Employ ability And Professional Development

Unit 03	Employability and Professional Development
Unit level	4
Unit code	M/601/1251
Qualification	BTEC HND in Computing
Term Start Date	16/09/16
Hand out date	22/09/16
Submission Deadline	19/11/16
Lecture	8 Weeks
Revision Clinic	2 Weeks
Module Leader	Raj K

INTRODUCTION

All learners at all levels of education and experience require employability skills as a prerequisite to entering the job market. This unit gives learners an opportunity to assess and develop an understanding of their own responsibilities and performance in or when entering the workplace.

The unit considers the skills required for general employment such as interpersonal and transferable skills, and the dynamics of working with others in teams or groups including leadership and communication skills.

It also deals with the everyday working requirement of problem solving which includes the identification or specification of the ‘problem’, strategies for its solution and then evaluation of the results of the solution through reflective practices.

Aim:

This unit gives learners an opportunity to assess and develop an understanding of their own responsibilities and performance in or when entering the workplace. It encourages learners to acquire interpersonal and transferable skills, the importance of working with others within an organisation, and the

Learning Outcomes and assessment criteria:

On successful completion of this unit a learner will:

Be able to take responsibility for own personal and professional development
Be able to demonstrate acquired interpersonal and transferable skills
Understand the dynamics of working with others
Be able to develop strategies for problem solving.

Knowledge and Understanding:

Develop and maintain a personal portfolio
Find and suggest new ways to achieve goals and get the job done and achieve goals
Plan for and achieve your learning goals
Understand the roles people play in a group and how you can best work with them
Lead or support and motivate a team to achieve high standards
Find new and creative ways to solve a problem.

Unit content:

1 Be able to take responsibility for own and professional development

Responsibilities: own responsibilities e.g. personal responsibility, direct and indirect relationships and adaptability, decision-making processes and skills, ability to learn and develop within the work role; other e.g. employment legislation, ethics, employment rights and responsibilities

Performance objectives: setting and monitoring performance objectives

Individual appraisal systems: uses of performance appraisals e.g. salary levels and bonus payments, promotion, strengths and weaknesses, training needs; communication; appraisal criteria e.g. production data, personnel data, judgemental data; rating methods e.g. ranking, paired comparison, checklist, management by objectives; skills audit (personal profile using appropriate self-assessment tools); evaluating self-management; personal and interpersonal skills; leadership skills

Motivation and performance: application and appraisal of motivational theories and techniques, rewards and incentives; manager’s role; self-motivational factors.

Development plan: current performance; future needs; opportunities and threats to career progression; aims and objectives; achievement dates; review dates; learning programme/activities; action plans; personal development plan

Portfolio building: developing and maintaining a personal portfolio

Transcripts: maintaining and presenting transcripts including curriculum vitae

2 Be able to demonstrate acquired interpersonal and transferable skills

Effective communication: verbal and non-verbal e.g. awareness and use of body language, openness and responsiveness, formal and informal feedback to and from colleagues; IT as an effective communication medium; team meetings

Interpersonal skills: soft skills e.g. personal effectiveness, working with others, use of initiative, negotiating skills, assertiveness skills, social skills

Time management: prioritising workloads; setting work objectives; using time effectively; making and keeping appointments; reliable estimates of task time

3 Understand the dynamics of working with other people

Working with others: nature and dynamics of team and group work; informal and formal settings; purpose of teams and groups e.g. long-term corporate objectives/strategy; problem solving and short-term development projects; flexibility/adaptability; team player

Teams and team building: selecting team members e.g. specialist roles, skill and style/ approach mixes; identification of team/work group roles; stages in team development e.g. team building, identity, loyalty, commitment to shared beliefs, team health evaluation; action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills, e.g., setting direction, setting standards, motivating, innovative, responsive, effective communicator, reliability, consistency

4 Be able to develop strategies for problem solving

Specification of the problem: definition of the problem; analysis and clarification

Identification of possible outcomes: identification and assessment of various alternative outcomes

Tools and methods: problem-solving methods and tools

Plan and implement: sources of information; solution methodologies; selection and implementation of the best corrective action e.g. timescale, stages, resources, critical path analysis

Evaluation: evaluation of whether the problem was solved or not; measurement of solution against specification and desired outcomes; sustainability

