Discuss the possible forms of treatment and intervention and how the person can be supported, taking into considerations the available mental health services in the U.K..

Health and Social Care|Nursing homework Assignment

module 1

Level HE6

Contents 1. Module Overview 2 2. Learning and Teaching Strategy 2 3. Graduate Attributes 2 4. Module Communications 3 4. Module Description 3 6. Assessment Deadlines 4 7. Assessment Feedback 4 NB: Please note that this module calendar may be subject to change 6 9. Formative Assessment 6 10. Indicative Reading 6 11. Guidelines for the Preparation and Submission of Written Assessments 10 12. Procedures for Examinations 11 13. Academic Misconduct 11 14. Assessments 12

1. Module Overview
Module Tutor

Chrissie Hepworth

Tel. no.

01204 903754

Email

c.hepworth@bolton.ac.uk

Office Location

T3 -46

Drop-in Availability

See moodle/my door. Working days: Tues, Weds Thurs.

Weblink to Moodle Class

https://moodle.bolton.ac.uk/course/view.php?id=8823

Weblink to Module Specification

https://modules.bolton.ac.uk/HLT6060

2. Learning and Teaching Strategy
This module has been designed to deliver effective learning and teaching to you both as a student but also an individual working in practice. The 200 notional hours are delivered by a number of strategies that are effective and popular with our students. These include classroom work with formal lecturers (12x 3hrs) incorporating discussion and debate in addressing core concepts, interactive learning activities and workshops. We aim to meet your individual learning needs by providing scheduled tutorial support where you can meet with the module tutor to discuss aspects of your studies and receive personalised advice and guidance. E-learning is also provided via Moodle to enable you to undertake further study in a place and at a time that is convenient for you. We also have a number of drop in sessions at the start of the semester in relation to study skill, academic writing and referencing. These will be advertised around the University and on the Moodle study skills website. Self-directed study time is a major and important aspect of the programme and is the time when you need to develop and extend your own personal work, and where the majority of the learning on the module will take place. This personal study time should be spent, for example, engaging in general background reading, preparing for seminar activities, working on ASSESSMENTs.

3. Graduate Attributes
Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.

In total there are 10 graduate attributes. This module seeks to support the development of:

Effective communication

Collaboration

4. Module Communications
The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.

4. Module Description
This module is aimed at all professionals involved with the care of individuals in the fields of health, social care and early years. This module is designed to: enable you to demonstrate your knowledge, understanding and application of learning skills and key transferable skills; encourage you to reflect on and appraise critically your learning journey and implications of learning for practice; develop your knowledge of the key research principles applied in contemporary mental health, social care a practice; evaluate evidence, arguments and assumptions in contemporary mental health, social care research; encourage you to selectively utilise research knowledge to inform and evaluate current and future practice.

This module also serves to develop employability skills with particular emphasis on the following: Communication Skills (D,Team Working (D),Organisation and Planning (D),Problem Solving (D),Flexibility and Adaptability (D), Action Planning (DTA), Self-Awareness (DT), Initiative (D),Personal Impact and Confidence (D), Internationalisation (DTA), Social and Ethical Responsibility (DT) Taught (T), Developed (D) and Assessed (A).

The indicative content is as follows:

· Incidence of Mental Health and emotional well-being

· Classification of mental health disorders

· History and stigma of mental Health

· Holistic approach to patient care with mental health disorders

· Approaches to mental health care

· Communication, Core Skills, Non Judgmental, De-escalation

· Common Mental health and enduring serious mental health issues

· Policy and legislation – Mental Health Act, Capacity Act

· Social inclusion, Social and medical model,

· Interventions: CBT, Primary Care Therapies, and Improving Access to Psychological Therapies

· Risk Choices

(There may be changes to the content if students or tutors feel that something needs to be added in/taken out.)

5. Learning Outcomes and Assessments

Learning Outcomes

Assessment

LO1:Demonstrate an awareness of historic and contemporary concepts of mental health

Summative (final) Assessment

LO2: Develop a critical understanding of common mental health and enduring mental health issues and critically analyse and evaluate contemporary approaches and interventions in mental health care

Summative (final) Assessment

LO3: Critically analyse and evaluate the national policy and mental health legislation

Summative (final) Assessment

LO4: Demonstrate a critical understanding of the impact and of the wider social socio economic factors which can influence mental health

Summative (final)

Assessment

LO5: Evaluate and articulate your knowledge and experience of mental health issues across the lifespan in relation to your own professional role and practice

Summative(final)

Assessment

6. Assessment Deadlines
Assessment item

Due Date

Weight

1

ASSESSMENT Plan. Outline of your ASSESSMENT ( sent via email see week 6)

2.11.2018 9PM

0%

2

ASSESSMENT (Final)

(Through turnitin by 9pm)

4.1.2019 9PM

100%

7. Assessment Feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your ASSESSMENT and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar

Session No.

