A | B | C | D | E | F | G | H | I | |
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1 | Learning Outcomes | Exceptional First | First | 2:1 | 2:2 | 3rd | Marginal Fail | Fail | Zero |
2 | H M L | H M L | H M L | H M L | Mid Low | Work of no merit. Absent or work not submitted. Penalty awarded in a case of academic irregularity. | |||
3 | Knowledge and Understanding | ||||||||
4 | 1.Promote effective teamwork and collaboration by applying knowledge and understanding of teamwork and the benefits of, and barriers to, effective inter-disciplinary and inter-agency work in health and social care. | ||||||||
5 | Demonstration of teamwork - contributions from all team members, valuing of individual skills | ||||||||
6 | 2.Demonstrate a critical understanding of key theories associated with leadership in the health and social care sector | Work may achieve or be close to publishable standard. | The work typically goes beyond what has been taught. | able to relate facts and concepts with some ability to apply to known or taught contexts. | balanced towards the descriptive rather than critical or analytical. | Knowledge and understanding is sufficient to deal with terminology, basic facts and concepts | Understanding is typically at the word level with facts being reproduced in a disjointed or decontextualised manner. | ||
7 | 3.Critically apply theories of individual motivation, team dynamics and coaching in a health and social care context. | ||||||||
8 | Evidence of research and subject knowledge - contributes to knowledge of learners | ||||||||
9 | Skills, qualities and attributes | ||||||||
10 | 1. Use information communication and technology skills relevant to health and social care practice to process, retrieve and analyse data and present information | ||||||||
11 | Demonstration of presentation skills, ICT skills - interesting and engaging presentation that involves learners | ||||||||
12 | 3. Think critically and analytically; retrieve, synthesise and analyse information from a variety of sources; evaluate primary research literature; and compare and contrast the strengths and weaknesses in arguments to develop a coherent line of argument orally and in writing following academic conventions. | ||||||||
13 | Referencing is done correctly; range of good quality academic sources used | ||||||||
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