Teaching Plan

Accrediting Body: EDEXCEL

Course:BTEC HND in Computing and Systems Development

Unit: 3-Employability and Professional Development

Wk.	Lecture Schedule	Outcome of session	Activity/seminar and formative assessment	Resources
1 AM	Introduction to the module. Importance of Employability and Professional Development and reflection of the learning outcomes	Introduction to the module, mode of assessment, awareness of the awarding body, assessment criteria and the mode of assessment	Background of the expectations of the awarding body	Module handbook.
PM	Be able to take own responsibilities	Reflect on own current skills and competencies against professional standards and organisational objectives	Case study and addressing the learning outcome 1.1	Power point slides from: Basic Employability Skills: NCCER
2 AM	Individual Appraisal systems	Evaluate personal profile using appropriate self-assessment tools	Case study and addressing the learning outcome 1.2	Power point slides from: Basic Employability Skills: NCCER
PM	Devise a personal and professional development plan based on identified needs.	Devise a personal and professional development plan based on identified needs	Case study and addressing the learning outcome 1.3	Power point slides from: Basic Employability Skills TG: NCCER
3 AM	Portfolio building	Reflect on own development against original aims and objectives set in the personal and professional development plan	Case study and addressing the learning outcome 1.4	Power point slides from: Basic Employability Skills TG: NCCER
PM	Effective communication	Communicate in a variety of styles and appropriate manner at various levels	Case study and addressing the learning outcome 2.1	Power point slides from: Basic Employability Skills TG: NCCER
4 AM	Interpersonal skills	After this lecture, students will be able to: understand self and other people in an organization to work Co-operatively with them	Case study and addressing the learning outcome 2.1	Making the Team: A Guide for Managers: Thompson Leigh
PM	Time management	Demonstrate effective time management strategies	Case study and addressing the learning outcome 2.2	Making the Team: A Guide for Managers: Thompson Leigh
5 AM	Working with others	Analyse team dynamics and how they can work together to achieve shared goals	Case study and addressing the learning outcome 3.1	Making the Team: A Guide for Managers: Thompson Leigh
PM	Teams and team building	Discuss alternative ways to complete tasks and achieve team goals	Case study and addressing the learning outcome 3.2	Making the Team: A Guide for Managers: Thompson Leigh
6 AM	Specification of the problem: e.g. definition of the problem; analysis and clarification	Review tools and methods for developing solutions to Problems.	Case study and addressing the learning outcome 4.1	Power point slides from: Basic Employability Skills TG: NCCER
PM	Tools and methods for problem solving	Discuss problem-solving methods and tools	Case study and addressing the learning outcome 4.1	Power point slides from: Basic Employability Skills TG: NCCER
7 AM	Plan and implement: sources of information: solution methodologies; selection and implementation of the best corrective action	Develop an appropriate strategy for resolving a particular problem	Case study and addressing the learning outcome 4.2	Power point slides from: Basic Employability Skills TG: NCCER
PM	Evaluation: measurement of solution against specification and desired outcomes; sustainability	Evaluate the potential impact on the business of implementing the strategy	Case study and addressing the learning outcome 4.3	Power point slides from: Basic Employability Skills TG: NCCER
8 AM	Revision. Summarising all the tasks
PM	ASSIGNMENT SUPPORT		Tutorial support
9 AM	ASSIGNMENT SUPPORT
PM	ASSIGNMENT SUPPORT
10 AM	ASSESSMENT AND FEEDBACK
PM	ASSESSMENT AND FEEDBACK

Recommended text and links:

Core Text

NCCER – Basic Employability Skills: Trainee Guide 00108-09 (Prentice Hall, 2009) ISBN 013609919X

Thompson Leigh, L – Making the Team: A Guide for Managers (Pearson Education, 2008) ISBN 9780136037767

Trought Frances – Brilliant Employability Skills (Prentice Hall, 2012) ISBN 978-0273749936

Journals and newspapers

The SAGE journals and mainstream press can be a useful source of information, both in terms of data for case studies and background understanding

Videos

A variety of videos is available covering Employability Skills

Websites

//www.kent.ac.uk/careers/

//www.jobs.ac.uk/careers-advice

Home

Session Update

Contact detail of lecturer

Module Leader:

Lecturer:

Campus: Wentworth House

Contact details:

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: 100% of the module

Outline Details: Individual report approx. 4000 words. Details enclosed in the assignment brief.

