Here are some suggested links to get you started:

Gov.UK (2022) Search-Policy. Available at:policy - Search - GOV.UK (www.gov.uk)[Accessed 25 November 2022]

NHS England (2022) Commissioning Policies. Available at: NHS commissioning » Commissioning policies (england.nhs.uk)[Accessed 24 November 2022]

NHS England (2022) Supported self-management. Available at:NHS England » Supported self-management[Accessed 20 November 2022]

United Nations (2022) The 17 Goals. Available at: THE 17 GOALS | Sustainable Development (un.org)[Accessed 11 November 2022]

Note: We expect you to be using other sources beyond these. This is just a starting reference point for you.

Structure and Organisation

Poor structure and organisation of the assignment, which: 

• Does not address the assignment brief. 
• Difficult to read or follow.

Poor structure and organisation of the assignment, which:

• No signposting has been provided within the introduction.
• Discussions and topics are not relevant or incomplete.
• Sentences do not connect within paragraphs/slides.

• Does not fully address the assignment brief.

   

Satisfactory structure and organisation of the assignment, which:

• Minimal detail is provided regarding signposting set out in the introduction.
• Discussions and topics at times do not match the introduction.
• Discussions and topics are relevant but not connected.
• Discussions and topics at times are repeated throughout the assignment.
• Sentences within paragraphs/slides present as bullet points of information and lack connection.
• Addresses the assignment brief.

Good structure and organisation of the assignment, which:

• Aligns to the signposting set out in the introduction.
• Discussions and topics are at times connected with some repetition.
• Some sentences connect within most paragraph/slides.
• Addresses the assignment brief.

Very good structure and organisation of the assignment, which:

• Aligns to the signposting set out in the introduction.
• Most discussions and topics are interconnected.
• Sentences connect within most paragraph/slides.
• Addresses the assignment brief.

Excellent structure and organisation of the assignment, which:

• Aligns to the signposting set out in the introduction.
• All discussions and topics are interconnected throughout much of the assignment.
• Sentences connect within each paragraph/slide. 
• Addresses the assignment brief.

Outstanding structure and organisation of the assignment, which:

• A structure is applied that considers the topics being discussed and rationalises the best way to present this information as outlined in the introduction.
• All discussions and topics are interconnected throughout all sections of the assignment.
• All sentences connect within each paragraph/slide throughout.
• Addresses the assignment brief.

Poor communication of ideas, which:

• Does not always demonstrate an understanding of the subject area.
• The meaning of discussions is often unclear.
• Content presented is not coherent. 

Poor communication of ideas, which:

• Does not always demonstrate an understanding of the subject area.
• Difficult to follow most of the points being made.
• Paragraph/slides are incomplete and do not conclude.
• Little connection is made to the assignment title/question.
• The conclusion drawn contains inaccuracies or has irrelevant information and does not represent the discussion presented.

Satisfactory communication of ideas, which:

• An adequate discussion which demonstrates superficial understanding of the subject area.
• Difficulties at times in following points being made.
• Some paragraph/slides may include conclusions but do not link.
• Some paragraph/slides are considerate of the assignment title/question.
• The conclusion drawn communicates adequate understanding of the subject matter but is representative of the discussion presented.

Good communication of ideas, which:

• An appropriate discussion which demonstrates a secure understanding of the subject area.
• Points are considered independent from each other.
• Some paragraph/slides may include conclusions with some links between paragraph/slides.
• Each paragraph/slide is considerate of the assignment title/question.
• The conclusion drawn communicates appropriate understanding of the subject matter and is representative of the discussion presented.

Very good communication of ideas, which:

• A secure narrative/discussion which demonstrates comprehensive understanding of the subject area.
• There is a logical flow from each of the points being made.
• Most paragraph/slides conclude or link to the next.
• Each paragraph/slide is considerate of the assignment title/question.
• Connections are made between taught elements and professional practice.
• The conclusion drawn communicates secure understanding of the subject matter and is representative of the discussion presented.

