MODULE HANDBOOK 2022-23

BUSI1701 Personal and Professional Development

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Contents

1. Welcome message from your Module Leader.....................................................................2

2. Key contacts........................................................................................................................ 6
3. Module details and learning outcomes................................................................................7
4. Enquiry-Based Learning and Research-Led Teaching........................................................7
5. Employability....................................................................................................................... 8
6. Key Dates........................................................................................................................... 9
7. Schedule of teaching and learning activities.......................................................................9
8. Assessment....................................................................................................................... 11
9. Resit assessments............................................................................................................ 13
10 Reading recommendations........................................................................................... 14
11. Additional module information.......................................................................................15
12. Changes to the module....................................................................................................... 15
13. Other Details................................................................................................................. 16

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 1. Welcome message from your Module Leader
The foundation for your career after your degree starts here. What you study and the
additional experience you gain will give you a strong starting point for your life after
graduation. That might feel like a long way off now but will come around quickly; getting
into good habits in your first year is vital.
Alongside excellent academic qualifications, employers increasingly look for graduates
who show high levels of competence in communication, self-management, problem
solving and team working. They want to employ individuals who can demonstrate self-
confidence, flexibility and the ability to learn effectively. They need employees who can
deal with the unexpected as well as the routine, who can be creative as well as method-
ical and who will maintain their commitment to achieving objectives even when facing
extreme difficulties. This is sometimes called an ‘agile mindset’ or ‘growth mindset’ and
you’ll explore how you can develop that throughout this module

Broadly, you’ll be working out the direction of your personal academic and career
journey, developing an understanding of the business landscape and how your degree
fits into it, developing tools to which will support you throughout your degree and
learning about the processes which will get you, ultimately, onto the career path you
want. You already have many of these qualities. This module aims to give you the
opportunity to develop them further so that, as a University of Greenwich graduate, you
will have the best possible chance of a rewarding career.

The module is also an integral part of the Personal Tutor system provided by the
Business School. Your tutor for this module is also your ‘Personal Tutor’ who will aim to
be a source of pastoral care and academic support for you throughout your degree
programme.

To get the maximum benefit from this module you need to commit to carrying out the
assignments, activities, research or readings given in class, in the handbook and online
in our Virtual Learning Environment (VLE). As an independent learner, you will be
required to check your handbook regularly, the VLE site and participate in the online
discussions. If you participate, you will be pleasantly surprised at how interesting and
valuable this topic can be to you.

You will also be provided with the opportunity to engage with various Professional
Bodies, Professionals for industries as well as our Alumni. You will be able to explore
the career path you would like to follow in the future.

Your career development starts in Year 1 so make the most of the support networks
available to you at the University and use your experiences on PPD to enhance your
career profile and work prospects.

I wish you success in the course, Good Luck!

Name of the module leader

Module Leader: Le Thi Anh Minh
Module Leader E-mail: minhlta3@fe.edu.vn
Module Tutors: Vo Minh Hieu - hieuvm@fe.edu.vn

This handbook provides essential information about this module including

the aims and learning outcomes, the schedule of teaching and learning activities,
assessment tasks, reading recommendations and, if applicable, any additional re-
sources that you will need. Please read it at the start of term so you are aware of
key details and important dates.
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This module aims to empower you, as unique individuals on the one hand and as future
members of a profession on the other, to take charge of your own development on both
personal and professional levels. The intention of the module is to create a supportive
environment, facilitated by your personal tutor, which is inclusive of students of different
backgrounds, ages and experience.

The module is structured in a way that enables you to take an active part in discussions,
exercises and other activities both in and out of class. This interactive, learner‐centered
philosophy is reflected in the module activities.

The components of your personal and professional development

Landscape
Journey Academic – how
research supports
Who you are and your subject.
where you are go- Practical – the
ing broader business
world

Tools Processes
Technical skills,
How different or-
Software, ganisational struc-
(MS Office etc), tures work, how you
MyWritingLab, CVs, navigate a range of
Cover Letters, situations, recruit-
LinkedIn profiles etc ment processesc

You will engage with several tutors and lecturers throughout your learning journey.
Here are some explanations of the various roles.

Module leader
The course leader has overall responsibility for the course including its content, design and
assessments. You should contact your course leader during his/her office or online hours or by
email if you have any questions of an academic nature relating to this course. In the first
instance, you must always contact your class tutor to raise questions and address difficulties. If
your class tutor is unable to help them, you are advised to contact your Module leader.

Module Tutor
Your module tutor will lead your small group work in online or face to face tutorials. He or she
will provide you with ongoing feedback, and expect you to ask questions, participate in
discussion, and engage with tutorial preparation and SDL. The module tutor will mark your
assessment. In the first instance you should approach your module tutor with any questions
about the module or your week-by-week learning, in person, during the tutor’s office hours, or
by email.
Personal Tutor
Each student in the Department has a named personal tutor who is responsible for your wel -
fare and general academic development during your time with us. Your personal tutor has ac-
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cess to information about your academic progress, and to systems within the University de-
signed to help and support you throughout your journey. You are scheduled to meet with your
personal tutor several times each term. Your personal tutor is there to support you in settling
into life as a student at the University of Greenwich and to offer you advice, support and en-
couragement throughout your studies. They’ll do this by checking in with you at various times
throughout your studies to see how you are doing, to ask how you are managing with your
studies and assignments, and to give you an opportunity to discuss any questions or concerns
that may arise throughout your studies. They will be able to provide you with a helpful answer
to most questions. And often where they don’t have a ready answer, they’ll usually know who
in the university to contact to find out.

Questions your personal tutor is usually not able to help with in detail are those relating to stu-
dent services provided by the university such as: student housing, student finances or student
counselling and mental health support. However, your personal tutor should still be able to
support you to find and access these services at the University of Greenwich- just ask them!

Administrative Programme Coordinator

The programme coordinator is responsible for the smooth administration of programmes within
the Department. You may contact the programme coordinator if you are having problems with
Banner, if your grades are incorrectly listed, if you have been absent from class through illness
or if you have encountered difficulties making an appointment with your course tutor or course
leader.

Your Role
It is your responsibility to undertake all of the work requested of you in this course (i.e.,
assessment, reading and tutorial preparation). To do well in courses it is often necessary to
make sure you go beyond the minimum instructions (with reading, for example) and that you
ask questions or seek advice if you don't understand reading topics, lectures, tutorial exercises
or assessment.

Please remember that although learning should be intellectually challenging it is important that
classes run smoothly so it is important not to be disruptive (e.g., chatting during classes,
leaving mobile phones on or being persistently late) and not to be impolite to other members of
the class.
The University has a number of policies and codes of conduct to which you have agreed by
registering as a student. One of these policies is the attendance policy which makes it clear
that it is your responsibility to attend regularly or notify the School if you are sick.
See: https://www.gre.ac.uk/student-services/student-attendance-and-engagement

Finally, remember that your assessments should be your own work unless group work is
required by your tutor. Plagiarism and similar forms of cheating will be penalised, and it is
important not to engage in such behaviour or to make it easy for other members of your class
to cheat. Please review the regulations governing suspected plagiarism and exam offences:
https://www.gre.ac.uk/student-services/exams/regs
This handbook provides essential information that you will need during your undertaking of this
module. It is not intended to be exhaustive but should help you to see at a glance information
about the module such as the aims and learning outcomes, the proposed schedule of delivery,
assessment details, reading list and any additional resources that will be needed by you.
Please ensure that you familiarise yourself with its contents.

The university will do all that it reasonably can do to provide educational services to support
your learning. Sometimes circumstances may mean that we cannot provide such educational
services or that the university has to withdraw or change aspects of this module and/or student
services detailed in the information you have been provided with by the university. This might
be because of, for example:
 industrial action by university staff or third parties;
 the unanticipated departure or absence of members of university staff;

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  acts of terrorism;
 the acts of any government or local authority;
 academic changes within subject areas; or
 where the numbers expected on a module are so low that it is not possible to deliver an
appropriate quality of education for students enrolled on it.

In these circumstances, the university will take all reasonable steps to minimise the resultant
disruption to those services and to affected students, for example by making reasonable
modifications, but to the full extent that it is possible under the general law, the university
excludes liability for any loss and/or damage suffered by any applicant or student as a result of
these circumstances. The modifications we make may be to:
 the content and syllabus of modules, including in relation to placements;
 the timetable, location and number of classes;
 the content or method of delivery of your module;
 the examination process; and
 the timing and method of assessment.