Teaching and Learning Activities: The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

Teaching Ethos: The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

Methods of Delivery:

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES: An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: 100% of the module

Outline Details: Individual report approx. 4000 words. Details enclosed in the assignment brief

ASSIGNMENT FRONT SHEET

Unit: 3 – Development EMPLOYMENT AND PROFESSIONAL DEVELOPMENT Module Code : M/601/1251
Learning Hours: 60 Hours. Self-learning hours: 90 hours.	Course: HNDCSD – Level 4		CREDIT VALUE: 15 CREDITS		Term: Sept15- Feb 16
Module Leader: Mrs		Lecturer:		Internal Verifier: Mr Raj Kanapathi
ASSIGNMENT TITLE:

Learners Name			Term:		Batch:			Intake:
Registration Number			Campus:
Hand out Date: Submission Date:
Learning Outcome	Assessment Criteria	In this assessment you will have the opportunity to present evidence that shows you are able to:					Task Number		Evidence Page number
LO 1: Be able to take responsibility for own personal and professional development	1.1	Reflect on own current skills and competencies against professional standards and organisational objectives.					1
	1.2	Evaluate own development needs and the activities required to meet them.					1
	1.3	Devise a personal and professional development plan based on identified needs.					1
	1.4	Reflect on own development against original aims and objectives set in the personal and professional development plan.					1
LO2 : Be able to demonstrate acquired interpersonal and transferable skills	2.1	Communicate in a variety of styles and appropriate manner at various levels.					2
	2.2	Demonstrate effective time management strategies.					2
LO3: Understand the dynamics of working with others	3.1	analyse team dynamics, discussing the roles people play in a team and how they can work together to achieve shared goals					3
	3.2	Discuss alternative ways to complete tasks and achieve team goals					3
LO 4: Be able to develop strategies for problem solving	4.1	Review tools and methods for developing solutions to problems					4
	4.2	Develop an appropriate strategy for resolving a particular problem					4
	4.3	Evaluate the potential impact on the business of implementing the strategy					4
Please see that you include the Turnitin report. This work will not be accepted without the Turn it in report.	Report attached: Yes No			If no Reason:		% of the turn it in report.
Learners Declaration: I certify that the work submitted for this unit is my own and the research sources are fully acknowledged. Learners Signature: Date: Plagiarism: Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below: Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Due Dates
Issue Date		Final Due Date
Due Task- 1
Due Task- 2
Due Task- 3
Due Task – 4

Assignment Guidelines:

Use a standard report structure, Word-process the report and use Normal script of a proper font size 12.
Produce an academic report, detailing the above issues with an approx. word limit of 4000 to 4500 words.
Complete the title page and sign the statement of authenticity.
The Assignment sheet should be attached in the front.
Submit the document in a folder in the form of a file as well as a soft copy on the submission date.
It should be uploaded on E-Learning platform before the deadline and dropped into the drop box at your relevant campuses and get the ——– and collect the receipt of the submission form at the college.
Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
Collusion and Plagiarism must be avoided.
Start each answer on a new page and pages should be numbered. Highlight each question clearly.
Include a Bibliography at the end of the assignment and use the Harvard referencing system.
All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit), etc.
Try to give the page numbers, publishers’ details and the year of publication
In order to pass you need to address all the LO
In order to get a merit you need to address the characteristics of pass and address M1, M2,M3
In order to get a Distinction you need to address the characteristics of pass, merit and address D1, D2 and D3. Use a common format for the questions, for example:
Introduction (analyse the question.)
Underpinning Knowledge (write about the relevant theory/points)
Applied knowledge(Data Analysis)
Conclusions and Recommendations (summarizing the whole scenario keeping in view pass, merit, distinction criteria.)

Guidance in addition to the Pass criteria’s, this assignment gives you the opportunity to submit evidence in order to achieve the following Merit and Distinction grades. Assessment Grid indicating their pass, merit and distinction:

