Foundaton Year in Business and Law

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Assessment Brief 1

Programme ttle: Foundaton Year in Business and Law
Module name: Personal and Career Development
Assessment ttle: A Journey to become a… (your goal)
Follow the answer template
Module code: MBUMDOPCD
Module lecturer: Dr. Zamanur Rahman
Internal verifer: Dr. Raziur Chowdhury
Submission deadline: 03 April 2023 2:00 PM
Assessment type: Individual Presentaton (1200 words)
Presentaton will take place on week 7,8 and 9
Weight: 30% (1,200 words)

Module Aims
The aim of this module is to provide and support students with the necessary skills base for
engaging with Foundaton Year modules, and to help students identfy and develop a range of
transferable skills in preparaton for studying at degree level. The module aims to develop a
reflectve approach by helping students identfy their own strengths and weaknesses, and plan
for their personal, educatonal and career development.
Indicatve Module Content
You will focus upon issues associated with commencing Higher Educaton with a primary focus
upon personal development and employability. This module content will include establishing
pre and quashing misconceptons about University life; the staff-student relatonship and
expectatons; the importance of employability within the HE curriculum and engagement with
Career Development Services and the CORE.
Learning and Teaching Strategies
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Teaching will be primarily through small group seminars, workshops, VLE/e-learning resources,
and regular one-to-one tutorials with personal tutors/supervisors.
Our philosophy of learning and teaching, our understanding of teaching for Foundaton years
and CCCU policies and strategies have all influenced our specifc approach to learning and
teaching for the Foundaton year. Our teaching methods have been developed with explicit
atenton to debates pertaining to student learning styles. As such, our teaching 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 essental to learning in Higher Educaton and to lifelong
learning, post-graduaton.
Overview of learning and teaching actvites on the module
Teaching will be primarily through small group seminars, workshops, VLE/e-learning
resources, and regular one-to-one tutorials with personal tutors/supervisors.

No Learning Outcomes
1 Understand and act upon specifc gaps in their skills as identfed during the module.

Descripton/Guidance

Topic A journey to become a ……(your goal)
Delivery method: Individual Presentaton,10 minutes presentaton and 5 mins Queston
& Answer session!
Type/format: Individual Presentaton by PPT
Word count: PPT (1200 words including speaker note)
Weight: 30% Marks
Submission method: CCCU Turnitn

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Basic guidelines: Individual Presentaton
Individual presentaton should take about 10 minutes. There
will be an additonal 5 minutes for questons at the end.
In additon, you will need to upload the presentaton report to
Turnitn by (TBC). Please ensure you include your name and ID
on the cover page.
You MUST use college cover page template.
Assessment grading
criteria:
15% Planning, coherence, and organisaton
10% Writen communicaton (including accuracy, spelling,
grammar, and punctuaton)
20% Context and applicaton of knowledge
35% Oral communicaton
20% Use of literature and data

Referencing system:
The Business students are required to use Harvard as the standard referencing conventon.
Learning Materials/Resources:
Recommended Resources:
Barker, A. (2010), Improve Your Communicaton Skills, (2nd Ed.) Kogan Page
Cotrell, S (2013), The Study Skills Handbook, Palgrave MacMillan, Basingstoke
Cotrell, S. (2015), Skills for Success: Personal Development and Employability. 2nd Ed.
Palgrave.
Creme, P., Lea, M. (2008), Writng at University: A Guide For Students (3rd Ed).
Maidenhead, UK: Open University Press. [Primary]
Gallagher, K. (2016), Essental Study and Employment Skills for Business and
Management Students, (3rd Ed.), OUP.
Lumley, M. & Wilkinson, J. (2014), Developing Employability for Business, OUP
Moon, J. (1999), Reflecton in Learning and Professional Development, Logan Page
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Moon, J. (2006), Learning Journals: A Handbook for Reflectve Practce and
Professional Development, Routledge
Pears, R. and Shields, G. (2013), Cite them Right: The Essental Referencing Guide. 9th
Ed. Palgrave Publishing.
Stuart-Hoyle, M. and Wiles, J. (2012), Orientaton to Higher Educaton, 2nd Ed,
Reader’ Pearson
Pears, R. and Shields, G. (2013), Cite them Right: The Essental Referencing Guide. 9th
Ed. Palgrave Publishing.
Trenholm, S. & Jensen, A. (2004), Interpersonal Communicaton, (5th Ed.), OUP
Trought, F. (2017), Brilliant Employability Skills: How to Stand Out From The Crowd in
the Graduate Job Market. Pearson.
All the recorded sessions including the weekly lectures can be found on the module blackboard
as a recorded collaborate session.
Journals, magazines & academic artcles 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 internatonal logistcs. This may be via published and academic journals,
newspapers, trade magazines etc.
Websites:
You are expected to keep abreast of news, both specifc to internatonal logistcs and general
news as well as other informaton published in websites. The following websites are examples
of those which you might fnd helpful:
htp://targetjobs.co.uk/careers-advice
htp://wikijob.co.uk/CV’s
Please note that the format and order of this reading list is for illustratve purposes only.
Additonal sources can also be found in Library services.
Students are requested to submit a single alphabetcal order bibliography list containing all
sources used for each piece of work submited.
For guidelines on the required Harvard referencing style please refer to:
htp://www.canterbury.ac.uk/library/docs/harvard.pdf
Other informaton
This handbook should be read in conjuncton with other sources:
Student Handbook: for programme academic informaton applying to all modules
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Current Student Webpages: for generic student experience informaton
Advice for Students Blackboard for Business School informaton
Date and validity of Module Handbook
Valid for academic year 2022/23.
Appendix 1
Learning Log based on Kolb’s Learning Cycle (1984)

Date Concrete
experience
What did I DO?		 Reflectve
observaton
What did I
OBSERVE?		 Abstract
conceptualisaton
What did I THINK?
(So what?)		 Actve
experimentaton
What is my PLAN
for future acton
(what next?)

Appendix 2
PERSONAL DEVELOPMENT PLAN
Development needs for forthcoming year(s)
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Area of specifc
development
need		 Type of
development		 Timescales Who is
responsible?		 Further
comments
Provide a
specifc
descripton of
the desired
changes (e.g.,
skills gained,
knowledge
acquired,
topics/themes/
content
covered)		 E.g., Online
resources, Course,
Workshop.		 E.g., End of April,
To be completed
in the next 6
months, Over
next 1-2 years.		 Whether
additonal
support is
required?
Whom and
how will you
access this?

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CCCU Assessment grading criteria: Foundaton Year/Level 0

Criteria 100-70% 69-60% 59-50% 49-40% 39-20% 20-0%
Planning,
coherence, and
organisaton of
work,		 Detailed self
directed planning
evident in
coherent and well
organised work
which meets
tmescales		 Logical, well
planned, and
coherent work
which meets
tmescales		 Evidence of
effectve planning.
Work
demonstrates
some coherence
and is organised
and meets
tmescales.		 Evidence of some
planning and work
has basic
coherence and
organisaton and
meets tmescales.		 Poor organisaton and
litle coherence.
Inefcient planning
and tasks incomplete		 Disorganised and
incoherent
Litle evidence of
planning
Context and
applicaton of
knowledge		 Comprehensive
knowledge and
understanding of
subject context
demonstrated and
used effectvely		 Good knowledge
and
understanding of
defned subject
context shown
and used
appropriately.		 Sound knowledge
and
understanding of
defned subject
context shown
and used.		 Basic knowledge
and understanding
of defned subject
context
demonstrated.		 Limited knowledge
and understanding of
subject
shown		 Very limited or no
understanding of
subject shown.
Presentaton Confdent
selecton,
organisaton and
communicaton of
ideas using
appropriate and
resources and
with clear focus on
intended audience		 Confdent
selecton,
organisaton, and
communicaton of
ideas appropriate
to the intended
audience		 Competent
communicaton of
ideas with clarity
and an
appropriate
structure		 Competent and
appropriate
communicaton of
ideas although
some lack of clarity
evident		 Ineffectve
communicaton and
presentaton of ideas
and lack of clarity in
structure		 No coherent
communicaton of
ideas
Writen
Communicaton,
(including accuracy,
spelling, grammar.
punctuaton)		 Fluent and
accurate writng
style which utlises
appropriate
conventons and is
appropriate to the
assignment.		 Fluent writng
style appropriate
to the assignment.
Academic
conventons are
used, and
grammar and		 Writng style
serviceable and
appropriate with
awareness of
academic
discipline		 Basic writng style
using appropriate
format but
containing some
errors in
expression		 Ineffectve writng
style with litle
atenton to academic
or grammatcal
conventons		 Inappropriate and
incoherent
communicaton