Many of the changes that we make are in response to feedback from students and are
intended to improve the experience of students and student outcomes.

In making any changes, the university will aim to keep significant changes to the minimum
necessary and will notify and where reasonably possible also consult with you in advance
about any significant changes that are required.

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 2. Key contacts
The list below provides contact details of the module team. PARTNERS - Please adjust
Module Leader: Le Thi Anh Minh
Location: FGW HCMC
Email: minhlta3@fe.edu.vn
Tel: 028.73006622

Module Tutor: Vo Minh Hieu

Location: FGW HCMC
Email: Hieuvm@fe.edu.vn
Tel: 028.73006622

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 3. Module details and learning outcomes
Host Faculty: Business
Host School: BOS and MGM
Number of Credits: 15
Term(s) of delivery: 1
Site(s) of delivery: Greenwich university HCMC (FPT)

Aims:
This module helps students develop as independent and self-directed learners. It sup-
ports students’ transitions into university life by developing their academic skills and by
increasing their understanding of their own well-being. Further, it introduces essential
employability skills.

Learning Outcomes:
On successful completion of this Module a student will be able to:
1. Plan, organise and structure academic and reflective work.
2. Develop written and verbal communications that are well-argued, coherent, ac-
curate, grammatically sound and correctly referenced.
3. Identify personal strengths and weaknesses, and develop responsive strategies
using opportunities and support at university (e.g. including entrepreneurial
competitions, GEP, PG study, student societies and welfare resources).
4. Develop soft skills to enhance employability.

4. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)
Defined as ‘an approach based on self-directed enquiry or investigation in which the
student is actively engaged in the process of enquiry facilitated by a teacher. EBL
uses real life scenarios (for example, from case studies, company visits, and project
work) and students investigate topics of relevance that foster the skills of
experimental design, data collection, critical analysis and problem-solving’.
During the module you will be investigating companies’ presence on the internet
including LinkedIn. In addition, you will analyse some academic work and provide
recommendation in specific scenarios.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as
well as drawing on their own knowledge of research developments in the field,
introducing them to the work of other researchers. RLT sees students as active
participants in the research process, not just as an audience. This is achieved by
discussing such developments in lectures and classes, and setting reading lists
including recent research publications at the frontier of the field. The definition of a
diverse assessment regime at the programme level (incorporating an expectation of
familiarity with, and use of, such
publications in assignments) and the inclusion of projects at every level of the
programme is also fundamental to achieving these objectives.
During the module activates you will be looking at library resources including looking
into academic publications specific to your program of study.

BAME/ Inclusive
Learning is designed to ensure that the curriculum is inclusive and that the diversity
of the student body is taken into account.
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  Input from students and student curriculum consultants have informed the
design and content of learning materials.
 Clear language is used in lecture materials and all handouts, presentations
and course materials are accessible via Moodle.
 Assessment guidance is provided in good time.

International
This module is delivered at partner institutions in Malaysia and Vietnam.
 The curriculum is internationalised by use of case studies and by drawing
from different backgrounds to enrich the design and content of learning mater-
ials.
 The teaching team works collaboratively with and is engaged in research with
international colleagues.

5. Employability
It is essential to develop various skills during your studies, skills that will allow you to be
successful in you chosen career. Employability comprise set of achievements,
understandings business environment and various personal attributes that make
individuals more likely to gain employment and to be successful in their chosen
occupations. Employability and transferable skills are the central focus of this module,
and will be developed through a variety of exercises and assignments. The activities in
this module will help you develop variety of employability skills that enable you to be
successful in your future career.

Descriptors:
a. Cognitive Skills
Seminar activities will give you the exposure to critical thinking, academic reading
and writing. You will be required to find solution to various of problems, start making
reasoned judgments and reflect on these judgments.
b. Generic Competencies
You will develop generic competencies in searching for information, citing it
appropriately, communicating in a business context and reflecting on your
professional development. Through constant participation in group work in class
and by giving individual presentations, you will learn how to influence, plan,
question, listen, persuade and be sensitive to the interpersonal dynamics of your
groups. You will also strengthen your presentation skills. Group work tasks include
an element of reflection on how the task was managed and how the group worked
together.
c. Personal Capabilities
You will be Introduce to the job market through sets of tailored lectures and tutorials
activities. You will have opportunity to develop your CV and cover letter and practice
online job application writing exercise. Draft path for your future career.
In addition, the module offers extra-curricular opportunities such as careers events,
outside speakers, entrepreneurship, team-building exercises, further group work
and group competition towards the end of the year.
d. Technical Ability
Introduction to some of the practical skills and technologies needed for business.
You will develop skills in using a wide variety of print and online sources to gather
information of relevance to your industry and to planning and developing your own
career. This includes generic computer skills, presentation skills and public speaking
skills.
e. Organisational Awareness
Through this module you will be encouraged to develop your own professional
networks, with each other and with figures in the industry.
f. Practical and Professional Elements
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 Within the module you will have opportunity to learn about various professional
activates such as Students Societies, Mentoring Scheme, students’ completions.
Your personal tutor will encourage you to take part in those valuable activities.
g. Developing Professional Online Identity
To instill a basic understanding of what a professional online presence means by
introducing students to the LinkedIn. Introduce LinkedIn, or similar sector-relevant
tool, to establish a professional online identity through establishing a profile and an
online network of peers.

The Greenwich Employability Passport (GEP) scheme is an initiative instituted by the

Business School Employability Office (BSEO). It is embedded into this module’s
assessment; it requires you to engage in various activities in order to pass parts of the
assessment. All proof of activity needs to be collected by the students and uploaded
onto the Moodle Passport site in order to accumulate points. Your tutor will mark your
submissions twice per term.

You can find out more about the Greenwich Employability Passport online
https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students
Information about the Career Centre is also available online
https://www.abintegro.com/public/career-transition-and-job-search
You can log on to the Career Centre with your Portal ID and Password
https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php

Information about the Career Centre is available at: Career transition and job search

6. Key Dates
2022/23 Term Dates

Please note that dates may differ depending on when you start your programme of
study, and where you are studying. Please refer to
https://docs.gre.ac.uk/rep/sas/term-dates for full details, and details of University
closure dates.

7. Schedule of teaching and learning activities

All materials for the module will be made available on Moodle. In many instances, you
will be offered a list of recommended reading as well as helpful websites on specific
topics. You are strongly advised to engage with these materials to deepen your
knowledge beyond the in-class discussions. Recommended textbooks will be available
in the library.
Each week the module will use a mixture of formal lectures/tutorials and Online
Learning.
Online learning will include various activities that you need to conduct online in
MyWritingLab, on Moodle or using the internet prior to the tutorials. This will help you
expand your skills and knowledge and effectively participate in the in-class activities.
My Writing Lab is a software maintained and administered by Pearson Publishing and is
an integral part of the PPD1 module and assessment. The software contains training
materials as well as recall exercises and application quizzes that aim to facilitate the
improvement of your writing, referencing and critical reasoning skills. Students will be
prompted to engage in exercises and take part in quizzes throughout the year. The quiz
results will be integrated into the overall module assessment.

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 Teaching date Teaching & learning sessions Homework to complete ahead of next tutorial

27th Sept Lecture:  Expected: E-signature

Welcome and  Welcome & Introduction to Module  Expected: Edit your Moodle user profile
Introduction to  Introducing MWL (Registration)  Expected: Change your forum preference
the Module  Introduction to Goal Setting (to make your life easier!)
Seminar:  Encouraged: Questions on reading of
• Tutor introduction Carol Dweck's Mindset Chapter 2
• Module handbook review  Encouraged: Growth mindset introduction:
• Skills Audit (introduction) What it is, how it works, and why it matters

1st Oct Lecture: • Expected: Skills Audit worksheet

Settling in,  SWOT, SMART goals
Personal
Financial Recorded Lecture supporting materials:
Management,  Introduction to Personal Financial
Netiquette and Management
Skills Audit
Tutorial:
 Professional communication/Netiquette
Skills Audit

4th Oct  Expected: Smart Goals & SWOT checklist

Goal Setting, Lecture:  Expected Set up an Employability Goal
SWOT Analysis  Academic Writing – essay/report struc-  Expected: General principles of
and SMART ture assessment at University
Goals  Paraphrasing  Encouraged: info: Level 4 Descriptors
 Encouraged: Read Cottrell (2013) Ch 7 on
Recorded Lecture supporting materials: Critical Analytical Thinking
 Academic writing: critical thinking - part
1

Tutorial:
 SWOT and SMART goals

Deadline: 1 Dec 2022: MWL Test 1 ‘Planning & Writing and assignment’ due
th
8 Oct  Expected: Smart Goals & SWOT checklist
Goal Setting,  Expected Set up an Employability Goal
SWOT Analysis Coaching  Expected: General principles of
and SMART assessment at University
Goals

11th Oct Lecture:  Expected: How to find key business in-

Academic Library session – finding sources and using formation
Writing, Finding data bases  Expected: Finding an article with library
Academic  How to use library resources search
Sources,  What is plagiarism  Expected: Writing for academic purposes
Developing  How to avoid plagiarism
Arguments,
Application of Recorded Lecture supporting materials:
Critical thinking  Academic writing: critical thinking part 2
and part 3

Tutorial:
 Academic Writing – developing an
academic argument (Application of
critical thinking)

15th Oct Lecture:  Expected: Harvard Referencing for Uni-

Professional  Principles of Professional Communica- versity of Greenwich Students
communication, tion  Expected: UoG referencing guide
Employability,  Expected: Harvard Referencing Quiz
Academic Writ-  Expected: How to make a great presenta-

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 ing, Paraphras- Recorded Lecture supporting materials: tion
ing and Sum-  Professional Communication by Josette  Expected: Presentation Structures Used by
marising Lesser Part1, Part 2 Part 3 the Best TED Talks

Tutorial:
 Academic Writing –evaluating
academic sources, paraphrasing and
summarising

18th Oct Lecture:  Expected: How to avoid death By PowerPoint

Employability,  Introduction to Employability  Expected: TEDX speaker guide
Structuring Aca-  Expected: PechaKucha by co-creater Mark
demic Writing, Tutorial: Dytham
Essay Evalu-  How to structure academic writing,  Encouraged: Microsoft Tutorial on recording
ation  Essay evaluation task PowerPoints
 Encouraged; Connecting ideas task
 Encouraged; Gallo, C. (2014). Talk like TED:
the 9 public-speaking secrets of the world's
top minds. Ch1 Unleash the Master Within

22nd Oct Lecture:  Expected: CV template

CV, Cover Let-  CV & Cover Letters  Expected: How to write an effective CV
ters and Aca- (Guidance published by the Financial Times)
demic Rigour Recorded Lecture supporting materials:  Expected: Cover letter template
 Placement and Internship
 Linkedin

Tutorial:
• Academic rigour; finding reliable aca-
demic evidence

25th Oct  Expected: CV template

CV, Cover Let-  Expected: How to write an effective CV
ters and Aca- Coaching (Guidance published by the Financial Times)
demic Rigour  Expected: Cover letter template

Deadline: 1 December 2022: MWL Test 2 ‘Referencing’ due

29th Oct Lecture:  Expected: CAR application to MJA

Mock Job Ap-  Mock Job Application – MJA  Expected: All you need to know about
plication MJA
Tutorial:
 CV tutorial & LinkedIn profile summary
exercise

1st Nov Lecture  Expected: to be updated by Anna

Introduction to  Introduction to a debate
an Academic
Debate, Mock Recorded Lecture supporting materials:
Job Application  How to debate successfully

Tutorial:
 CAR model practice
 Functional expertise

8th Nov  Expected:

Reflective Writ- Lecture: Prepare and rehearse in groups for a de-
ing, Academic  Reflective writing bate
Debate  Reflective report assessment academic  Expected Video on reflective writing
goal, employability goal  Expected: Reflection from Queen Margaret
University
Tutorial:
 How to succeed in a debate

12th Nov  Expected:

Reflective Writ- Prepare and rehearse in groups for a de-

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 ing, Academic Coaching bate
Debate  Expected Video on reflective writing
 Expected: Reflection from Queen Margaret
University
Deadline: 1 December 2022: MWL Test 3 ‘Avoiding plagiarism & synthesising arguments’ due
15th Nov Week for conduct live debates  Expected: Draft a reflection on the task
Academic De-  Debate in class completed in Week 7 (Academic rigour; find-
bate ing reliable academic evidence)

19th Nov Please use it for recap, exam prep, etc

22nd Nov Coaching

Please use it for recap, exam prep, etc
Deadline: Academic Debate Submission Form: 23, Nov 2022, 11.30pm Portfolio element 1 due

Deadline: MOCK Job application: 16, Nov 2022, 11.30pm: Portfolio element 2 due

Deadline Reflective Report: 08, Dec 2022, 11.30pm: Portfolio element 3 due

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 1. Assessment

The overall pass mark for this module is 40%

Word Due dates Learning

Assessment count Weight
Outcomes

1 MyWritingLab Online Quizzes 20% of

For specific task please look at detailed description of total 1,2
assessment grade*

MyWritingLab Not 33.3% of

Online Test 1 applicable 05/04/2023 MWL
1.1 3,4
Planning and Writing grade
an Assignment
MyWritingLab Not 33.3% of
05/04/2023
1.2 Online Test 2 applicable MWL 3,4
Referencing grade
MyWritingLab Not 33.3% of
Online Test 3 applicable MWL
05/04/2023
Academic Writing: grade 1,2
1.3
Avoiding Plagiarism
and Synthesising
Arguments

2 Portfolio
For specific tasks and deadlines please look at detailed 80% of
description of assessment below total 1,2,3,4
grade
Portfolio elements:

Mock Job 200 words/ 22/3/2023,11.30p 25% of

2.1 1,2, 4
Application question m portfolio
25% of
Academic Debate 29/3/2023
2.2 Not portfolio 2,3,4
Submission Form 11.30pm
applicable
19/4/2023 50% of
2.3 Reflective Report 1,800 portfolio 1,2,3,4
11.30pm

*The weighting refers to the proportion of the overall module result that each assessment task
accounts for.

If you don’t pass a module at the first attempt, you may be eligible for a Re-sit opportunity –
this will be confirmed after the Progression and Award Board (PAB) at the end of the term in
which the module was completed. Note that marks on re-sit assessments are capped at the
pass mark unless extenuation has been applied for and granted. – please see your
programme handbook for more details.

See Section G:1,2 & 3 of your Programme Handbook on Academic Regulations

Please see Section D of your Programme Handbook for information on Extenuating

Circumstances, Complaints and Appeals.

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Your assessment brief:

Assessment Element 1: MyWritingLab Online Quizzes/Tests 20%

Throughout Term 1 you are required to practice exercise and complete tests in MyWritingLab.
Please make sure that you register in MyWritingLab the moment the online system is
introduced. This will help you improving your academic writing skills. The practice part allows
you to test your knowledge in particular area and identify the areas that needs improvement.
Test show the progress you made and counts towards your final marks.

You need to do the practice part before you can start the test.

There are 3 areas in MyWritingLab that you need to complete:

MyWritingLab Schedule Due date
Test 1 Planning and Writing an Assignment 01/12/2022

Test 2 Referencing 01/12/2022

Test 3 Academic Writing: Avoiding Plagiarism and Synthesising 01/12/2022
Arguments

MyWritingLab - Frequently Asked Questions

How do I access the MyWritingLab resource and tests?
You can access the MyWritingLab resource and the tests by going to the Moodle module
page. On the homepage there are a number of boxes leading to various resources. One of the
boxes has the title ‘Academic Writing and MWL’ if you click on it a new window opens up at
the top of which there is a hyperlink called ‘Access to MyWritingLab’.
If you click on this hyperlink you will be taken through to the MyWritingLab resource.

Once you get to the landing page for the MyWritingLab activity please read the instructions
attentively and follow them accurately.

I am experiencing problems accessing the MyWritingLab resource. What should I do?

If for some reason you are unable to access the resource, a few tricks you may want to try are
the following:
 It is recommended that you use Chrome or Firefox (if you are not using it already).
 You may also be experiencing issues if you are using a Mac (Apple) device. Try one of
the Microsoft PCs on campus working with a Windows OS.

If trying a different browser and trying to access using a non-Apple device does not work
please send an email to the module leader. To allow us to more easily identify the reason you
are unable to access the MyWritingLab resources please make sure your email includes the
following information:
 A screen shot of the error message you are getting
 Information on what operating system you are using,
 Which browser and
 Whether you have any add-ons/plugins installed within your browser.

Do I have to do the Practice Assignment before I can do the test?

Yes. You need to have at least attempted the Practice Assignment before you can attempt the
quiz for each topic. Read instructions attentively and make sure you only access the link to the
proper test when you’re ready to complete it.

Can I reattempt questions in the Practice Assignments?