Unit: Employability and Professional Development

Outcomes/criteria:	Indicative characteristics	Contextualised Feedback
P1. Be able to take responsibility for own personal and professional development P2. Be able to demonstrate acquired interpersonal and transferable skills P3. Understand the dynamics of working with others P4. Be able to develop strategies for problem solving.	As per the assessment criteria specified for pass Do Do Do	Task 1 Task 2 Task 3 Task 4
Merit grade Description:		Contextualisation
M. Identify and apply strategies to find appropriate solutions.	. Effective judgments have been made. . An effective approach to study and research has been used.	To achieve M1 you will make effective judgements (1.2, 1.3, 3.1 and 4.3) and show that an effective approach to the study and research has been used across your assignment.
M2. Select/ design and apply appropriate methods/ techniques.	A range of methods and techniques have been applied.	To achieve M2 you will use a range of methods and techniques (Task 3 & 4) and see that the complex data has been synthesized and processed. (3.2, 4.1, 4.2)
	Complex information/data have been synthesized and processed.
M3. Present and communicate appropriate findings.	. Appropriate structure has been used. . Technical language accurately used. . A range of methods of presentation has been used.	To achieve M3 you will present and communicate appropriate findings with appropriate structure (1.3, 2.1, and 2.2).
Distinction Grade Description:
D1. Use critical reflection to evaluate own work and justify valid conclusion.	. Synthesis has been used to generate and justify valid conclusions . Evaluation has taken place using defined criteria Realistic improvements have been proposed against defined characteristics	Evaluation has taken place using the defined criteria (1.2, 1.4, and 4.1). Realistic improvements have been proposed against defined characteristic (4.3)
D2. Take responsibility for managing and organizing activities.	The importance of interdependence has been recognized.	To achieve D2 you will have demonstrated autonomy across your assignment, with effective independent research and met the deadlines to submit all the tasks and achieve the unit assessment criteria and an interdependence with each learning outcome has been demonstrated
D3. Demonstrate convergent, lateral and creative thinking	Ideas generate and decisions taken. Lateral thinking have been applied. Capacity for innovation and creative thought has been used. Receptiveness to new ideas has demonstrated.	Your work demonstrates new ideas or suggestions towards the assigned tasks and your research shows some creative thinking and receptiveness to new ideas across the assignment making it look different and creative.

ASSIGNMENT BRIEF

Unit Number and title	Employability and Professional Development
Qualification	HNDCSD – Level 4
Start Date	15/09/16
Deadline/ Hand-in	20/11/16
Assessor

TASK 1 to TASK 4: You are required to follow the instructions as specified towards each task and support with a research by using supportive materials like books, journals, websites, etc., and give a feedback on the findings by relating your arguments to the relevant case study/scenario as specified towards each task:

Case Study

Select an organisation of your choice and a job title related to IT sector you have been worked in the past or current or in the future.

Task 1

LO 1. The student should be able to be able to take responsibility for own personal and professional development

P 1.1 reflect on own current skills and competencies against professional standards and organisational objectives of the selected job role of the chosen organisation of your choice.

P 1.2 Evaluate own development needs for the selected job role in task 1.1 to work effectively and the activities required to meet them.

P 1.3 Devise a personal and professional development plan which includes such as current performance, future needs, SWOT, etc. based on identified needs of the selected job role for the selected company.

P 1.4 Reflect on own development against original aims and objectives set in the personal and professional development plan which you have produced in 1.3 for the selected job role.

Task 2

LO 2. Be able to demonstrate acquired interpersonal and transferable skills

You have been appointed as a member a of software project team which will plan, design and implement a payroll system for the chosen company.

2.1 For the chosen job role, communicate in a variety of styles and appropriate manner at various levels and provide examples of communicating with your line managers, colleagues, and the customers.

P 2.2 For the chosen job role, demonstrate effective time management strategies such as adopted prioritising workloads; setting work objectives; using time effectively; making and keeping appointments and reliable estimates of task time. You are required to use appropriate tools and techniques for this task. In class demonstration is required as part of the assessment criteria.

TASK 3

LO 3. Understand the dynamics of working with others

Referring to the scenario in Task 2, address the following assessment criteria.

P 3.1 Analyse team dynamics discussing the roles people play within a team outlining how they can work together to achieve shared goals for the software project.

P 3.2 Discuss alternative ways to complete tasks and achieve team goals during the development process of the software project. You may consider various tools, techniques and methodologies.

TASK 4

LO 4. Be able to develop strategies for problem solving

Referring to the scenario in Task 2, address the following assessment criteria.

P 4.1 Review tools and methods for developing solutions to specific problem that may occur in the software project. (e.g., time management, managing human resources, and managing the budget).

P 4.2 Develop an appropriate strategy for resolving a particular problem which is identified in Task 4.1 such as time management, managing human resources, and managing the budget.

P4.3 Evaluate the potential impact on the business of implementing the strategy which was developed in Task 4.2.