Excellent communication of ideas, which:

• A convincing narrative /discussion which demonstrates comprehensive understanding of the subject area within the parameters of the module content.
• A natural flow from each of the points being made.
• Each paragraph/slide concludes and links to the next.
• Each paragraph/slide is considerate of the assignment title/question.
• Application of the taught elements to professional practice occurs. 
• The conclusion drawn communicates convincing understanding of the subject matter and is representative of the discussion presented.

Outstanding communication of ideas, which:

• A compelling narrative / discussion which demonstrates a complete understanding of the subject area within the parameters of the module content.
• A natural flow from each of the points being made.
• Each paragraph/slide concludes and links to the next.
• Each paragraph/slide is considerate of the assignment title/question.
• Application of the taught elements to professional practice occurs. 
• Connections are made beyond the taught elements of the module.
• The conclusion drawn communicates compelling understanding of the subject matter and is representative of the discussion presented.

Poor application of knowledge, and critical

• Very little, or any, Information taken from source(s). 
• Content is reduced to student viewpoints and opinions only. 

Poor application of knowledge, and critical thinking, which:

• Shows inadequate understanding of subject discipline. 
• Key theories from the immediate field are not referred to throughout the assignment.
• Uses incorrect terminology throughout the assignment.
  
   
• Information taken from source(s) is limited and inappropriate.
• Content is reduced to mainly student viewpoints and opinions only.
• No attempt to explore material.
• Content presented is reduced to the point of producing lists, no attempt to draw conclusion.
•  

Satisfactory application of knowledge, and critical thinking, which:

• Shows adequate understanding of subject discipline.
• Key theories from the immediate and at times broader field are discussed throughout the assignment.
• Appropriate terminology is used inconsistently throughout the assignment.
  
   
• Information taken from source(s) is explained and used in developing an adequate academic discussion.
• Describes viewpoints throughout the assignment. 
• Evidence of describing ideas within the content presented at times throughout the assignment.
• Viewpoints of appropriate authors are offered.

Good application of knowledge, and critical thinking, which:

• Shows appropriate understanding of subject discipline. 
• Key theories from the immediate and at times broader field are discussed throughout the assignment.
• Uses appropriate terminology at times throughout of the assignment with minimal inaccuracies.
  
   
• Information taken from source(s) is explained and used in developing anappropriate academic discussion.
• Explores viewpoints throughout the assignment.
• Evidence of exploration of ideas within the content presented at times throughout the assignment.
• Evidence of consideration of the implications of the content presented at times throughout the assignment.
• Viewpoints of appropriate authors are offered and at times are interconnected throughout the assignment.

Very good application of knowledge, and critical thinking, which:

• Shows secure understanding of subject discipline. 
• Key theories from the immediate and at times broader field are discussed throughout the assignment.
• Uses appropriate terminology at times throughout of the assignment.
  
   
• Information taken from source(s) is explained and used in developing a secure academic argument.
• Analyses viewpoints and presents suitable judgements throughout the assignment.
• Evidence of exploration of ideas within the content presented at times throughout the assignment.
• Evidence of consideration of the implications of the content presented at times throughout the assignment.
• Viewpoints of appropriate authors are questioned and at times are interconnected throughout the assignment.

Excellent application of knowledge, and critical thinking, which:

• Shows convincing understanding of subject discipline.
• Key theories from the immediate and broader field, are discussed throughout the assignment.
• Uses appropriate terminology throughout much of the assignment.
  
   
• Information taken from source(s) is explained, evaluated, and used in developing a convincing   academic argument.
• Analyses viewpoints and presents objective and reasoned judgements throughout much of the assignment.
• Evidence of exploration of ideas within the content presented throughout much of the assignment.
• Evidence of consideration of the implications of the content presented throughout much of the assignment.
• Viewpoints of appropriate authors are questioned thoroughly and interconnected throughout much of the assignment.