Yes. You can go back and reattempt questions and you can revisit any time.
Can I reattempt a test?
No. Once you have attempted the test and submitted your answers, you cannot reattempt.

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Assessment Element 2: Portfolio 80%

Portfolio task (1) – Mock Job application – 25%

You are also required to complete a job application task.

Job application task - To give you experience of completing an application form format com-
mon to many large employers. You will be marked on a system similar to corporate scoring
systems. A rare chance to practice!

You will be offered a workshop/lecture to give you insights on how to approach this task. This
is well worth doing – students who engage with these sessions get better grades on this part
of the portfolio and are better equipped to tackle real applications for internships, placement
years, graduate roles and more.

Step One: Identify a role (need to choose a job to apply for) (là 4 cái job mà trước cô
gửi để làm CV) *DONE*

 Using a website such as www.ratemyplacement.com, find an advert for a job that in-
terests you. None of the questions you are required to answer are focused on why you
want the job, it’s all about how you’ll be good at doing the job, so you don’t need to do
lots of research into the business. Ignore criteria related to what year of study you are
in, you’re writing this as a practice, rather than sending it to the employer. Don’t pre-
tend to be a year ahead of where you are when writing, use your current knowledge,
skills and experience. This may highlight gaps that you need to address, make a note
of those so that you can do so.
 Give a summary of the role for your marker. This summary is not marked, this is con-
text for the person marking. Remember, they are busy, and this information should be
presented clearly and concisely.
 This needs to include:
o Company name
o Job title
o Key skills required (technical and soft skills, e.g., Microsoft Office and Communi-
cation skills). This can be a bullet-pointed list.
o Any other essential information about the person that they are looking for.

Step Two: Consider your skills and how to prove them.

 Don’t worry if that proof is in a different sector, it’s the skill you want to show off. For
example, delivering results to targets and deadlines, delivering excellent customer ser-
vice etc.
 Try to incorporate keywords from the job description and how the company describes
themselves, such as ‘dynamic, solution orientated’.
 Remember skills can come out of the most unlikely places, so really think about what
you've done to grow your own skills.

Take your time, applications are important documents and it's better to spend the time to
do a really good job than try and do hundreds of poor applications.

You will need to use CAR approach to complete this task. The job application form will be
on Moodle and the completed form needs to be uploaded to the Turnitin Submission
point.

You will answer 3 questions. Two of them will be worth 30 marks and one 40 marks, so
100 marks in total. You will be penalised for exceeding the word limit, each answer is
200 words. Good spelling and grammar are required to score well, proofread and then
17
proofread again!

For 30 marks questions your answers will be scored using the following scale:
Score: 0 - Not addressed or no evidence relevant to the criteria
Score: 4 - Few (10-20%) criteria addressed - evidence lacks detail, relevance or currency
Score: 8 - Some (21%-50%) criteria addressed - evidence lacking detail, relevance or currency
Score: 12 - Most (60%) criteria addressed - evidence lacks detail or relevance or currency
Score: 16 - Most (75%) criteria addressed with current and relevant evidence and examples
Score: 20 - All (100%) criteria fully addressed with current and relevant evidence and exam-
ples

For 40 marks question your answers will be scored using the following scale:
Score: 0 - Not addressed or no evidence relevant to the criteria
Score: 8 - Few (10-20%) criteria addressed - evidence lacks detail, relevance or currency
Score: 16 - Some (21%-50%) criteria addressed - evidence lacking detail, relevance or cur-
rency
Score: 24 - Most (60%) criteria addressed - evidence lacks detail or relevance or currency
Score: 36 - Most (75%) criteria addressed with current and relevant evidence and examples
Score: 40 - All (100%) criteria fully addressed with current and relevant evidence and exam-
ples

18
 Exceptional Very good Good Satisfactory Fail Fail
Question 1 40 36 24 16 8 0
Marks
Amount of Information Amount of Information Amount of Information Amount of Amount of Information Amount of
Most criteria are Information Information
All (100%) primary criteria Most (75%) criteria are addressed, answer Few (10%-20%) criteria
relating to suitability are fully addressed within the 200-word doesn’t contain sufficient Some (21%-50%) addressed, poor evidence No attempt made
addressed within the 200-word limit. The answer shows how detail, relevance or criteria addressed, presented, lack of detail to answer the
limit. The answer makes a the student is a good match currency to make a answer lacks evidence and evidence. question, either
compelling case for why the using some detailed evidence. compelling case as to and detail. Information Information given does through lack of
student is suitable for the Doesn’t mention degree why the student is presented does not not give the reader either text or through a
opportunity (Answers shorter programme of study and suitable give the reader an an overview of the very short answer
than 200 words won’t contain doesn’t show a comprehensive overview of the student’s suitability, or a which contains no
enough detail) view of student’s suitability for Quality of Evidence student’s suitability. sense that they have detail, no
the role. thought about how to evidence and no
NOTE – the question is about Information clearly Quality of Evidence make a compelling case relevance
suitability not why they are Quality of Evidence relates to the main topic. for their suitability.
interested in the role. Few details and/or Information has little or
Evidence clearly relates to the examples are given. nothing to do with the Quality of Evidence
Quality of Evidence Evidence main topic. Supporting details main topic.
clearly relates to criteria. It are offered, some supporting Paragraph Answer lacks detailed
includes several supporting details using a range of Construction Paragraph evidence and does not
details and/or examples, using evidence from degree studies, Construction demonstrate relevance of
a range of evidence from work/volunteer experience and Answer includes related evidence offered
degree studies, work/volunteer extra- curricular experience information but isn’t well Paragraphing
experience and extra- etc. constructed. Paragraph Construction
structure is not clear,
curricular experience etc. and the ‘story’ doesn’t
Paragraph Construction Mechanics flow. Difficult to follow the
Paragraph Construction construction, lacks
Answer has an introductory A few grammatical Mechanics coherence
Answer is well structured, sentence, explanations and spelling, or punctuation
including introductory sentence details, and concluding errors. Tone is Mechanics
Many grammatical,
which clearly summarises why sentence. professional, perhaps spelling, or
the student should be either too formal or punctuation errors. Excessive grammatical,
considered and then Mechanics heading towards too Tone is too informal, spelling or punctuation
explanations or details, and informal too ‘chatty’. Doesn’t errors. Tone is too
concluding sentence. Almost no grammatical, come across as informal, and language is

19
 Mechanics spelling or punctuation errors. professional. hard to follow, sentences
Tone is professional, language badly structured.
No grammatical, spelling or is clear and doesn’t rely on
punctuation errors. Tone is hyperbole.
professional, language is
straightforward, clear and
doesn’t rely on hyperbole.

Question 2 30 24 18 12 6 0
Marks
Amount of Information Amount of Information Amount of Information Amount of Amount of Information Amount of
Information Some Information
All (100%) primary criteria Most (75%) criteria are Most criteria are (21%-50%) criteria Few (10%-20%) criteria
relating to the question are addressed within the 200-word addressed, answer addressed, answer addressed, poor evidence No attempt made
fully addressed within the 200- limit. The answer shows how doesn’t contain sufficient lacks evidence and presented, lack of detail to answer the
word limit. The answer makes the student has developed detail, relevance or detail. Information and evidence. question, either
a compelling case how the the competence/dealt with currency to make a presented does not Information given does through lack of
student has developed the the situation using some compelling case to show give the reader an not give the reader either text or through a
necessary detailed evidence. Doesn’t the student has the overview of the an overview of the very short answer
competence/handled the show a comprehensive view of competence/dealt with student’s suitability. student’s suitability, or a which contains no
situation which demonstrates student’s suitability for the role. the situation. sense that they have detail, no
their competence for the role Quality of Evidence thought about how to evidence and no
(Answers shorter than 200 Quality of Evidence Evidence Quality of Evidence Information has little or make a compelling case relevance
words won’t contain enough clearly relates to the main Information clearly nothing to do with the for their suitability.
detail) topic. Supporting details are relates to the main topic. main topic.
offered, some supporting Few details and/or Quality of Evidence
Quality of Evidence Evidence details using a range of examples are given. Paragraph Answer lacks detailed
clearly relates to criteria. It evidence from degree studies, Construction evidence and does not
includes several supporting work/volunteer experience and Paragraph Paragraphing demonstrate relevance of
details and/or examples, using extra- curricular experience Construction Answer structure is not clear, evidence offered
a range of evidence from etc. includes related and the ‘story’ doesn’t
degree studies, work/volunteer information but isn’t well flow. Paragraph Construction
experience and extra- Paragraph Construction constructed. Difficult to follow the
curricular experience etc. Answer has an introductory Mechanics Many construction, lacks
sentence, explanations and Mechanics A few grammatical, spelling, coherence
Paragraph Construction details, and concluding grammatical spelling, or or punctuation errors.