Week beginning

1

24/09/2018

Introduction to the module /ASSESSMENTs

Overview of Health, Mental Health and

Mental Illness

Historical perspectives of Mental Health

2

01/10/2018

Incidence/ Prevalence of mental health and emotional

well-being

Classification of Mental Health Disorders

3

08/10/2018

Common Mental Health Disorders & Severe Mental Illness: conditions, symptoms, descriptions, examples

4

15/10/2018

Common Mental Health Disorders& Severe Mental Illness:

Models in MH –differing perspectives

5

22/10/2018

Structure of the Mental Health services in the UK. Interventions in Mental Health

6

29/10/2018

Risk in Mental health

Dementia Awareness. Outside Speaker . JM

Assignment plan due in 2nd Nov 9pm send via e-mail

7

5/11/2018

Policies and Legislation to aid recovery in Mental Health (1)

8

12/11/2018

Policies to aid recovery in Mental health (2): –

CAHMS (Outside speaker)

9

19/11/2018

Recovery in Mental health

10

26/11/2018

Partnership working

Advocacy and carers’ support

(Outside speaker)

11

3/12/2018

Group ASSESSMENT workshop –case study prep

12

10/12/2018

Tutorials for ASSESSMENT (see moodle please book)

13

17/12/2018

Tutorials for ASSESSMENT (see moodle please book)

14

7/1/2019

ASSESSMENT hand in date 4th January 9pm (through turnitin)

15

15/1/2019

Exam week

NB: Please note that this module calendar may be subject to change
9. Formative Assessment
Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including those detailed below and does not contribute to the final module mark.

Plan / Outline of final ASSESSMENT

Provide a detailed plan / outline of your proposed final ASSESSMENT and submit by Friday 2/11/2018 via e- mail by 9PM

Informal formative assessment is provided in this module through:

· Group activities and discussion related to the learning outcomes

· Guest speakers from different mental health services

· Tutorial (Group & Individual) feedback on ASSESSMENT plan

10. Indicative Reading
PLEASE ALSO SEE MOODLE : ARTICLES /VIDEOS AND OTHER IMPORTANT RESOURCES . I WILL ADD TO THESE THROUGHOUT THE COURSE

Barlett, P. & Sandland, R. (2007) Mental health law: policy and practice. Third edition. Oxford: Oxford University Press

Brown, R.; Barber,P. & Martin,D. (2015) The Mental Capacity Act 2005 – a guide for practice. Third edition. London: Sage

Haith, M (2018) Understanding Mental health Practice. London: Sage

Jones, R.M. (2006) Mental health act manual. London: Tomson Sweet & Maxwell

Lester, H. & Glasby, J. (2006) Mental health policy and practice. Basingstoke: Palgrave Macmillan.

Lester, H. & Glasby, J. (2010) Mental health policy and practice. Second edition. Basingstoke: Palgrave Macmillan.

Fawcett, B. (2005) Contemporary mental health: theory, policy and practice. London: Routledge.

Grant, A. (2010). Cognitive behavioural interventions for mental health practitioners. London: Learning Matters

Mandelstam, M. (2009) Safeguarding vulnerable adults and the law. London: Jessica Kinsley.

Pilgrim, D. & McCranie, A. (2013) Recovery and mental health: a critical sociological acccount. London: Palgrave Macmillian.

Pilgrim,D. (2009,2014) Key concepts in mental health. London: Sage

Pryjmachuk, S. (2011) Mental health nursing: an evidence based introduction. London: Sage publications

*Rogers, A and Pilgrim, D (2010) A Sociology of health and Illness .Maidenhead: open University Press

Stickley, T. & Wright, N. (2013), Theories for mental health nursing: a guide for practice. London: Sage Publications.

Trenoweth, S., Docherty T., Franks, J. & Pearce, R. (2011) Nursing and mental health care: an introduction for all fields of practice. London: Learning Matters

Tummey, R. & Turner, T (2008) Critical issues in mental health. London: Palgrave Macmillian

Wilbourne, M. & Prosser, S. (2003) The pathology and pharmacology of mental illness. Gloucester: Nelson Thornes

Ebooks

Ekkekakis, P. (ed) (2013) Routledge handbook of physical activity and mental health. London: Routledge (online)

Grant, A. (2010) (ed) Cognitive behavioural intervention for mental health practitioners. Exeter: Learning Matters Ltd (online)

Mandelstam, M. (2009) Safeguarding vulnerable adults and the law. London: Jessica Kinsley (online)

Slade, M. (2009) Personal recovery and mental illness. Cambridge: Cambridge University Press (online)

Tew, J. (2005) Social perspectives in mental health: developing social models to understand and work with mental distress. London: Jessica Kingsley Publishers (online)

National Policy

Department of Constitutional Affairs (2007) Mental capacity act 2005: code of practice. London: Department of Constitutional Affairs. https://www.gov.uk/government/publications/mental-capacity-act-code-of-practice

Department of Health (2007) Mental health act. London: DH. http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Healthcare/Mentalhealth/DH_089882

Department of Health (2011) No health without mental health: a cross-government mental health outcomes strategy for people of all ages – a call to action. https://www.gov.uk/government/publications/no-health-without-mental-health-a-cross-government-mental-health-outcomes-strategy-for-people-of-all-ages-a-call-to-action

Department of Health (2013) 2010-2015 government policy: mental health service reform. London:DH https://www.gov.uk/government/publications/2010-to-2015-government-policy-mental-health-service-reform

Department of Health (2015) Mental health act 1983: code of practice. London: DH. https://www.gov.uk/government/publications/code-of-practice-mental-health-act-1983

Databases

http://www.bolton.ac.uk/library/Subjects/Psychology.aspx (this link will give access to the key mental health databases – as listed below (and much more)!

Discover

PsycARTICLES

PsycINFO :

ProQuest Central

Websites Resources

http://www.alcoholics-anonymous.org.uk/ – A support organisation for drink problem

http://www.b-eat.co.uk/ – UK organisation supporting people with eating disorders. http://www.cprjournal.com/

http://www.bacp.co.uk/ – The British Association for Counselling and Psychotherapy includes an in-depth research section. http://www.depressionalliance.org/ – information & support for individuals affected by depression. http://www.cqc.org.uk/public/what-are-standards/your-rights-under-mental-health-act – protecting the rights of people detained under the Mental Health Act. http://www.mentalhealth.org.uk/ – explore the publications section. http://www.mind.org.uk/ – Mind one of the UK’s leading mental health charities. http://ukna.org/ NA helps those having drug problems. http://eating-disorders.org.uk/ – Counselling, information and a list of useful links. http://www.nshn.co.uk/ information on Self harm. http://www.centreformentalhealth.org.uk/ – Centre for Mental Health includes a freely accessible publications section: explore the site. http://www.samaritans.org/ Emotional support / help http://www.sane.org.uk/ SANE – research, raises awareness, combats stigma https://www.gov.uk/government/publications/mental-capacity-act-code-of-practice

http://www.ons.gov.uk/ons/rel/wellbeing/measuring-national-well-being/what-matters-most-to-personal-well-being-in-the-uk-/art-what-matters-most-to-personal-well-being-in-the-uk-.html: what matters most to personal well-being

Journals

· Addictive Behavior (American: has an Open Access advantage)

· Advances in mental health and learning disabilities

· British Journal of Mental Health Nursing

· Child and adolescent mental health

· Community mental health journal

· Counselling and Psychotherapy Research (CPR)

· Evidence based mental health

· International journal of mental health nursing

· Issues in mental health nursing

11. Guidelines for the Preparation and Submission of Written Assessments
1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.

2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

4. All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx

5. Unless otherwise notified by your Module Tutor, electronic copies of ASSESSMENTs should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

7. Late work will be subject to the penalties:

· Up to 7 calendar days late = 10 marks subtracted but if the ASSESSMENT would normally gain a pass mark, then the final mark to be no lower than the pass mark for the ASSESSMENT.

· More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.

Where assessments are graded Pass/Fail only they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.

8. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects which, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

12. Procedures for Examinations
There are no examinations associated with this module

13. Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

https://www.bolton.ac.uk/about/governance/policies/student-policies/

14. Assessments
Assessments are internally and externally moderated

HLT 6060

Assessment Number

1

Assessment Type (and weighting)

Essay and Case study (100%) 4,000 words

Assessment Name

Essay and Case study

Assessment Submission Date

4th January 2019 9pm

Learning Outcomes Assessed:

LO1: Demonstrate an awareness of historic and contemporary concepts of mental health

LO2: Develop a critical understanding of common mental health and enduring mental health issues and critically analyse and evaluate contemporary approaches and interventions in mental health care

LO3: Critically analyse and evaluate the national policy and mental health legislation

LO4: Demonstrate a critical understanding of the impact and of the wider social socio economic factors which can influence mental health

LO5: Evaluate and articulate your knowledge and experience of mental health issues across the lifespan in relation to your own professional role and practice

Assessment Brief (General)

1. ALL ASSESSMENTs need to go through turnitin. Any that are not submitted through turnitin will be treated as a non submitted ASSESSMENT. Please see the student handbook for University guidelines on this. I will mark the work from your turnitin submission therefore there is no need to submit a hard copy for this module.