Outstanding application of knowledge, and critical thinking, which:

• Shows compellingunderstanding of subject discipline. 
• Key theories from the immediate and broader field are discussed throughout the assignment.
• Uses appropriate terminology throughout the assignment. 
  
   
• Information taken from source(s) is interpreted, evaluated, and used in developing a compelling academic argument.
• Analyses viewpoints, presents objective and reasoned judgements throughout the assignment.
• Evidence of exploration of ideas within the content presented throughout the assignment.
• Evidence of consideration of the implications of the content presented throughout the assignment.
• Viewpoints of appropriate authors are questioned thoroughly and interconnected throughout the assignment.

Poor use of sources to support work, which: 

• Lacking use of sources to support work. 
• Use of inappropriate sources that lacks academic validity, or authenticity e.g. from websites only. 

Poor use of sources to support work, which:

• No key authors presented in the module are referred to.
• Use of inappropriate sources that lack academic authority, validity, or authenticity.
• Sources of information are all from websites only.

• Citations and reference lists are inaccurate, or incomplete.

   

Satisfactory use of sources to support work, which:

• Few key authors/theories presented in the module are only referred to.
• Minimal use of inappropriate sources that lacks academic authority, validity, or authenticity.
• Reliant on references used within session PowerPoint.
• Little variety in sources used.

• In-text citations and reference lists have a few inaccuracies.

   

Good use of sources to support work, which:

• Use of some key authors/theories to support work.
• Engagement with module reading list.
• Reliant on references used within session PowerPoint.
• Little variety in sources used.
• In-text citations and reference lists are mostly accurate.

Very good use of sources to support work, which:

• Use of key authors/theories used to develop and construct discussion.
• Engaged with module reading lists.
• Some wider reading is evident.
• Variety of sources used.
• In-text citations and reference lists are mostly accurate, some formatting errors.

Excellent use of sources to support work, which:

• Use of key authors/theories used to develop and construct academic discussion.
• Wider reading from credible and authoritative sources used.
• Variety of sources used.
• In-text citations and reference lists are accurate, some formatting errors.

Outstanding use of sources to support work, which:

• Extensive list of sources used.
• Use of key authors/theories used to support, develop, and construct academic discussion.
• Wider reading from credible and authoritative sources used.
• Variety of appropriate sources used.
• In-text citations and reference lists are fully accurate without mistakes.

This assessment addresses the following learning outcomes (LOs): 

1. Analyse Evidence, policy and ethical frameworks regarding safety and quality
2. Debate the wider determinants of health in a UK and global context
3. Examine the impact of health inequalities and vulnerabilities that influence well-being
4. Apply evidence informed approaches to behaviour change to help people manage their own health

Conditions of Progression

You are required to achieve 40% to pass this assignment 

2 attempts

Assessments must be submitted in the format specified in the assessment task, by the deadline and to the submission point published on Moodle.Failure to submit by the published deadline will result in penalties which are set out in Section 6 of the Academic Regulations, availableat:

late-submission-of-assessment-policy-version-10-approved-june-2022-133082470192470694.pdf (windows.net)

Please be aware that the penalties are different for re-submissions and ‘in-year retrievals’.

For in-person assessments, you should arrive 15 minutes before your allocated time slot. Failure to present at your allocated time, will result in you being unable to sit the assessment and you will be recorded as a non-submission, resulting in a grade of 0. 

The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.

The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) is not included in the word count limit.

For in-person assessments time limits will be applied. 

Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college. 

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact theFaculty’s Academic Development Department or the University wideCentre for Academic Success.

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Faculty’s Academic Development Department.

Academic Misconduct

Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.   The Academic Misconduct Procedure and information about academic support is available at: 

https://icity.bcu.ac.uk/Student-Affairs/Appeals-and-Resolutions/Academic-Misconduct-Procedure

For further details on the Extenuating Circumstances Procedure please see the iCity page below:

https://icity.bcu.ac.uk/student-affairs/appeals-and-resolutions/extenuating-circumstances-procedure