Marking stage Internal moderation stage External moderation Subject Assessment Panel (SAP) (ratification) stage 1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015
Social Policy SBS 2016 General Business and Management (GBM) 2015. Apply the skills needed for academic study and enquiry; Creative and independent reasoning with the ability to develop a reasoned argument and synthesise appropriate evidence. Critique and analyse the theory and evidence underpinning practice; Demonstrate advanced problem solving skill in order to make sustainable judgements in the context of practice and provide evidence of an ability to propose alternative solutions to social problems. Successful application in the workplace of the range of skills learnt throughout the programme Ability to apply underlying concepts and principles outside the context in which they Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays, reports) Policy and practice analysis in tutorials Computer-based practicals on data and measurement problems Classroom discussion and feedback. 1, 3, 4 3, 4 Cognitive and intellectual skills are assessed via; Essays/projects/ dissertations Informal tests Coursework/ group work on practical application questions Formatively assessed presentations of IT skills in the form of audio, visual and publishing media communication skills to a variety of audiences, both industry focussed and the public or community CORB300 CORD329 CORD331 CORD332
effective planning, time-management and presentation. Furthermore, they are able to reflect on their learning in ways that enhance their personal and professional development. Articulating and effectively explaining information. Conceptual and critical thinking, analysis, synthesis and evaluation. Self-analysis and an awareness/sensitivity to diversity in of people and cultures. This includes a continuing appetite for development. Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time. Encourages problem-based learning, imagination and flexibility in seeking and evaluating alternative solutions, through critical reflection, to social problems Visiting speakers from industry Employer engagement and feedback Student feedback upon employment assignments, and project reports. Key IT skills such as audio visual and publishing skills. Presentation and communication skills to selected and varied audiences. Transferrable skills are summatively assessed against criteria that measure academic and practice levels of performance. Learners will have demonstrated an ability to acquire and learn generic skills including transferable skills developed within the course to a wide variety of industry related and employability applications and will be required to complete a range of assessments throughout this unit. Social Policy SBS 2016 General Business and Management (GBM) 2015
Use established theories and concepts of Social Policy and other social sciences to analyse how social needs, social problems and policies themselves are constructed, reconstructed and understood in national, international and global contexts Distinguish between, critically reflect on and evaluate different theoretical, empirical, normative, moral and political approaches to social problems and issues Communication skills with an ability to communicate understanding and critical awareness of key aspects of social policy. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; Identify and work towards targets for personal, career and academic development Develop the skills necessary for and lifelong learning (that is, independent study, time management, organisational skills) Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised and engagement in practice provides an opportunity for students to demonstrate many of these skills and presenting opportunities to be evidenced in the practice area. Feedback via coursework assessment process (essays, reports) A wide range of student centred approaches are used including lectures, seminars, practical 2,3,5,6 7, 8 A variety of assessment methods are used that emphasise theory/practice throughout the programme. These include essays, reports, assignments and project reports. Key IT skills such as visual and publishing skills. Presentation and communication skills to selected and varied audiences. Theory and practice are summatively assessed against criteria that measure academic and practice levels of performance. CORD329 CORD331
Obstacles to interoperability Interoperability begins at the planning stage then moves to response Leadership, teamwork, management and decision making in a environment SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures, seminars, tutorials 45 Core lectures and delivery with tutorial support Guided independent study 155 Self-directed with formative support provided by subject experts/tutors as required Total 200 (NB: 1 credit = 10 or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include to learning objectives Coursework C1 Essay 50% ALO 3,5 Discussion on obstacles to interoperability Coursework C1 Brochure 50% ALO 1,2 & 4 Preparation of seminar programme and content with outline for core sessions around the requirements for interoperability. To be completed in the form of a conference brochure using MS Publisher or similar. Intended audience are potential new recruits to the sector. Total = 100% Updated by: Michael Rose Date: 07/06/17 Approved by: HE Operations Date: 07/06/17 Recommended Texts and Sources: Dawson, P., Andriopoulos, C., (2014) Managing Change, Creativity and Innovation. Sage, London Emergency Planning College, (2013) Review of Persistent Lessons Identified Relating to Interoperability from Emergencies and Major Incidents since 1986. Emergency Planning College Occasional Papers, Number 6. Kapucu, N., (2005) ‘Interorganisational coordination in dynamic context: Networks in emergency response management’. Connections, 26(2), p33–48 Kapucu, N., Garayev, V., (2011) ‘Collaborative decision-making in emergency and disaster management’. International Journal of Public Administration 34 (6) p.366 Katz, J., H., Miller, F., A., (2013) Opening to Teamwork and Collaboration : 4 Keys That Change Everything. Berret-Koehler, San Francisco Koppenjan , J. & Klijn, E.-H. (2004) Managing Uncertainties in Networks: a Network Approach to Problem Solving and Decision-making. London: Routledge.
Effectively apply key models and theories around risk management to the workplace Critically evaluate the process of identifying risks and their management in a multi-agency planning environment Develop and justify an effective industry risk matrix DATE OF APPROVAL: March 2017. FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: Sept 2017 SCHOOL/PARTNER: Bicton College DATE(S) OF APPROVED CHANGE: here to enter a date. TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 133 MODULE LEADER: Michael Rose OTHER MODULE STAFF: Jonathan Payne SUMMARY of MODULE CONTENT Identification of risk and use of a numerical scoring system to state likelihood v impact What is the meaning of the term ‘threat’ Health and safety of the workforce and the public The effects of politics and budgets on risk and health and safety management Business Continuity Planning Theories and models of risk management Team approach to dealing with risks and safety Roles of the governing bodies and strategic planning forums Organisation reputational issues in managing risk Costs of complying or not complying with risk management and health and safety issues SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures, seminar, tutorials, 45 Core lectures and delivery with tutorial support Guided independent study 155 Self-directed with formative support provided by subject experts/tutors as required Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives