What factors have motivated you to choose this career pathway? These could include occupational interests, strengths or values.
ASSIGNMENT INSTRUCTIONS
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Assessment |
Practical |
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Assessment code: |
010 |
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Academic Year: |
2021/2022 |
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Trimester: |
2 |
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Module Title: |
Sustainability in Career Development |
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Module Code: |
MOD007961 |
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Level: |
5 |
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Module Leader: |
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Weighting: |
100% |
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Word Limit: |
5 minute live Zoom explanation of student’s career plan |
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Assessed Learning Outcomes |
LO 1, 2, 3 & 4 |
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Submission Deadline: |
The assignment dates will be posted in the assessment tile of the module page on the VLE |
Your assignment:
- This is an individual assignment where the student will explain their career plan to a panel.
- There are no extensions available for this practical assignment.
- This assignment will last for 5 minutes, during which you will explain your career plan.
- The assignment dates and times will be posted in the assessment tile of the module page on the VLE. They must attend at the specified time.
- You will need to share your screen to show the panel your career plan.
Exceptional circumstances claim: The deadline for submission of an exceptional circumstances claim in relation to this assignment is no later than five working days after the submission date of this work.
Please contact dos@london.aru.ac.uk
See rules 6.103 – 6.132: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Assignment introduction
“The combination of the ongoing COVID-19-related global recession and increased automation in the future of work has led to a large-scale disruption of the jobs and skills landscape. While previous generations of talent could expect linear career progression and engagement in formal learning that decreases over time, the workforce of the future will be required to rapidly learn and relearn new skills as reskilling, upskilling and redeployment define the ‘new normal’ in the future of work”.
World Economic Forum (2021) http://www3.weforum.org/docs/WEF_Skills_Taxonomy_2021.pdf
[Accessed 13/09/21]
This assignment assesses the student`s understanding of factors impacting the labour market, the skills and experience needed for a sustainable graduate career and personal factors that impact career choice.
Task (100 marks)
You will explain your career plan in 5-minutes on Zoom. The career plan will be expected to cover three areas (please see below):
1) Knowing why (1 minute): what factors have motivated you to choose this career pathway? These could include occupational interests, strengths or values.
2) Knowing what (2 minutes): what career are you interested in pursuing in the future? This should logically flow from ‘knowing why’ and should also include your knowledge of factors affecting that area of work in the future. You should use labour market information to interpret current challenges and opportunities and understand how these may affect your chosen area of work.
3) Knowing how (2 minutes): you will need to discuss three practical steps that you will take to get into this career. These will need to be achievable based on your current and future personal circumstances.
Assessment criteria
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Knowledge and understanding of factors influencing the labour market, the sustainability of the chosen career pathway and future employability needs.
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Knowledge and understanding of the concept of Global Citizenship applied to selecting a graduate role.
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Clear understanding of the reasons for choosing a particular career.
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Ability to demonstrate clear communication and confident verbal delivery skills.
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Feasibility of practical actions for career development (taking into consideration the individual’s circumstance).
Points to consider
- Justification of your choice of sector and/or occupation in relation to your values, interests or strengths.
- Understanding of issues that affect the sustainability of the chosen career with the use of relevant labour market information (including challenges and opportunities).
- Clarity of expression, confident verbal delivery skills and excellent time management skills (ensuring that you use the allocated time effectively).
- How realistic the proposed development activities are, given your own situation.
Table 2: ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 5 (was level 2)
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Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required. |
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Mark Bands |
Outcome
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Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) |
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Knowledge & Understanding |
Intellectual (thinking), Practical, Affective and Transferable Skills |
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Characteristics of Student Achievement by Marking Band |
90-100% |
Achieves module outcome(s) related to GLO at this level |
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication |
Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication |
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80-89% |
Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy |
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills |
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70-79% |
Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy |
Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Very good academic/ intellectual skills and team/practical/professional skills |
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60-69% |
Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy |
Good management of learning with consistent self- direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills |
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50-59% |
Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline |
Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/intellectual skills, going beyond description at times. Satisfactory team/practical/professional skills. Inconsistent self-direction |
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40-49% |
A marginal pass in module outcome(s) related to GLO at this level |
Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension |
Basic use of learning resources with little self-direction. Some input to team work. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills |
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30-39% |
A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat- isfies qualifying mark |
Limited knowledge base; limited understanding of discipline and its ethical dimension |
Limited use of learning resources, working towards self- direction. General difficulty with structure and accuracy in expression. Weak academic/intellectual skills. Still mainly imitative and descriptive. Team/practical/professional skills that are not yet secure |
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20-29% |
Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available |
Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension |
Little evidence of use of learning resources. No self- direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills |
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10-19% |
Inadequate information base. Inadequate understanding of discipline and its ethical dimension |
Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Inadequate practical/professional skills |
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1-9% |
No evidence of any information base. No understanding of discipline and its ethical dimension |
No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills |
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0% |
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Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes |