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Mostly correct
grammar and
spelling		 spelling are
generally
accurate.
Communicaton
(oral)		 Engaging and
confdent
presentaton of
well- structured
ideas. Pace is
appropriate for
subject mater and
audience		 Clearly
communicated
ideas which are
well structured,
and pace is
appropriate.
Atempts are
made to engage
the audience		 Sound structure
and pace is
evident in
appropriate
communicaton of
ideas. Some
effectve audience
engagement		 Basic structure and
competent
communicaton
evident although
limited
appropriateness or
engagement with
audience.		 Presentaton of ideas
lacks coherence and
fluency.
Very litle atempt to
engage with audience
at an appropriate
level.		 Ineffectve
communicaton and
presentaton of ideas,
lacking clarity in
structure.
Minimal engagement
with audience.
Evaluaton and
Reflecton		 Excellent use of
evaluaton and
reflecton
throughout.
Confdently
reflects on own
strengths and
weaknesses and
translates this to
effectve acton
planning		 Consistent and
appropriate use of
reflecton,
evaluaton, and
acton planning		 Adequate use of
reflecton,
evaluaton, and
acton planning
with evidence of
reasoned decision
making		 Limited use of
reflecton,
evaluaton, and
acton planning		 Insufcient evidence
of reflecton or
evaluaton informing
very limited acton
planning		 No evidence of
reflecton or
evaluaton
Analysis and
critcality		 Makes very good
use of analysis by
comparing and
contrastng
alternate positons
using critcal
insight.		 Makes effectve
use of established
techniques of
analysis and
shows awareness
of alternate
theories and
analytc
approaches		 Makes
conventonal use
of analysis,
including some
critcality. Is aware
of current
debates.		 Makes basic use of
analysis and there
is evidence of
some critcal
insight and
reference to
debates.		 Litle analysis of or
justfcaton for ideas		 No evidence of
analysis or critcality
in presentaton of
ideas
Referencing and
Academic protocols		 Sources used are
acknowledged and		 Sources used are
acknowledged in a		 Atempts to follow
a systematc		 Some atempts to
cite sources but		 Limited
acknowledgement of		 Litle or no
acknowledgement of

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referenced
accurately using a
systematc and
appropriate
approach		 systematc and
appropriate
approach.
References are
generally accurate		 approach using
accepted
protocols.
References are
generally accurate		 contains
inaccuracies,
errors, or
omissions		 sources, which are
inaccurate or
incomplete		 sources of
informaton
Use of literature
and data		 Evidence of broad
and in-depth
consultaton of
source material,
which is well
chosen, appraised,
synthesised, and
used effectvely.		 Evidence of
independent
research and
consultaton of
appropriate
sources which are
used with critcal
insight,
synthesised, and
have relevance.		 Sufcient relevant
informaton is
consulted,
documented, and
used in a critcal
way.		 Evidence of
reading and
research from
appropriate
sources but this
may be presented
uncritcally or
descriptvely.		 Very limited or
inappropriate sources
consulted with litle
critcal insight.		 Ineffectve or
irrelevant
consultaton of
sources presented
descriptvely.

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