Achievement Summary

The Following Sections to be completed by the assessor:

Centre Name:	UKCBC
Campus:
Centre Number:

Please note that the assessor’s signature below denotes conformation that he/she has in no way influenced the outcome of the assessment:

Assessors Name:
Assessors Signature:
Learners Name (to be filled by the Assessor)
Intake:		Batch:	Term:		Campus:
Learners Edexcel Reference Number
Has the unit been Internally Verified? Y/N Date of verification:
Name of the Internal Verifier:
Internal verifiers signature:
If Sampled ,Internal verifiers comments on the assignment brief:
Evidence Checklist	Summary of the evidence required by the student			Evidence presented
Task 1
Task 2
Task 3
Task 4

Unit Outcomes

Outcome

Evidence for the criteria to pass, merit and distinction as specified in the student feedback and contextualised.

Assessors decision

Internal verification decision. (agree, disagree)

TASK 1

You are required to carry out a research by using supportive materials like books, websites, etc., and give a feedback of the findings on P1.1, P1.2, 1.3, 1.4; The answers need to be reflected to the CASE STUDY chosen for this task.

Select an organisation of your choice and a job title related to IT sector you have been worked in the past or current or in the future.

LO 1. Be able to take responsibility for own personal and professional development

P 1.1 Reflect on own current skills and competencies against professional standards and organisational objectives of the selected job role of the chosen organisation of your choice.

P1.1 (P,M,D)

P1.1

(P,M,D)

P 1.2 Evaluate own development needs for the selected job role in task 1.1 to work effectively and the activities required to meet them.

P1.2

(P,M,D)

P1.2

(P,M,D)

P1.3

(P,M,D)

P1.3

(P,M,D)

P 1.4 Reflect on own development against original aims and objectives set in the personal and professional development plan which you have produced in 1.3 for the selected job role.

P1.4

(P,M,D)

P1.4

(P,M,D)

Contextualised Feedback for Task 1(reflecting 1.1, 1.2, 1.3, 1.4, Pass merit and distinction.)

IV comments towards

Task 1

TASK 2

You are required to carry out a research by using supportive materials like books, websites, etc., and give a feedback of the findings on P2.1, P2.2; The answers need to be reflected to the CASE STUDY chosen for this task.

You have been appointed as a member a of software project team which will plan, design and implement a payroll system for the chosen company.

LO 2. Be able to demonstrate acquired interpersonal and transferable skills

P 2.1 For the chosen job role, communicate in a variety of styles and appropriate manner at various levels and provide examples of communicating with your line managers, colleagues, and the customers.

P2.1

(P,M,D)

P2.1

(P,M,D)

P2.2

(P,M,D)

P2.2

(P,M,D)

Contextualised Feedback for Task 2(reflecting 2.1, 2.2, 2.3, 2.4, Pass merit and distinction.)

IV comments towards

Task 2

TASK 3

You are required to carry out a research by using supportive materials like books, websites, etc., and give a feedback of the findings on P3.1, P3.2; The answers need to be reflected to the CASE STUDY chosen for this task.

Referring to the scenario in Task 2, address the following assessment criteria.

TASK 3

LO 3. Understand the dynamics of working with others

P 3.1 Analyse team dynamics discussing the roles people play within a team outlining how they can work together to achieve shared goals for the software project.

P3.1

(P,M,D)

P3.1

(P,M,D)

P 3.2 Discuss alternative ways to complete tasks and achieve team goals during the development process of the software project. You may consider various tools, techniques and methodologies.

P3.2

(P,M,D)

P3.2

(P,M,D)

Contextualised Feedback for Task 3(reflecting 3.1, 3.2, 3.3, 3.4, Pass merit and distinction.)

IV comments towards

Task 3

TASK 4

You are required to carry out a research by using supportive materials like books, websites, etc., and give a feedback of the findings on P4.1, P4.2, P4.3, and P4.4. The answers need to be reflected to the CASE STUDY chosen for this task.

Referring to the scenario in Task 2, address the following assessment criteria.

TASK 4

LO 4. Be able to develop strategies for problem solving

P 4.1 Review tools and methods for developing solutions to specific problem that may occur in the software project. (e.g., time management, managing human resources, and managing the budget).

P4.1

(P,M,D)

P4.1

(P,M,D)

P 4.2 Develop an appropriate strategy for resolving a particular problem which is identified in Task 4.1 such as time management, managing human resources, and managing the budget.

