Business Decision Making

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LSC_CCCU Business Decision Making Assignment Brief Page 1
Canterbury Christ Church University
Assignment Brief

Course/Programme: BA (Hons) Business Studies with Foundation
Level:
Foundation Year 0
(Level 0)
Year 2 Level 4
Year 3 Level 5
Year 4 Level 6		 Year 2 Level 4
Module Title: Business Decision Making
Weighting: Individual Assignment – 25%
Date given out: March 2023
Submission date: April 24th 2023
For late submission,
please check CCCU
Taught regulation
(page 28 on late
submission) and
Extenuating Policy:		 CCCU Taught regulation
CCCU Extenuating Circumstances Policy
Method of submission: ✓ Online only Online and paper copy
Special instructions for
submission (if any):
Date for results and
feedback
(please note the final
grade is subject to the
main CCCU assessment
Board)		 May 15th 2023

LSC_CCCU Business Decision Making Assignment Brief Page 2

Learning outcomes
assessed:		 • LO1: Demonstrate knowledge and understanding on key
decision theories and principles and interpret different
approach to business decision making processes.
• LO2: Understand key sampling methods and basic statistical
techniques in business contexts.
• LO3: Evaluate and interpret results generated by data
modelling and forecasting techniques, including those
provided by specialised statistical computer software.
• LO4: Understand and justify the adoption of appropriate
data modelling and forecasting techniques in business
contexts and make informed and effective decisions.

The penalty to be applied to late course work, which will include course work where the work
is graded on a pass/fail basis and it is possible to give a numerical mark, will be 5 per cent
(of the eligible marks) per day, for up to seven days, after which a mark of 0 will be recorded.
LSC_CCCU Business Decision Making Assignment Brief Page 3

TASK DESCRIPTION: Assignment (Individual Essay) 25%

 

TASK

PD plc is a fruit juice manufacturing company, operating in the UK and some parts of the
Europe. Currently, some of their productions such as normal smoothies and smoothies with
multivitamins and minerals have been outsourced due to lack of available resources. However,
strategic management of PD plc is looking to invest in a project manufacturing normal
smoothies OR smoothies with multivitamins and minerals. They have called new business
proposals and have finally, chosen two projects using managers’ discretion to make final
decision.
Initial investment required for project A (normal smoothies) is £98,000 and for project B
(smoothies with multivitamins and minerals) is £102,000. The discount rate required is at 7%.
The net cash flows for two projects can be summarized as below:
You are required to write an essay on business decision making, comparing the key aspects of
the payback period and Net Present Value (NPV), and financial and non-financial factors
used to aid decision making.

Year Project A – Normal Smoothies
Net cash flow £		 Project B – Smoothies with Multivitamins and Minerals
Net cash flow £
1 32,000 30,000
2 41,000 41,000
3 63,000 64,000
4 96,000 107,000
5 110,000 112,000

LSC_CCCU Business Decision Making Assignment Brief Page 4

MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT

This section details the assessment criteria. The extent to which these are demonstrated by you determines your
mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the
achievement of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.

Common Assessment Criteria Marks
available
1. Calculation of the payback period 10
Calculation of the payback period (years and months) in project A and B.
2. Calculation of NPV 20
Calculation of the NPV in project A and B.
3. Analysis and Discussion: 60
• The ability to evaluate and analysis the calculated results and make
the final decision by comparing two main financial techniques used to
evaluate projects.
• Taking financial and non-financial factors and their implication on
investment decision making process into the account.
5. Overall presentation including correct referencing: 10
Use of Harvard referencing and overall presentation.
TOTAL 100

LSC_CCCU Business Decision Making Assignment Brief Page 5

Length Required

Approximately 1000 words

Formatting and Layout

Please note the following when completing your written assignment:
1. Writing: Written in English using appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: Approximately 1000 words
4. Document format: Essay
I. Cover page – Ensure a clear title, course, name and student ID number is on
the cover sheet.

II. Introduction
III. Main Body
IV.
V. 		Conclusion
Reference list using Harvard Referencing Style.

5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

MAXIMUM
LENGTH

Assessment 1: 1000 words (+/- 10%).
Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
A. KNOWLEDGE & UNDERSTANDING
1. Knowledge and
application of
subject and
theories		 Knowledge and understanding
of theory are detailed and
beyond what has been taught.
Appreciation of the limits of
subject-specific theories
demonstrated in the work.
Approach to assessment task is
clearly, appropriately, and
theoretically informed.		 Demonstrates an accurate,
systematic theoretical
understanding of the
subject and a range of key
theories. Appropriately
selected theoretical
knowledge is synergised
into the overall assessment
task with some appreciation
of the limits of subject
specific theories.		 Shows a systematic and
accurate understanding of
key subject-specific
theories, which are
appropriately integrated
within the context of the
assessment task.		 Sound descriptive
knowledge of key theories
with appropriate
application; sometimes
balanced towards the
descriptive rather than the
critical or analytical.		 Selection of theory is
satisfactory, and
terminology, facts and
concepts are handled
accurately, but application
and understanding are
generalised.		 In this assignment some
of the theories presented
are not appropriate.
Terminology, facts, and
concepts are presented
inaccurately and/or with
omissions in key areas.
The application and/or
understanding
demonstrated is
extremely limited.		 In this assignment there
is a lack of relevant
subject-specific theory.
2. Information
gathering/
processing		 Uses initiative to seek out a
broad range of highly relevant
information and synthesises and
evaluates it effectively.		 Selects a range of highly
relevant information.
Demonstrates
understanding of the
complexity of the
information and processes
it effectively.		 Selects appropriate
information and processes
it thoroughly with some
critical evaluation.		 Selects appropriate
information and evaluates
and comments on it
critically, includes some
readings beyond the set
range.		 Selects generally
appropriate information
and shows ability to
evaluate and comment on
it adequately.		 The selection of
information here is not
appropriate to the task
and there is not enough
evaluation of it to
support the work.		 The selection of
information here is not
appropriate to the task
and it is not evaluated
systematically.
3. Evaluation of
process and the
quality of
information / data
developed		 Evaluates information and/or
data and the inquiry process
perceptively using appropriate
criteria some of which is self
determined.		 Evaluates information
and/or data and the inquiry
process perceptively using
appropriate criteria some of
which may be self
determined.		 Effectively evaluates
information and/or data
and the inquiry process
using prescribed
guidelines.		 Shows sound, basic
evaluation of information
and/or data and the
inquiry process used.		 Shows basic evaluation of
the inquiry methodology
and information and/or
data generated.		 In this submission,
evaluation of process and
the information and/or
data is incomplete.		 The work shows limited
or no evaluation of either
process or outcomes.

Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
B. COGNITIVE SKILLS
4. Quality of
sources used		 Significant use is made of
primary sources, in
conjunction with high quality
secondary sources. Draws
upon some current research
or advanced scholarship.		 Significant use made of primary
sources in conjunction with high
quality secondary sources.		 Uses a balanced combination
of primary and high-quality
secondary sources.		 Some use of primary
sources, but generally
reliant on appropriate
secondary sources.		 Mostly relies on set
secondary sources. Use of
primary sources limited
and is limited to set
sources.		 The work draws on some
set secondary sources,
but also relies on
inappropriate sources.
Hardly any use of primary
sources.		 The submission is based
on unreliable and/ or
inappropriate sources.
5. Referencing Sources used are
acknowledged in the text and
reference list and used
effectively to support
discussion. Referencing
follows a systematic
approach, appropriate to the
discipline. All elements of
individual references are
present.		 Sources used are acknowledged
in the text and reference list and
used to support discussion.
Referencing follows a
systematic approach,
appropriate to the discipline. All
elements of individual
references are present.		 Sources used are
acknowledged in the text and
reference list. Referencing
follows a systematic
approach, appropriate to the
discipline. Entries in the
reference list are accurate.		 Attempts to follow a
systematic approach to
the citation of sources,
appropriate to the
discipline. Most elements
of individual references
are present and accurate.		 Sources of information
acknowledged and
integration between text
and reference list is mainly
effective with some
inaccuracies or omissions.
Attempts to follow
systematic approach,
appropriate to the
discipline. Reference list
contains some errors.		 Some sources of
information
acknowledged but links
between text and
reference list are unclear.
Referencing does not
follow a systematic
approach. Elements of
individual references are
incomplete and/or
absent.		 Little or no
acknowledgement of
sources of information in
text and/or reference list.
6. Clarity of
objectives and
focus of work		 This work defines appropriate
objectives in detail and
addresses them logically,
coherently, comprehensively
showing sophisticated
interpretation of complex
ideas.		 This work defines appropriate
objectives in detail and
addresses them logically, and
coherently, interpreting
complex ideas clearly.		 This work defines appropriate
objectives and addresses
them coherently and logically
throughout the work
providing a clear focus to the
work.		 This work outlines some
appropriate objectives and
addresses them in a
coherent manner which
gives focus to the work.		 This work uses generalised
objectives to provide
adequate but limited focus
to the work		 In this piece of work
objectives are not
appropriate and/or
clearly identified – focus
is not logical or coherent.		 In this piece of work no
objectives are identified,
and the submission lacks
focus and coherence.
7. Selecting
research
methods
(Relationship
between
method
chosen and
the nature of
the inquiry)		 Convincing rationale for
selection of one from several
methodologies enables the
successful and efficient
collection and recording of
information and/or data with
perception.		 Methodology selected is
effective and rationale for its
selection is convincingly
explored enabling the effective
collection of appropriate
information and/or data.		 Methodology selected is
effective and appropriate to
the aims and objectives of the
task and a rationale for its
selection from the range of
provided methodologies is
provided.		 Methodology chosen is
appropriate to the task
and a rationale is given to
the selection of a
methodology from the
range of prescribed ones.		 Methodology used is
appropriate to the task
and brief rationale offered
refers to established
guidance.		 In this piece of work the
choice of methodology
and relationship to
information and/or data
being collected is
confused and confusing.		 In this piece of work the
issue of methodology is
not addressed and/or an
inappropriate
methodology is selected.
There is little evidence of
how planning was used
to complete the task.
CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
B. COGNITIVE SKILLS continued

Level 4 CCCU Grading Criteria (July 2022)
July 2022

8. Analysis Makes excellent use of
relevant analytic techniques
and applies these to new
and/or abstract information
and situations. Shows well
developed ability to compare
alternative theories or analytic
approaches.		 Makes very good use of a range
of analytic techniques relevant
to the discipline and applies
these to new and/or abstract
information and situations.
Shows developing ability to
compare alternative theories
and/or analytic approaches.		 Makes effective use of
established techniques of
analysis relevant to the
discipline. Shows some ability
to compare with some insight
alternative theories and/or
analytic approaches.		 Makes consistent, albeit
conventional, use of
established techniques of
analysis, relevant to the
discipline.		 Makes satisfactory but
limited use of established
techniques of analysis,
relevant to the discipline.		 Here the attempts at
analysis are ineffective
and/or uninformed by
the discipline.		 This submission does not
contain effective analysis
and does not yet engage
with key disciplinary
techniques.
9. Conclusions Conclusions are well
developed, analytical, use
appropriate forms of
conceptualisation and show
some originality. They form an
integrated part of arguments
or discussion, reflecting a
strong grasp of a range of
theory and/or evidence.
Demonstrates development
of critical insight and
interpretation of complex
ideas.		 Conclusions are well developed,
analytical, and use appropriate
forms of conceptualisation.
They are systematic and
thoroughly grounded in a range
of theory and/or evidence
Demonstrates development of
some critical insight and
interpretation of complex ideas.		 Conclusions show some
critical insight and relate
clearly and logically to
substantiated arguments
based on a range of sources of
evidence and/or theory. A
range of views and
information are critically
evaluated and there is
perceptive interpretation of
complex ideas.		 Logical and evidenced
conclusions are drawn
from evaluation of a range
of sources of evidence
and/or theory. Shows
developing ability to
consider and evaluate a
range of views and to
explain complex ideas
consistently and clearly.		 Adequate conclusions are
drawn which are derived
from understanding of
evidence and/or theory.
Shows the ability to
consider alternative views
and explain complex ideas.		 The work demonstrates
limited or inaccurate
understanding of the
evidence and does not
draw together
arguments effectively.		 The work either lacks a
conclusion or presents an
unsubstantiated and/or
invalid conclusion.
10. Initiative
(taking action,
independence)		 Shows a creative,
independent approach to
achieving goals in a manner
appropriate to situation(s). If
in a group setting, shows
appreciation of the needs and
views of others.		 Uses imagination to assess the
needs of a situation and take
independent actions to achieve
goals. If in a group setting, takes
account of the needs and views
of others.		 Effectively assesses the needs
of a situation and takes
independent action necessary
to achieve goals. If in a group
setting, shows some
awareness of the needs and
views of others.		 Where goals and methods
are defined, will assess the
needs of a situation and
act towards achieving
goals. If in a group setting,
shows limited awareness
of the needs and views of
others.		 Where goals and methods
are clearly defined, will
undertake tasks requiring
some independence. If in a
group setting, shows
limited awareness of the
needs and views of others.		 In this assignment,
limited ability has been
demonstrated to
undertake tasks beyond
those prescribed. If in a
group setting, the needs
and views of others have
not been meaningfully
considered.		 In this assignment, ability
to undertake prescribed
tasks has been
demonstrated, but
independent tasks are
not attempted. If in a
group setting, the needs
and views of others have
not been considered.

Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
B. COGNITIVE SKILLS continued
11. Decision making Uses a range of appropriate
information to evaluate
options. Makes clear
decisions which give due
weight to alternatives and
justify the final choice.		 Uses appropriate
information to evaluate
options and applies clear
criteria to demonstrate
reasons for final decision.		 Uses appropriate
information to evaluate
options. Final decision is
clear and linked to the
evaluation.		 Recognises benefits and
disadvantages of some
viable options but provides
limited clarity on rationale
for final decision.		 When decisions are made,
a limited, but tenable,
rationale for decisions is
provided.		 Here, the rationale
behind the final choice is
unclear or untenable.		 Here, the final choice is
unclear or absent. In this
work the student has not
demonstrated ability to
make decisions.
C. PRACTICAL SKILLS
12. Creative process Creative work shows highly
developed technique in the
service of a lively creative
imagination. Processes
involved are handled with
assurance to achieve
innovative results. Personal
style consistently marked in
work which builds on
models with originality, flair
and style.		 Creative work shows well
developed imagination and
technique. Processes
involved are handled with
assurance to achieve
creative results. Personal
style makes its mark on
models and moulds
influences with originality
and style.		 Creative work shows
developing imagination
and technique. Processes
involved have creative
application and outcomes
Builds on models and
moulds influences with
some originality and
moments of distinctive
personal style.		 Creative works shows
some imagination and
technique. Processes
involved have some
creative consequence.
Personal style is evident at
times in work which is
otherwise derivative in
origin.		 Creative work shows a
basic level of imagination
and technique. Processes
involved have developing
creative outcomes.
Personal style is lacking,
and the work is derivative
in origin.		 This work contains
undeveloped ideas
and/or little creativity or
skill/technique. Minimal
personal style and little
insight into effective
working processes are
demonstrated here.		 In this piece of work skills
and techniques are
undeveloped. Creativity
or innovation are not
evidenced here.

Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
C. PRACTICAL SKILLS continued
13. Performance Compelling,
communicative, and
convincing performance
demonstrating thorough
understanding of style.
Accurate, flexible, focused,
well-rehearsed, convincing,
and precise performance.
Improvisations are
imaginative, creative, and
stylistically assured. Stage
craft presentation of a very
high standard.		 Focused, performance
demonstrating
communication,
commitment, and thorough
understanding of style with
careful attention to detail,
displaying consistently high
level of technical ability.
Improvised passages are
stylistically correct and
considered. Performance
well-prepared, assured and
persuasive. Stage craft
presentation of a very high
standard.		 Performance
demonstrates
communication,
commitment, and an
understanding of the
genre with careful
attention to detail,
displaying a good level of
technical ability.
Improvised passages show
a sound understanding of
style. Performance well
rehearsed. Stage craft
presentation of a good
standard.		 Performance
demonstrates
communication,
commitment and
understanding of the
genre with some attention
to detail and technical
ability. Improvised
passages show a sound
understanding of style.
Limited confidence and
attention to stage craft
presentation.		 Performance that mostly
demonstrates
communication,
commitment and
understanding of the genre
but with little attention to
detail and displaying a
basic level of technical
ability. Improvised
passages show some
understanding of style.
Lacks confidence and little
attention given to stage
craft presentation.		 Performance in which
communication,
commitment and style
are limited by struggles
with technical control.
Improvised passages
show poor
understanding of the
style and may be
inappropriate.
Performance is under
rehearsed and
unconvincing and stage
conduct is barely
addressed.		 Performance in which
fluency and focus are
severely limited by a lack
of technical control.
Improvised passages do
not yet show
understanding of
style/genre or
conventions of
performance here. This
performance is under
rehearsed, lacking in
confidence and stage
conduct is not
appropriate.
14. Form and content
in a practical context		 Demonstrates strong ability
to critically engage with
theory and practice.
Synthesises creative
strategies and interrelated
forms and styles.
Experiments with
conventional forms. Work
shows clear evidence of
intellectual rigour and/or
creativity. Technically and
professionally competent.		 Evidence of critically
relating theory to practice.
Synthesises creative
strategies and interrelated
forms and styles. Good
evidence of some creativity
and experiments with
conventional forms.
Technically and
professionally competent in
most respects.		 Work shows some
awareness of the
relationship between
theory and practice. Work
tends to be conventional
but show good ability to
relate form and content.
Some aspects of creativity
present. Structure and
content are relevant and
approaching technical and
professional competence
throughout.		 Work evidences an
appropriate relationship
between form and
content. Limited presence
of creativity. Moderate
degree of technical and
professional competence.		 Some evidence of
understanding of the
relationship between form
and content. Moderate
degree of technical and
professional competence.
Limited creativity.		 Work shows little or no
evidence of an
understanding of the
relationship between
form and content. The
submission lacks
creativity and is
technically poor.		 The work has not
addressed the brief in a
way that shows
understanding of the
relationship between
form and content.

Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
D. TRANSFERABLE SKILLS
15. Communication
and presentation
(appropriate to
discipline)		 Effective and polished
communication which
demonstrates a strong and
sophisticated
understanding of the
discipline.		 Accomplished
communication in a format
appropriate to the discipline
showing strong
understanding of
disciplinary requirements.		 Very effective
communication in a format
appropriate to the
discipline.		 Effective communication
in a format appropriate to
the discipline.		 Clear communication and
general evidence of an
appropriate academic style
for the discipline.		 Here the communication
is unstructured and
unfocused and/or in a
format inappropriate to
the discipline.		 Here the communication
is disorganised and/or
incoherent and does not
show understanding of
the discipline’s style.
16. Clarity of
expression (incl.
accuracy, spelling,
grammar, punctuation,
and numeracy)		 Fluent and accomplished
writing, appropriate to
assignment. grammar,
spelling, and numeracy are
highly accurate.		 Fluent writing, appropriate
to the assignment.
grammar, spelling, and
numeracy are accurate.		 Language generally fluent
and expressive. grammar,
spelling, and numeracy
accurate.		 Meaning is clear but
language not always used
fluently. grammar, spelling
and/or numeracy is mainly
accurate.		 Understandable and clear
meaning, but language
choices include errors
which detract from the
argument. Accuracy of
spelling, punctuation,
grammar and numeracy
allows understanding but
needs to be improved.		 In this piece of work the
meaning is often unclear
with frequent errors in
grammar, spelling, and or
numeracy.		 In this piece of work, the
meaning is unclear
throughout. Errors in
spelling, grammar,
punctuation and/or
numeracy make
interpretation
challenging for an
assessor.
17. Digital skills Excellent use of a range of
appropriate digital
technologies to enhance the
work, showing digital
literacy and originality.		 A range of digital
technologies are used
accurately and discerningly
to enhance the work,
demonstrating very good
digital literacy.		 A range of appropriate
digital technologies are
used accurately to
enhance the work,
showing good digital
literacy.		 Appropriate digital
technologies are used
accurately to enhance the
work, showing digital
literacy.		 Understandable and clear
work with use of
appropriate digital
technologies but errors
which detract from digital
literacy.		 Some appropriate digital
technologies are used
but overall digital literacy
is poor.		 Digital technologies are
not used appropriately;
digital literacy not
demonstrated.
18. Presentation
(visual)		 Imaginative presentation
with strong visual impact
which enhances the
message.		 Message is presented
creatively with strong visual
impact.		 Presentation is clear and
has very good visual effect.		 Presentation has a
generally sound structure
and visual tools are used
effectively.		 Visual aspect and/or
structure of presentation is
adequate with limited
creativity.		 Presented in a
disorganised manner.
Lacks appropriate
support from visual tools.		 Presentation is
disorganised and/or
incoherent and/or
medium is non-visual.
19. Presentation (oral) Presentation is very well
structured and engaging.
Audibility and pace are
appropriate to audience and
used with excellent effect to
enhance the presentation.		 Presentation is very well
structured and engaging.
Audibility and pace are
effective in engaging the
audience.		 Presentation is well
structured and addressed
effectively to audience.
Pace and audibility are
very good.		 Presentation has a sound
structure. Pace and
audibility are satisfactory
most of the time.		 Pace, audibility and/or
structure of presentation
are adequate.		 Delivery is disorganised
and/or pace and
audibility is poor.		 Presentation is not
understandable and/or
inaudible and/or not an
oral presentation.
CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
D. TRANSFERABLE SKILLS continued

Level 4 CCCU Grading Criteria (July 2022)
July 2022

20. Interactive and
group skills (including
teamwork,
negotiation,
understanding group
dynamics)		 Demonstrates a flexible,
approach to negotiation
which addresses conflict
and builds co-operation to
develop relationships which
are mutually beneficial to
achieving group objectives.		 Uses a range of networking
skills effectively within a
learning or professional
group. Seeks to address
conflict to establish
relationships which serve
the group needs.		 Interacts within a learning
group, giving and receiving
information and ideas and
modifying responses
where appropriate to
contribute to group aims.		 Meets obligations to
others (tutors and/or
peers) providing
constructive contributions
to support shared
objectives. Recognises and
assesses alternative
options.		 Uses basic interactive skills
appropriately to usefully
contribute to the group
aims.		 In this assignment there
was either a tendency to
avoid working with
others or contributions to
this group activity were
not effective or
constructive.		 In this assignment there
was either a lack of
contributions to the
group or the
contributions made were
unconstructive and made
it harder for the group to
achieve their aims.
21. Self-presentation /
interpersonal skills		 Confident and flexible self
presentation employing a
range of interpersonal skills
appropriate to the
individual’s aims and
setting(s).		 Flexible self-presentation
and interpersonal skills
appropriate to the
individual’s aims and
setting(s).		 Can adopt both a formal
and informal style and uses
basic interpersonal skills
appropriate to the
setting(s).		 Can adopt both a formal
and informal style and uses
basic interpersonal skills
generally appropriately
but not always matching
the needs of the situation.		 Shows awareness of
different styles of self
presentation and is willing
to use them in different
situations but without
always matching the needs
of the situation.		 Demonstrates some self
awareness and/or
interpersonal skills but at
key moments the skills
deployed did not match
the needs of the
situation.		 In this work self
awareness and
appropriate
interpersonal skills were
not matched to the needs
of the situation.
22. Time management
/ self-management		 Meets deadlines. Sets self
determined targets and
contingency plans allowing
sufficient time to receive
and act on guidance.		 Meets deadlines. Plans and
monitors progress to allow
sufficient time for
development of the work.		 Makes plans and
implements them in a
satisfactory manner to
meet deadlines.		 Meets important
deadlines. Exhibits some
limited evidence of
planning.		 Usually meets important
deadlines. Exhibits limited
evidence of planning.		 Some deadlines met, but
most deadlines missed.
Extremely limited
evidence of effective
time management shown
here.		 Deadlines not or rarely
met. Not yet
demonstrating ability to
make and implement
plans.
23. Independence /
autonomy (including
planning and managing
learning)		 Identifies learning needs by
actively seeking out
feedback from a range of
sources and making
effective use of available
resources. Manages own
learning, showing a desire
to keep learning and
improving.		 Identifies learning needs by
actively seeking out
feedback from a range of
sources and making use of
available resources.
Manages own learning,
showing a desire to keep
learning and improving.		 Shows independence in
planning learning,
identifying appropriate
learning resources, and
acting on feedback to keep
learning and improving
performance.		 Largely works
independently. Accesses
and uses a range of
learning resources,
feedback, and support to
try to keep learning and
improving performance.		 Undertakes clearly
directed work
independently. Uses the
standard learning
resources and feedback to
try to keep learning and
improving performance.		 Demonstrates limited
ability to work
independently, needing
significant guidance on
methods and resources.		 Has not yet
demonstrated ability to
work independently;
needs continuous
guidance on methods
and resources.

Level 4 CCCU Grading Criteria (July 2022)
July 2022

CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
D. TRANSFERABLE SKILLS continued
24. Reflection
(including self-criticism
/ awareness)		 Confidently evaluates own
strengths and weaknesses
and the criteria by which
such judgements are made.
Starts to interrogate
received opinion, prejudices
and value sets operating.		 Confidently evaluates own
strengths and weaknesses
and shows developing
understanding of the
criteria by which such
judgements are made.
Prepared to question
received opinion, prejudices
and value sets operating.		 Able to evaluate own
strengths and weaknesses
and shows understanding
of criteria for judgements.
Starts to question received
opinion, prejudices and
value sets operating.		 Demonstrates an
understanding of the
criteria set by others.
Recognises own strengths
and weaknesses in relation
to these criteria. Does not
question received opinion.		 Dependent on criteria set
by others. Begins to
recognise own strengths
and weaknesses in relation
to these criteria. Does not
question received opinion.		 Partial awareness of
criteria set by others and
limited ability to evaluate
own strengths and
weaknesses in relation to
them.		 Work does not apply
criteria set by others or
show recognition of own
strengths and
weaknesses. May result
in quite an inaccurate
view of the situation.
25. Critical review (to
be used in peer
assessment)		 Assesses/ evaluates the
work of others convincingly
using a range of criteria
accurately and
appropriately. Provides a
persuasive rationale for
judgements and offers
specific insights into how
work could be developed.		 Assesses/ evaluates the
work of others using a range
of criteria accurately and
appropriately. Provides a
rationale for judgements
and offers specific insights
into how work could be
developed.		 Assesses/ evaluates the
work of others using a
range of existing criteria
appropriately, indicates
possible areas for
improvement.		 Examines work of others
and identifies some
strengths and weaknesses
using existing criteria.		 Comments in general
terms on the work of
others using prescribed
formats.		 Demonstrates limited
ability to make reasoned
comment on the work of
others.		 Has not yet
demonstrated ability to
make reasoned comment
on the work of others.
CRITERION 100-80
Excellent		 79-70
Very good		 69-60
Good		 59-50
Sound		 49-40
Satisfactory		 39-20
Fail		 19-0
Fail
E. PROFESSIONAL COMPETENCES
26. Work within a
framework of
professional values /
code of conduct		 Develops specific,
achievable objectives which
are achievable consistent
with professional values
and/or code of conduct and
appropriate to the clientele.		 Develops objectives with
some creativity which are
consistent with professional
values and/or code of
conduct and appropriate to
the clientele.		 Develops objectives which
are consistent with
professional values and/or
code of conduct and
appropriate to the
clientele.		 Uses objectives which are
consistent with
professional values and/or
code of conduct and
generally appropriate to
the clientele.		 Uses objectives which are
consistent with
professional values and/or
code of conduct but are set
by the clientele. Shows
limited consideration of
appropriateness and
practicability.		 Inadequate attempt
made here to ascertain
needs of clientele and
develop a workable brief.
Limited use of
professional values
and/or code of conduct
frameworks.		 No attempt made here to
ascertain needs of
clientele and develop a
workable brief. Has not
worked within the
prescribed professional
values and/or code of
conduct framework.
27. Reflective practice Effectively analyses
personal practice and that
of others through reflection
and considers the rationale
behind these practices.
Demonstrates developing
awareness of potential
alternatives and their
implications for further
practice.		 Evaluates personal practice
and the practice of others
through reflection using
appropriate frames of
reference. Develops plans
of action in the light of these
considerations.		 Evaluates personal
practice and the practice
of others using
appropriate frames of
reference. Considers
alternative future actions.		 Evaluates own practice
and that of others using
several frames of
reference. Considers
future actions.		 Interprets own practice
and that of others based on
specific frames of
reference. Identifies some
further actions.		 Limited interpretation of
own practice and that of
others here. As a result,
appropriate future action
planning is extremely
limited.		 Incomplete or inaccurate
interpretation of own
practice and that of
others here. As a result,
not yet able to plan
appropriate future
actions.