
Knowledge
K1. Demonstrate understanding within the field of this course.
K2. Have awareness of the essential study skills necessary for students in Higher Education.
Skills
S1. Reflect and identify on personal and professional developments.
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Assessment
This assessment will examine all learning outcomes specified in the module.
Assessment Total Marks: 100% REQUIREMENTS:
In order to pass the module, you will need to keep a regular reflective journal on your experiences
and feelings about the sessions via the e-portfolio tool Mahara.
You will then need to select entries to put together in a document for submission as below. (2000
words + / – 10% ie 1800-2200 words)
Guidance on both Mahara and suggestions on how to structure your journal entries so they cover
the requirements were given in the first session.
TASK:
You are required to write a 2,000 words reflection of your experiences on this module which should
include (but not restricted to)
1. What you have learned in the module
2. The specific skills you have acquired.
3. What difficulties you encountered in the study of the module and what in your estimation
caused them.
4. How were you able to overcome the difficulties and what strategies you found helpful?
Assessment Regulations For further information regarding Assessment Regulations,
extenuating circumstances or extensions and academic integrity, please refer to your Programme
Handbook on the University of Sunderland in London information page on Canvas.
Reading List
Please access your reading list from the library website. To access it, please go to
https://moduleresources.sunderland.ac.uk/ and search for your module.
Submission guidelines
There are currently two steps that you need to follow to ensure that you successfully submit your
work for marking. All assignments are subject to the University’s regulations on collusion and
plagiarism and must be submitted in electronic form for checking on Canvas for Turnitin and the
Turnitin report must be submitted to JIRA along with your assignment. Your submission links will
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become available approximately 3 weeks prior to your submission deadline, along with detailed
instructions on how to submit your assignment, but in the meantime please feel free to also watch
this Assignment Submission Instructions video.
Grading
You will be marked in accordance to the University of Sunderland assessment criteria attached
below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure,
Critical Evaluation, Presentation, Reference to Literature.
Assessment Criteria

Categories
Grade	Relevance	Knowledge	Analysis	Argument and Structure	Critical Evaluation	Presentation	Reference to Literature
86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%	The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 – 75%	The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein	Good analysis, clear and orderly, with consistent links from analysis to solutions of problems in a work context.	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and the application of practice in a work context.	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
50 – 59%	Some attempt to address the requirements of the assessment: may drift away from this in less focused passages	Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance	Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose, and which does not consistently link analysis to solutions of problems in a work-based context.	Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms	Sound work which expresses a coherent position and evaluates appropriateness of approaches to problem-solving in a work context only in broad terms and in uncritical conformity to one or more standard views of the topic	Competently written, with only minor lapses from standard grammar, with acceptable format	Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.

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40 – 49%	Some correlation with the requirements of the assessment but there are instances of irrelevance	Basic understanding of the subject but addressing a limited range of material	Largely descriptive or narrative, with little evidence of analysis which links to solutions of problems in a work-based context.	A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence	Some evidence of a view and a very basic evaluation of the appropriateness of approaches to problem solving in a work context starting to be formed but mainlyderivative.	A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader	Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.
35 – 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common, poor evidence of linking analysis to proposed solutions of problems in a work-based context.	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase and does not adequately evaluate the appropriateness of different approaches to solving problems in a work context.	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style	Barely adequate use of literature. Over reliance on material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – For Compensation consideration.
30 – 34%	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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