20
 Answer is well structured, sentence. punctuation errors. Mechanics Excessive
including introductory sentence grammatical, spelling or
which clearly summarises why Mechanics punctuation errors.
the student should be
considered and then Almost no grammatical,
explanations or details, and spelling or punctuation errors
concluding sentence.

Mechanics

No grammatical, spelling or
punctuation errors.

Question 3 30 24 18 12 6 0
Marks
Amount of Information Amount of Information Amount of Information Amount of Amount of Information Amount of
Information Some Information No
All (100%) primary criteria Most (75%) criteria are Most criteria are (21%-50%) criteria Few (10%-20%) criteria attempt made to
relating to the question are addressed within the 200-word addressed, answer addressed, answer addressed, poor evidence answer the
fully addressed within the 200- limit. The answer shows how doesn’t contain sufficient lacks evidence and presented, lack of detail question, either
word limit. The answer makes the student has developed detail, relevance or detail. Information and evidence. through lack of
a compelling case how the the competence/dealt with currency to make a presented does not Information given does text or through a
student has developed the the situation using some compelling case to show give the reader an not give the reader either very short answer
necessary detailed evidence. Doesn’t the student has the overview of the an overview of the which contains no
competence/handled the show a comprehensive view of competence/dealt with student’s suitability. student’s suitability, or a detail, no
situation which demonstrates student’s suitability for the role. the situation. sense that they have evidence and no
their competence for the role Quality of Evidence thought about how to relevance.
(Answers shorter than 200 Quality of Evidence: Quality of Evidence Information has little or make a compelling case
words won’t contain enough Evidence clearly relates to the Information clearly nothing to do with the for their suitability.
detail) main topic. Supporting details relates to the main topic. main topic.
are offered, some supporting Few details and/or Quality of Evidence
Quality of Evidence details using a range of examples are given. Paragraph Answer lacks detailed
evidence from degree studies, Construction evidence and does not
Evidence clearly relates to work/volunteer experience and Paragraph Paragraphing demonstrate relevance of
criteria. It includes several extra- curricular experience Construction Answer structure is not clear, evidence offered
supporting details and/or includes related and the ‘story’ doesn’t

21
 examples, using a range of etc. information but isn’t well flow. Paragraph Construction
evidence from degree studies, constructed. Difficult to follow the
work/volunteer experience and Paragraph Construction Mechanics Many construction, lacks
extra- curricular experience Answer has an introductory Mechanics grammatical, spelling, coherence
etc. sentence, explanations and or punctuation errors.
details, and concluding A few grammatical Mechanics Excessive
Paragraph Construction sentence. spelling, or punctuation grammatical, spelling or
Answer is well structured, errors. punctuation errors.
including introductory sentence Mechanics
which clearly summarises why
the student should be Almost no grammatical,
considered and then spelling or punctuation errors
explanations or details, and
concluding sentence.

Mechanics

No grammatical, spelling or
punctuation errors.

22
Portfolio task (2) – Academic Debate – 25%

Live debate conducted Week 9 and 10.

Full set of instructions:

(a) Academic Debate instructions
(b) Debate Submission Form guidance
(c) Rubric (No 3, in the Rubric section)

Academic Debate instructions

In session 7, you will start working on a formal academic debate. You will form a debate
group and will be given two debate topics to choose from.

Once the topics have been agreed, your debate group (ideally six students) will be
subdivided into two teams: the Proposition supporting the proposition statement (three
students) and the Opposition opposing the proposition statement (three students).

Preparation for a debate

In your groups of three, you will:

 agree on the name for your team, and how you will work as team
 research the topic and prepare logical arguments
 gather supporting evidence and examples for the position taken
 anticipate counter arguments and prepare rebuttals
 plan the order and content of speaking in the debate ensuring everyone in your team
participates
* Please look at the materials on Moodle (Session 7) to understand the rules and process of
structuring arguments, rebuttals and using sources as evidence.

Conducting a debate

Depending on your tutorial group size, you will have 3 or 4 groups conducting a debate in
Session 9 and/or 10. Your tutor will agree on the running order with you, and will additionally
appoint a Timekeeper, and a Chair for your debate.

The Timekeeper will keep an eye on the time.

The Chairperson will start a debate by introducing the topic and the Proposition and the
Opposition teams.
 The first speaker of the Proposition team will have one minute to present their argu-
ment in support of the statement
 Next, the first speaker of the Opposition team will have one minute to present their
argument and rebut the point(s) made by the first speaker of the Proposition team,
ask for points of information.
 The second speaker of the Proposition team will then have one minute to add further
arguments and rebut the point(s) made by the first speaker of the Opposition team;
answer questions that may have been raised.
 The second speaker of the Opposition team will also have one minute to add further
arguments and rebut the point(s) made by the second speaker of the Proposition
team and ask for point of information.

23
  The third speaker of the Proposition team will next have one minute to continue the
team’s arguments and rebut the point(s) made by the second speaker of the Opposi-
tion team; answer questions that may have been raised.
 Finally, third speaker of the Opposition team will next have one minute to continue
the team’s arguments and rebut the point(s) made by the second speaker of the Op-
position team; ask and/or answer questions that may have been raised.
 After both sides have a chance to speak, both teams will receive three minutes to
prepare a final rebuttal and summary.
 The order of speech will be reversed at this point – the Opposition team will first
present their rebuttal and summary in two minutes
 Next, the Proposition team will present their rebuttal and summary in two minutes.
The team that presents the most convincing argument will be the one that wins the debate.

* Please look at the materials on Moodle (Session 7) to understand the rules and process of
conducting a debate.

Debate Submission Form guidance

Please use the Debate Submission Form on Moodle for your submission.
Due on 23rd November 2022.

In the form, you will need to provide, e.g.

 team members
 debate topic
 sources used by your team, referenced in accordance with Harvard Referencing
Style

* Please find the Debate Submission Form on Moodle (Session 7) to understand what needs
to be included in the form.

Remember - no Debate Form submitted means no grade can be awarded!

Marking criteria
The debate will be marked according to the following criteria:
- Use of arguments (30%): the clarity and strength of the arguments, and ability to de-
fend and attack against the opposite side;
- Quality of evidence (30%): the relevance, credibility and range of sources, the ability
to use them to support arguments, and the use of referencing;
- Communication and language use (20%): the clarity, the logical flow of arguments/
ideas, the quality and impact of language use including vocabulary and grammar;
- Teamwork (20%): the ability to work as a collective in preparation for the debate and
during the debate including, e.g., structuring of arguments, preparation and delivery
of rebuttals

24
Rubric – Academic Debate

Exceptional Excellent Very Good Good Satisfactory Fail Fail

Use of arguments 30
the clarity and strength of the In addition to the Excellent use of Most of the Some arguments The use of Absence of any No attempt to
arguments, and ability to previous, you have arguments all of arguments presented are argument is only coherent structure an
defend and attack against the gone beyond the which are strong presented are very strong and adequate and argument that argument that
opposite side requirements and and persuasive. strong and convincing. leaves much space is adequately is relevant to
shown an convincing. However, some for improvement. structured the debate
exceptional skill in Excellent attack need further The arguments and/or topic.
formulating against the opposite Very good counter development to presented either relevant to the
arguments and side, where the arguments are be more are not significant, debate topic. No
engaging in a ability to identify made, and very persuasive. or insufficiently understanding
rebuttal. the weakness of the good defence developed and/or Little to no of what an
Some good
opposite side is against the opposite some may seem attempt to academic
defence against
evident. The points side is irrelevant. present debate is, and
the opposite
made by the other demonstrated, i.e. counter no attempt to
side, and a few
team are responded points made by the Limited attempt to arguments, engage in it.
successful
to and dealt with other team are attack the and/or defend
attacks against
very effectively. responded to and opposition and against the
the opposite
dealt with defend against the opposite side.
side.
effectively. opposite side but
not quite
successful.