2. As third years you will be expected to reference correctly using the Havard method of referencing and provide an accurate bibliography. See LEAP on the library website.

3. An important part of degree work is tutorials. This allows you to discuss your ideas in a 1:1 or small group environment with your tutor and discuss your ASSESSMENTs. Please make use of these – either online or face to face (see moodle/ my door for times etc and time allocated in the sessions)

ASSESSMENT Brief (specific)

Summative (final) assessment comprises of a 4,000 words (3 parts):

Part 1 (1,000 words) – historical concepts

Using two examples, critically analyse historical and contemporary approaches to mental health.

Discuss one example of socio-economic influences on mental health

Part 2 – Case study (specific) (2,000words)

Select one of the case studies provided Place this in the appendix in your assessment).

· Analyse the case study, and identify a possible diagnosis from the description provided, justifying reasons for selecting the type of mental health problem. Link with available literature.

· Discuss the possible forms of treatment and intervention and how the person can be supported, taking into considerations the available mental health services in the U.K..

· Discuss the implications of this diagnosis for the person concerned, including any potential risks.

· Critically reflect on how current policy and legislation would define best practice to meet the holistic needs of this service user.

Part 3 – Reflection (1,000 words)

Using Gibbs’ Model, reflect on how the case study you have discussed could develop and inform your practice when working and /or caring for individuals with mental health issues. What have you learned from undertaking this case study?

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 15)

Secondary Research Level HE6 – it is expected that your reference list will contain 15-20 relevant sources. As a MINIMUM the reference list should include 3 refereed academic journal articles and 5 academic books.

First class (70%+) This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The assignment has recognised relevantly and discussed in detail, academic theories, examples of relevant policies and strategies related to the question asked. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to ACADEMIC SOURCES is clear, relevant and informative. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.

Second class (50-69%) A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed, all the required academic theories and policies. Some reasoned arguments have been developed and supported by a good number of sources. Reference to ACADEMIC SOURCES is clear. Presentation is of a good standard, in the appropriate style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Third class (40-49%) A reasonable attempt has been made at researching the essay but greater in depth discussion and academic debate is required. The assignment has recognised relevant academic theories policies and strategies however mostly the discussion is superficial and lacking in any depth. Reference to academic sources has been attempted. Presentation of the assignment is limited, and only the minimum of 8 sources has been provided.

Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assignment activity.

17

General Assessment Guidelines for Written Assessments Level HE6

%

Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I (Exceptional

Quality)

85-100%

Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level. Demonstrates the ability to expertly identify and critically appraise the most important issues, themes and questions. Demonstrates originality in conceptual understanding.

Makes exceptional use of appropriate arguments and/or theoretical models.

Presents an exceptional critical evaluation of the material results in clear, logical and insightful conclusions. Demonstrates distinctive or independent thinking.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of ASSESSMENT. Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

An extensive range of contemporary and relevant references cited in the reference list in the correct style.

Class I (Excellent

Quality)

70-84%

Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level.

Demonstrates the ability to identify and critically appraise the most important issues, themes and questions.

Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking.

Presents an excellent critical evaluation of the material results in clear, logical and illuminating conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of ASSESSMENT. Effective inclusion of figures, tables, plates (FTP).

An excellently written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A wide range of contemporary and relevant references cited in the reference list in the correct style.

Class II/i (Very Good Quality)

60-69%

Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise key issues, themes and questions.

Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material resulting in clear and logical conclusions.

Logically constructed in the main.

An appropriate format is used.

The presentational style & layout is correct for the type of ASSESSMENT. Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text and a wide range of appropriate references cited in reference list in the correct style.

Class II/ii (Good Quality)

50-59%

Generally addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and critical appraisal of some key issues, themes and questions.

Presents largely coherent arguments. Evidence of attempted analysis and critical evaluation, with some descriptive or narrative passages. Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured. An acceptable format is used.

The presentational style & layout is correct for the type of ASSESSMENT. Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Class III (Satisfactory Quality)

40-49%

Some degree of irrelevance to the title/brief.

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to critically appraise some key issues, themes and questions.

Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.

Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of ASSESSMENT.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

Some weaknesses in referencing technique.

Borderline

Fail

35-39%

Significant degree of irrelevance to the title/brief.

Only the most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level. Key issues and themes not identified or appraised.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured.

Lack of articulation.

Format deficient.

For the type of ASSESSMENT the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

Style is non-academic.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title/brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.

Descriptive or narrative in style with no evidence of critique.

Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient

For the type of ASSESSMENT the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.

Style is non-academic.

An absence of academic sources and poor referencing te


 

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