P4.2

(P,M,D)

P4.2

(P,M,D)

P4.3 Evaluate the potential impact on the business of implementing the strategy which was developed in Task 4.2.

P4.3

(P,M,D)

P4.3

(P,M,D)

Contextualised Feedback for Task 4(reflecting 4.1, 4.2, 4.3, Pass merit and distinction.)

IV comments towards

Task 4

Merit grades awarded

Distinction grades awarded

Resubmit :

Any other comments

Grade given by the Assessor:

Pass Merit Distinction

Assessors Signature: Date:

IV Grading Check: Comments if any:

Agree

Disagree Modify grade to

IV signature:

Date:

Students feedback:

Student Signature: Date:

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Appendix 4: Glossary of terms used for internally assessed units

This is a summary of the key terms used to define the requirements within units.

Term	Definition
Analyse	Present the outcome of methodical and detailed examination either: ● breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or ● of information or data to interpret and study key trends and interrelationships. Analysis can be through activity, practice, written or verbal presentation.
Apply	Put into operation or use. Use relevant skills/knowledge/understanding appropriate to context.
Arrange	Organise or make plans.
Assess	Offer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts.
Calculate	Generate a numerical answer with workings shown.
Compare	Identify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages. This is used to show depth of knowledge through selection of characteristics.
Compose	Create or make up or form.
Communicate	Convey ideas or information to others. Create/construct skills to make or do something, for example a display or set of accounts.
Create/Const ruct	Skills to make or do something, for example, a display or set of accounts.
Critically analyse	Separate information into components and identify characteristics with depth to the justification.
Critically evaluate	Make a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth.

Term	Definition
Define	State the nature, scope or meaning.
Describe	Give an account, including all the relevant characteristics, qualities and events.
Discuss	Consider different aspects of a theme or topic, how they interrelate, and the extent to which they are important.
Demonstrate	Show knowledge and understanding.
Design	Plan and present ideas to show the layout/function/workings/object/system/process.
Develop	Grow or progress a plan, ideas, skills and understanding
Differentiate	Recognise or determine what makes something different.
Discuss	Give an account that addresses a range of ideas and arguments.
Evaluate	Work draws on varied information, themes or concepts to consider aspects, such as: ● strengths or weaknesses ● advantages or disadvantages ● alternative actions ● relevance or significance. Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity.
Explain	To give an account of the purposes or reasons.
Explore	Skills and/or knowledge involving practical research or testing.
Identify	Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.
Illustrate	Make clear by using examples or provide diagrams.
Indicate	Point out, show.
Interpret	State the meaning, purpose or qualities of something through the use of images, words or other expression.
Investigate	Conduct an inquiry or study into something to discover and examine facts and information.
Justify	Learners give reasons or evidence to: ● support an opinion ● prove something is right or reasonable.
Outline	Set out the main points/characteristics.
Plan	Consider, set out and communicate what is to be done.

Term	Definition
Produce	To bring into existence.
Reconstruct	To assemble again/reorganise/form an impression.
Report	Adhere to protocols, codes and conventions where findings or judgements are set down in an objective way.
Review	Make a formal assessment of work produced. The assessment allows learners to: ● appraise existing information or prior events ● reconsider information with the intention of making changes, if necessary.
Show how	Demonstrate the application of certain methods/theories/concepts.
Stage and manage	Organisation and management skills, for example, running an event or a business pitch.
State	Express.
Suggest	Give possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration.
Undertake/ carry out	Use a range of skills to perform a task, research or activity.

This is a key summary of the types of evidence used for BTEC Higher Nationals:

Type of evidence	Definition
Case study	A specific example to which all students must select and apply knowledge.
Project	A large scale activity requiring self-direction of selection of outcome, planning, research, exploration, outcome and review.
Independent research	An analysis of substantive research organised by the student from secondary sources and, if applicable, primary sources.
Written task or report	Individual completion of a task in a work-related format, for example, a report, marketing communication, set of instructions, giving information.
Simulated activity/role play	A multi-faceted activity mimicking realistic work situations.
Team task	Students work together to show skills in defining and structuring activity as a team.
Presentation	Oral or through demonstration.
Production of plan/business plan	Students produce a plan as an outcome related to a given or limited task.
Reflective journal	Completion of a journal from work experience, detailing skills acquired for employability.
Poster/leaflet	Documents providing well-presented information for a given purpose.

online working

Thursday, 2 August 2018