Quality of evidence 30
the relevance, credibility and In addition to the Plenty of excellent Many very good and The arguments Evidence of Very little to no Absence of any
range of sources, the ability to previous, you have and relevant relevant examples are skilfully insufficient time time spent relevant
use them to support gone beyond the examples and facts and facts are given supported by spent researching researching examples used.
arguments, and the use of requirements and are given to skilfully to skilfully support many good and key evidence and key evidence No references.
referencing shown an support the the arguments. The relevant relevant examples and relevant
exceptional skill in arguments. The examples used are examples and in order to examples in
in sourcing a examples used are from a range of facts from a sufficiently order to
broad scope of from a wide range credible sources. range of develop sufficiently
information on of credible sources. reputable arguments. Quite a develop
the topic of the Over 8 relevant and Over 6 relevant and sources. Some few arguments for
debate, that has peer-reviewed peer-reviewed arguments, examples/facts the debate.
 contributed to the academic and academic and however, need used Most of the
development of quality newspapers quality newspapers better support. are not from the examples used
your arguments in references are references are sources that are are not from
an exceptional presented in the presented in the Over 5 peer- academic. the academic
manner. Debate Submission Debate Submission reviewed sources.
Form. Excellent and Form. Very good academic and The range of
Over 10 relevant error-free referencing with no quality references in the Too few
and peer- application of mistakes in the newspapers Debate Submission references
reviewed Harvard application of references are Form is limited – used (3 or less)
academic and Referencing Style. Harvard presented in the only 4 peer- in the Debate
quality Referencing Style. Debate reviewed Submission
newspapers Submission academic and Form.
references are Form. Good quality Problems with
presented in the referencing with newspapers the application
Debate some mistakes in references are of Harvard
Submission Form. the application presented. There Referencing
Outstanding of Harvard are Style.
application of Referencing referencing errors
Harvard Style. in the application
Referencing Style. of Harvard
Referencing Style.

Communication and 20
language use In addition to the An excellent ability A very clear, and
A good and A relatively logical A chaotic flow Inadequate
the clarity, the logical flow of previous, you have to communicate logical flow of logical flow of flow of arguments, of arguments presentation of
arguments/ideas, the quality gone beyond the ideas with an persuasive arguments. The but lacking clarity lacking clarity ideas.
and impact of language use requirements and excellent fluency arguments. presentation of in places and or persuasion. No clarity or
including vocabulary and shown an and range of arguments is therefore also logic in
grammar outstanding language structures
A very good range of persuasive persuasive The ability to argumentation.
ability to use a using appropriatelanguage structures overall. powers. communicate
range of and extensive and vocabulary ideas is limited An extremely
rhetorical devices vocabulary. helps communicate The The ideas are due to poor ability to
in the debate. ideas very ideas are communicated inadequate communicate
An excellent logical
effectively. communicated with just an language range ideas., which
flow of impactful with a adequate range of and control. are very
argumentation. The communication reasonable range language and The range of difficult to
of ideas is mostly of language rather basic use of vocabulary follow due to a
The communication accurate, with structures, and a vocabulary. used is limited. very limited
is error free. occasional slips, but good range of language range
 these do not impede vocabulary. There are frequent There are and control.
communication. There may be basic grammar, or numerous
some vocabulary vocabulary errors basic grammar
or which sometimes and vocabulary
grammar impede errors, which
mistakes, but communication. cause
these do not significant
generally impede difficulty for
communication. your audience.

Teamwork 20
the ability to work as a In addition to the An excellent A very good Good evidence of Only adequate Little to no Absence of
collective in preparation for previous, the team collective effort by collective effort of the collective evidence of the evidence of the teamwork both
the debate and during the have gone beyond the debate team. the debate team. effort put into collective effort collective in preparation
debate including, e.g., the requirements The speakers take The speakers take the preparation put into the effort put into for the debate
structuring of arguments, and shown an their agreed turn their agreed turn for the debate. preparation for the the and during the
preparation and delivery of outstanding seamlessly to seamlessly to The speakers are debate. preparation for debate.
ability to work as present well- present well- well organised. The speakers are the debate.
rebuttals
a collective structured structured not very well The speakers It is evident
demonstrating an arguments that have arguments that have Although there organised, find it are not that the team
exceptionally been collectively been collectively might be a few hard to follow the organised, have not
mature degree of prepared, listen to prepared. They may inconsistencies, order of ideas their worked
teamwork. each other sometimes rely on or over-reliance presented, or rely presentation of collectively on
attentively, and their notes. on notes at too much on notes. ideas is arguments and
complement and times, the The arguments are chaotic, the rebuttals, and
build on each The team is very arguments are not well prepared, arguments are are confused
other’s ideas, if well rehearsed and well prepared, and the team not prepared by the rules.
needed. ready for rebuttals and the team is struggles with and have not
adhering to the ready for rebuttals. been
The team excellently timings and rules. rebuttals. rehearsed. The
rehearsed taking on The team The team also speakers read
rebuttals and adhere to the finds it hard to instead of
adhering to the timings and adhere to the engaging in a
timings and rules. rules. timings and/or debate, the
struggles with team is not
rules. prepared for
rebuttals.
The team does
not
adhere to the
timings and/or
struggles with
rules.
Portfolio task (3) Reflective report – 50%

Submit through Turnitin submission

The purpose of this report is to identify and reflect on the three developmental goals. You set these
three SMART goals at the beginning of the year and you reflect on what steps you have taken to
achieve them. The report should be 1,800 words. It is essential that you include the information
requested in the appendices.

The THREE development goals are:

1). One academic goal

Your SMART academic goal should clearly set out your objective for this year/your degree is and how
you set out to make that happen. Use literature to support your reasons for choosing the goal and to
support your discussion of what happened along the way.

Search phrases/keywords: Giving Presentations, Giving Great Presentations, Critical Thinking Skills,
Academic Writing Skills, Essay Writing, Business Report Writing, Reflective Report Writing, Finding
Sources, Article/Literature Searching Skills, Effective Literature Searching, Critical Reading, Evaluating
Sources, Developing Arguments, Referencing Skills, Harvard Referencing Skills, Avoiding Plagiarism,
Time Management Skills, Learning Hierarchy, Bloom’s Taxonomy

2). One employability goal

Your SMART employability goal should set out clearly what your objective is for developing a technical
skill. You need to do this in relation to finding a technical MOOC (online course) to develop that skill. In
the reflection you should discuss how you identified a technical skill to develop, why/how you chose the
course to develop that skill, what it was like to do the course, what you learnt and what your next steps
include.

Literature Search phrases/keywords: Future workforce skills, Presentation Skills, Business Report
Writing, Transferable Skills, Developing Transferable Skills, Organising and Problem-Solving Skills,
Time Management Skills, Team Working, Teamwork Theories (e.g., Tuckman's Stages of Group
Development and Belbin's Team Roles), Personal Branding, Interview Skills, How To Succeed In
Interview, How To Succeed In Job Application, Leadership Theories (e.g., Authentic Leadership),
Business English, Placement Benefits For Graduates,

3). One goal related to academic rigour

This is an extension to your SMART academic goal. However, in this part of the report, you should focus
on the task completed in Week 7, reflect on what constitutes academic evidence, and discuss how you
ensured the evidence you presented in that task was academic, what you learnt and what you could do
better next time.

Search phrases/keywords: Academic Rigour, Finding Sources, Article/Literature Searching Skills,

Effective Literature Searching, Critical Reading, Critical Thinking Skills, Evaluating Sources, Developing
Arguments, Referencing Skills, Harvard Referencing Skills, Avoiding Plagiarism, Academic Writing
Skills, Essay Writing, Business Report Writing, Reflective Report Writing.

Suggested structure for your report.

Remember – your report should be well presented and clearly laid out, using subheadings to make the
structure clear to the reader. Using high quality academic literature is essential for a successful report;
remember to use University of Greenwich Harvard Referencing to reference your sources. Remember
also to use the Library workshops if you need a refresher on any academic writing skills and consider
using Studiosity before you submit.

For the reflection you should use Kolb’s Reflective Cycle. You should include at least 5 relevant
academic references to support your discussion.
Your report should include:
1) Introduction: what is this report about, what will be discussed and in what order? (around 150
words)

2) Reflection on academic skills development activity (around 600 words)

a. Choose a specific aspect of academic skills related to your degree programme,
e.g., development of writing skills, research skills, public speaking or critical thinking.
b. Set yourself a specific SMART goal in relation to the chosen aspect of academic skills.
 Master of HR
c. Explain why you chose this goal, using critical thinking to explain your motivation
and decision. Use academic literature to support your discussion.
d. Explain what action you took to work towards the goal.
e. Explain: i) what went well, ii) what went less well
*assessment feedback received from your tutors may help you identify (i) and (iii)
f. How has your goal and your action to reach that goal impacted your academic
performance? What will you do differently next year?
* assessment feedback received from your tutors may help you assess the impact and
help with your further actions

3) Reflection on your employability goal (around 600 words) (SỬ DỤNG SWOT)
a. Explain how you decided which technical skill to develop and why you chose that
skill.
b. Critically discuss the course that you did, what you learned from it and . Use
academic literature to support your discussion.
c. Explain what went well, what went less well and what you learnt from it
d. Set out what employability activity you have completed : course, CV How did it
support your development? How did you use the independent learning to motivate you
to do additional employability activities? tạo động lực cho bản thân để phát triển skill
như thế nào

4) Reflection on the importance of academic rigour (around 300 words)

a. Explain what goal, based on the task completed in Session 7, you decided to develop
and why. Use academic literature to support your discussion on the importance of
academic rigour, i.e., what constitutes academic evidence, implications of plagiarism,
etc.
b. Discuss what you did in the task i) what went well, ii) what went less well
*What knowledge did you use when navigating databases? How rigorous was the
process of finding evidence? What evidence did you use in the task and how did you
know it was academic?
c. Explain what you will do next year in order to reach the goal set out based on the
task you reflected upon.
Tranhs ddaojvawn, 2000
5) Summary and Conclusions of your further actions - What do you need to do now as a result of
your reflection, including at least three actions (around 150 words)
6) Appendix - you must include (failure to include evidence will mean you do not get marks
awarded for that element):

a)your SWOT analysis and your SMART goal table (that you completed at the beginning of
term 1
b)a screenshot of your employability activities
c) a screenshot of your employability goal training; - either a certificate of course
completion, a screenshot of a LinkedIn badge, an email confirming you have completed
training or similar evidence.
d)your ‘Academic Evidence’ task completed in Session 7

Remember – no evidence means no marks can be awarded!

 Reflective report - Marking Rubric – rows with green highlighting require evidence to be included in your appendix.
TASKS % Exceptional Excellent Very Good Good Satisfactory Fail Fa
Evidence of 10 10 Marks 5 Marks 4 Mark 0 Ma
independent Evidence No certificate/email/ Evidence provided of No evide
study of a provided of a LinkedIn badge etc an incomplete course indepe
technical skill completed course provided but study
(certificate/ compelling technic
email/ discussion makes it
LinkedIn Badge clear that course was
etc) attempted
Employability 10 Marks 7 Marks 6 Marks 5 Marks 4 Marks 3 Marks 0 Ma
Activity Very p
10 Outstanding Excellent. Very Good attempt. Good attempt Satisfactory attempt. Poor attempt. attem

Reflection on 20 20 Marks 14 Marks 12 Marks 10 Marks 8 Marks 6 Marks 0 Ma

academic goal
In addition to the The focus is very The focus is clear and The focus is relatively The focus is just Absence of any Completel
previous, you clear, the argument engaging, the key clear, and the goal is adequate, the goal is coherent unfocused
have gone beyond is persuasive, the concepts have been specific. The key not quite refined, and argument absent.
the requirements key concepts are researched and linked concepts are present. the work leaves much or reference to No unders
and shown very well together well. Your Clear links are made space for personal of academ
exceptional researched and goal is specific, and between academic improvement. experience. and/or rel
initiative and contextualised. your personal skill development Evidence of insufficient Minimal concepts a
insight. Your personal experience is brought and own experience. time spent researching understanding evident
experience is rich in, well-analysed, and However, the key concepts. Some of academic
and very well- supported by presentation is static, personal experience is skills is
analysed, drawing evidence. and the work is mentioned. Some links demonstrated.
on evidence of supported with little are made between The goal is
progress towards The reflective cycle is reading. academic skills vague.
achieving your used to link academic concepts and own
specific goal. skills theory and Some reflection is experience. Very superficial
experience. There is a evident, but the However, the effort at the
The reflective cycle clear emphasis on report is more of a presentation is static, analysis and/or
is skillfully used to self-reflection, and description rather and the work is reflection.
link academic skills possibilities for than the analysis of supported with very
theory and development are progress towards the little reading.
experience. The suggested. goal. There is
emotional impact is little discussion Some reflection is
 clearly articulated, offered on present, but it is only
and insights are possibilities for partial or superficial.
derived from that development. Very little discussion is
for future offered on possibilities
development. for development.

Reflection on 20 20 Marks 14 Marks 12 Marks 10 Marks 8 Marks . 6 Marks 0 Ma

employability
goal and In addition to the The focus is very The focus is clear and Good focus and well Adequate focus, but Absence of any Completel
employability previous, you clear, argument is engaging, key researched. Clear leaves much space for coherent unfocused
activity have gone beyond catching and concepts have been links are made improvement. argument or absent
the requirements persuasive, key well researched and between Evidence of insufficient reference to No unders
and show concepts are well link together, employability time spent researching personal of employ
initiative and researched and personal experience is concepts and own key concepts, some experience and/or rel
insight. This can contextualised, brought in and well experience, the personal experience is Minimal concepts a
include, personal explained. presentation is static, mentioned. Some links understanding evident
discussing experience is quite Very links are made some reflection is are made between of
employability in rich and interesting. between evident, but little employability concepts employability
relation to social Reflective cycle is employability discussion in offered and own experience, skills is
development, skillfully used to concepts, experience on possibilities for the presentation is demonstrated,
competently link employability and reflective cycle is development. Good static, some reflection very superficial
critiquing rather theory and used to present the links to Employability is evident, but little effort at the
than simply experience, report, with clear activities and discussion in offered analysis and/or
embracing emotional impact is emphasis on self- employability skills on possibilities for reflection
employability and clearly articulated, reflection, development. development. Lack of links to
possibly and insights are possibilities of Some links to Employability
discussing your derived from that development are Employability activities activities and
own educational for future offered, Very good and employability skills employability
goals in relation development. links to Employability development skills
to employability). Excellent links to activities and development
Employability employability skills
activities and development
employability skills
development
Reflection on 20 20 Marks 14 Marks 12 Marks 10 Marks 8 Marks 6 Marks 0 Ma
academic rigour
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goal In addition to the The focus is very The focus is clear and The focus is relatively The focus is just Absence of any Completel
previous, you clear, the argument engaging. The key clear, and the goal is adequate, the goal is coherent unfocused
have gone beyond is persuasive, the concepts have been specific. The key not quite refined, and argument absent.
the requirements key concepts are researched and linked concepts are present. the work leaves much or reference to No unders
and shown very well together well Clear links are made space for personal of the imp
exceptional researched and demonstrating a very between the improvement. experience. of academ
initiative and contextualised. good understanding importance of Evidence of insufficient Minimal rigour and
insight. Excellent of the importance of academic rigour, time spent researching understanding related co
understanding of academic rigour and academic skill key concepts. Some, of the are eviden
of the importance skills related to it. development and personal experience importance of
of academic rigour The goal is specific, own experience. related to the module academic
and skills related to personal experience However, the task (Week 7) is rigour and skills
it is demonstrated. related to the task is presentation is not discussed. Some links related to it is
Personal well-analysed, and very engaging, and are made between demonstrated.
experience related supported by the work is academic rigour, The goal is
to the task is rich evidence. supported with little related skills and vague.
and very well- reading. concepts, and the task
analysed, drawing The reflective cycle is are present. Very superficial
on evidence of used to link academic Some reflection is However, the effort at the
progress towards skills theory and evident, but the presentation is not analysis and/or
achieving a specific experience. There is a report is more of a engaging enough, and reflection.
goal. clear emphasis on description of the the work is supported
self-reflection, and task completed in with very little reading.
The reflective cycle possibilities for Week 7 rather than
is skillfully used to development are the analysis of Some reflection is
link academic skills suggested. progress towards the present, but it is only
theory and goal. There is partial or superficial.
experience. The little discussion Very little discussion is
emotional impact is offered on offered on possibilities
clearly articulated, possibilities for for development.
and insights are development.
derived from that
for future
development.

References 10 10 Marks 7 Marks 6 Marks 5 Marks 4 Marks 3 Marks 0 Ma

2|Page
(Note – to ‘use’ Over 8 relevant Over 7 relevant and Over 6 relevant and Over 5 relevant and Over 4 references Too few No referen
a reference and good quality good quality good quality good quality used, some of them references
here means to academic academic academic references academic references not clearly link with used (3 or less),
a) use in text references used references used used appropriately used appropriately discussion some problems with
citation that show that put experience used. Some links used. Some links problems with Harvard Harvard style.
following the understanding of into wider context between personal between personal style. References not
University of wider context, linking personal experience, theory experience, theory all high quality and
Greenwich linking personal experience, theory and practice and practice academic.
Harvard experience, and practice
Referencing theory and
style and b) to practice
have an
appropriately
formatted and
complete list of
references at
the end of your
work.)
Language 10 10 Marks 7 Marks 6 Marks 5 Marks 4 Marks 3 Marks 0 Ma
control and You communicate You communicate You communicate You communicate You communicate your Your ability to Your abilit
communication your ideas with your ideas with an your ideas well and your ideas with a ideas with just an communicate communic
of ideas fluency and full excellent range of use a good range of reasonable range of adequate range of your ideas is your ideas
control of an language structures language structures. language structures. language. Your limited due extremely
extensive range of using appropriate The range of The use and range of vocabulary is basic. inadequate Your reade
structures and and extensive vocabulary is good, vocabulary is language range great diffic
vocabulary. vocabulary. and you use it adequate. There are frequent and control. following y
reasonably effectively. basic grammar, Your range of ideas due
Your writing Grammar, spelling Your work may have punctuation or spelling vocabulary is very limite
contains no or punctuation Your work is mostly a number of errors, which limited. language r
grammar, spelling errors are minimal. accurate. Good grammar, spelling or sometimes impede and contro
or punctuation grammar, correct punctuation errors communication. There are range of
errors. spelling and (some basic), but numerous vocabular
punctuation with these do not basic grammar, inadequat
occasional slips, but generally impede spelling and
these do not impede communication. punctuation There is a
communication. errors, which number o
cause grammar,
3|Page
 significant and punct
difficulty for errors, wh
your reader. cause sign
difficulty f
reader.

4|Page
Marking, feedback and next steps
To pass this module, students must achieve an overall mark of 40+
For coursework, the marks and feedback will normally be provided to students within fifteen working
days of the submission deadline. In exceptional circumstances, where there is a delay in providing
feedback, you will be informed by the module leader.
If you do not pass a module at the first attempt, you may be eligible for a resit opportunity on the
failed assessments. This will be confirmed after the Progression and Award Board (PAB). Note that
marks on resit assessments are capped at 40% unless extenuation has been applied for and
granted.
For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and Feedback Policy

Extenuating circumstances and student support

The University recognises there are times when serious and unexpected matters which are beyond
a student’s control (such as serious illness or injury, death in family) impact on their academic
performance and ability to complete assessments by the deadline. Guidance on claiming
extenuation can be found at: Extenuating circumstances

8. Resit assessments
Assessment Schedule
Learning
Resit Assessment Due date Weight
Outcomes
Resit MyWritingLab Online quizzes
For specific task please look at detailed
TBC 11.30pm 20% 3,4
description of assessment

Resit Portfolio
For specific task please look at detailed
TBC 11.30pm 80% 1,2,3,4
description of assessment

The Progression and Award Board (PAB) will determine whether students who have failed items of
coursework or exams will be permitted to complete re-sits. These normally take place in July/August.
If your results letter advises you that you have been given a re-sit opportunity you will need to check
the portal for details of the assessment element(s) that you will need to complete and for the timings
of re-sit examinations.

For non-exam re-sits (e.g. coursework, essay, presentation, group work assessments), please
consult the relevant module’s Moodle page for instructions on what is required of your re-sit
assessment. The due date will be 10th July 2023 (TBC).
If you were ask to Resit MyWritingLab Online tests please complete “Resit Test 1”, “Resit Test 2 “
and “Resit Test 3 “ in MyWritingLab before 10th July 2023 (TBC).

If you were ask to Resit Portfolio your resit assignment will consist of 2 parts
1. Part 1 describe how completing programme specific task and job application task can
helped you becoming more employable and secure internships or placement roles (max 00
words)
2. Reflective report on “Employability and Transferrable Skills” you submitted in March -
consider any feedback you may have received and submit your revised assignment. In addi-
 tion, include a new section at the beginning of the assignment (up to a maximum of 200
words) in which you comment on what you changed in your assignment in response to any
feedback received or your reflection on the task. If this is your first submission due to an ini-
tial non-submission, you should include this as a statement and submit a complete version
of the reflective report as outlined in the module handbook and in the Moodle help materials.
.

If you have any queries about resit please contact you personal tutor or your module leader.
You should be aware that there is no automatic right to take re-sits; this is at the discretion of the
PAB and dependent on the scale of failure and your overall profile. If you are offered a re-sit
opportunity which you do not take up, you will be recorded as having a non-submission; you will not
keep the original grade for that item if you are told by a PAB that they want you to re-sit.

10 Reading recommendations
Recommend Year Reference Publisher ISBN
ed Reading
Billingham, J. 2003 Giving Presentations Oxford University Press 978-0198606819
Provan, Dr. 2008 Giving Great In Easy Steps 978-1840783711
Presentations
Cottrell, S. 2017 Critical Thinking Skills; Palgrave 978-1137550507
Developing Effective
Analysis & Argument
Cottrell, S. 2015 Skills for Success: Palgrave 978-1137426529
Personal Study Skills
Development and 1137426527
Employability
Denicolo, P. 2014 Developing Sage 978-1-4462-6034-0
and Reeves, Transferable Skills
J.
Jay, R. 2015 How To Succeed In Any Pearson 978-1-292-08108-3
Interview
Purkiss, J. 2012 Brand You: Turn Your Pearson 978-0273777694
and Royston- Unique Talent into a
Lee, D. Winning Formula.
Schwartz, T. 2007 Manage Your Energy Not Harvard Business Review Website link:
and McCarthy, Your Time https://hbr.org/2007/10/manag
C. e-your-energy-not-your-time?
utm_campaign=harvardbiz&ut
m_source=twitter&utm_mediu
m=socia

11. Additional module information

Activities
For your employability goal, you are asked to complete a MOOC or other technical
training to help you develop a specific technical skill, such as Excel, Python, Word,
GoogleAnalytics etc.

12. Changes to the module

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At the University of Greenwich, we value feedback from students as well as external examiners and
other stakeholders and we use this information to help us improve our provision.
Based on student and tutor feedback received via focus groups and other feedback mechanisms in
the past year this year’s module contents and materials have been reviewed in line with the following
design principles:
1. Clarity and Simplicity
 We took out the badges system as student feedback revealed that it was too many and
sometimes difficult get confirmation of activity completion.
2. Engaging and sometimes, fun
 We redesigned tutorials activities to be more engaging and applicable, to allow all students to
develop their skills and abilities.
 Videos are timed, so students can control their learning pace and choose ones that suit them
in a given circumstance.
3. Accessibility
 Many learning resources are presented in rich formats (e.g., videos, audio, written) to allow
students with different preferences/needs to access.
4. Flexibility & Autonomy
 Blended: The online 'Expected and Encouraged’ learning tasks are designed to enable stu-
dents to develop through students blended learning. These can be taken alongside the
weekly lecture and seminar, a few of these are required to take to prepare for lecture or sem-
inar in the following week.
 Encouraged and expected activities allow students to control their own pace in learning. They
can revisit online whenever and however many they want. We try to limit the number of SDLs
to 4 and provide optional SDLs.
5. Assessment
 Guidance and detailed support has been enhanced through additional information in the
handbook, marking rubric and separate videos for each reflective report goal.
 The change in the academic skills assessment with a greater focus on academic rigour,
the change in the employability goal assessment to ask students to develop a skill and the
development of the wellbeing goal offer students greater scope to tailor their learning to
their own needs and ambition.
 The introduction of an academic debate has added to the development of critical thinking
and oracy skills needed both in academia and employment.

Important note: The University of Greenwich will do all that it reasonably can to deliver the module
and support your learning as specified in our handbooks and other information provided. However,
under some circumstances, changes may have to be made. This may include modifications to the:
 content and syllabus of modules, including in relation to placements.
 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.

This might be because of, for example:

 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver
an appropriate quality of education for students enrolled on it.
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

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In these circumstances, the University will take all reasonable steps to minimise disruption
by making reasonable modifications. However, to the full extent that it is possible under the
general law, the University excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

9. Other Details
The majority of information relevant to you while you study at the University has been brought
together into your programme handbook. Please refer to your programme handbook for any
further information you might require including:

 Deadlines and extenuating circumstances,

 Plagiarism and referencing,

 Who to go to for advice or if you are concerned,

 How to provide us with feedback,

 Key administrative procedures.

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