Enhancing Learning and Development: Reflective Approaches, Formative Feedback, Cultural Expectations, Peer Support, and CPD Planning

Discover the significance of a reflective approach to learning and the use of formative feedback to enhance summative assessed work. Understand the cultural and behavioral expectations in studying business and management degrees. Explore the importance of peer-to-peer support and teamwork for an enriched learning experience. Reflect on your module learning and create a comprehensive CPD plan and SWOT analysis for personal development. Keywords: Reflective approach to learning Formative feedback in assessment Cultural expectations in business studies Behavioral expectations in management studies Importance of peer-to-peer support Teamwork for enhanced learning Reflecting on module learning Continuing Professional Development (CPD) plan SWOT analysis for student development Learning and development in business and management studies

Module code and title:	Orientation for Success in Higher Education.	Module leader:
Assignment No. and type:	Essay - 1500 words 50%	Assessment weighting:	50%
Submission time and date:	Before 14:00 pm on Monday, 16th August 2021.	Target feedback time and date:	3 weeks from the date of final submission

: Enhancing Learning and Development: Reflective Approaches, Formative Feedback, Cultural Expectations, Peer Support, and CPD Planning

Assignment task
This assignment requires you to explain the importance of a reflective approach to learning, describe the use of formative feedback to inform and improve summative assessed work, identify the cultural and behavioural expectations of studying for a degree in business and management and explain the importance of peer-to-peer support and team working to enhance learning experience and to reflect on your learning from the module and produce a Continue Professional Development (CPD) plan and a SWOT analysis relating to student.
This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
LO 1	Understand the importance of a reflective approach to learning within Business and Management discipline;
LO 2	Demonstrate an ability to use feedback and feedforward as an integral to inform and improve future formative and summative assessed work;
LO 3	Demonstrate an understanding of the cultural and behavioural expectations of studying for a degree in business and management.
LO 4	Explain the importance of peer-to-peer support and team working to enhance learning experience.
Task requirements
OVERVIEW Essay that examines the following areas, 1,500 words: Title: Reflective learning essay.  1. Reflect and explain the impacts of COVID-19 on the Hospitality, travel and leisure. LO-1 2. Describe the use of formative feedback to inform and improve summative assessed work. LO-2 3. Identify the cultural and behavioural expectations of studying for a degree in business and management. LO-3  4. Explain the importance of peer-to-peer support and team working to enhance learning experience. LO-4 A detailed Essay that examines all aspects of 1-4 above. DESCRIPTION OF THE TASK – WHAT YOU ARE BEING ASKED TO DO? For conformity. It is essential to use the assignment guide in conjunction with the assignment brief. Please “Do not” attempt the essay without the assignment guide.   Essay, 1,500-word document Part A – essay, 1,500-word document An essay that will examine the following! 1. Reflect and explain the impacts of COVID-19 on the Hospitality, travel and leisure. 2. Describe the use of formative feedback to inform and improve summative assessed work.  3. Identify the cultural and behavioural expectations of studying for a degree in business and management.  4. Explain the importance of peer-to-peer support and team working to enhance learning experience. Note:  Use minimum of 15 Sources including Journals, Books and use variety of academically accepted sources.  “DO NOT USE WIKIPEDIA”  You must reference all information used in the essay using the Harvard Referencing Guide.
Referencing and research requirements
Please reference your work according to the Canterbury Harvard style guidance which you can access on Moodle
How your work will be assessed
Your work will be assessed on the extent to which it demonstrates your achievement of the stated learning outcomes for this assignment (see above) and against other key criteria, as defined in the University’s institutional grading descriptors. If it is appropriate to the format of your assignment and your subject area, a proportion of your marks will also depend upon your use of academic referencing conventions. This assignment will be marked according to the grading descriptors for Level 0.
Submission details
This assignment should be submitted electronically via Moodle (module tutors will discuss this process with you during class time).  Please ensure that your work has been saved in an appropriate file format (Microsoft Word, Excel or PowerPoint, or PDF are the most widely used; Google Docs is also accepted). Your file must also contain at least 20 words of text, consist of fewer than 400 pages and be less than 40MB in size.  You can submit your work as many times as you like before the submission date. If you do submit your work more than once, your earlier submission will be replaced by the most recent version.  Once you have submitted your work, you will receive a digital receipt as proof of submission, which will be sent to your forwarded e-mail address (provided you have set this up). Please keep this receipt for future reference, along with the original electronic copy of your assignment  You are reminded of the University’s regulations on academic misconduct, which can be viewed on the University website. In submitting your assignment, you are acknowledging that you have read and understood these regulations.
Submission date and time
This assignment should be submitted before 14:00 UK time on Monday 16th August 2021. For conformity, Once again, it is essential to use the assignment guide in conjunction with the assignment brief.

Provision at Level 0 (often forming part of a Foundation Year course) is designed to prepare students for higher education. At the end of Level 3, students will be expected to demonstrate the acquisition of foundation level skills, knowledge and understanding necessary to embark on a higher education programme of study at Level 4. In accordance with the national Qualifications and Credit Framework (QCF), this includes the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. A pass mark (40% or above) demonstrates achievement of all learning outcomes associated with the module assessment
		Assessment category
		Introductory knowledge and understanding of the basic underlying concepts and principles of the subject(s)	Cognitive and intellectual skills	Reading and referencing	Presentation, style and structure Work that significantly exceeds the specified word limit may be penalized
Pass Mark	90%-100%	Excellent work showing flawless understanding of the basic underlying concepts and principles of the subject(s), resulting in students being fully prepared for study at Level 4.	Insightful and accurate interpretation and evaluation of information and ideas, based on an excellent application of the most appropriate skills, methods and procedures. Work shows full awareness of the nature of the area of study and different perspectives or approaches within it	Insightful and effective use of a carefully selected range of relevant reading. Consistently accurate application of referencing.	Exemplary presentation of work that is fluent and flawless throughout.
	80%-89%	High quality work showing fluent understanding of the basic underlying concepts and principles of the subject(s), resulting in students being fully prepared for study at Level 4.	Excellent interpretation and evaluation of information and ideas, employing highly appropriate skills, methods and procedures. Work shows strong awareness of the nature of the area of study and different perspectives or approaches within it	Consistent and balanced engagement with a refined selection of many types of relevant reading. Consistently accurate application of referencing.	Highly effective presentation of work that is coherently structured and clearly expressed throughout.
	70% – 79%	Commendable work showing detailed understanding of the basic underlying concepts and principles of the subject(s), resulting in students being highly prepared for study at Level 4.	Effective interpretation and evaluation of information and ideas, showing effective use of appropriate skills, methods and procedures. Work shows well established awareness of the nature of the area of study and different perspectives or approaches within it.	Consistent engagement with a wide range of relevant reading. Consistently accurate application of referencing.	Well-formed presentation of work that is coherently structured and clearly expressed throughout.
	60% – 69%	Work of solid quality showing competent and consistent understanding of the basic underlying concepts and principles of the subject(s), resulting in students being well prepared for study at Level 4.	Good interpretation and evaluation of information and ideas, using appropriate skills, methods and procedures. Work shows sound awareness of the nature of the area of study and different perspectives or approaches within it.	Engagement with a wide range of relevant reading. Sound application of referencing, with no inaccuracies or inconsistencies.	Competent presentation of work in terms of structure and clarity of expression.

	60% – 69%	Work of solid quality showing competent and consistent understanding of the basic underlying concepts and principles of the subject(s), resulting in students being well prepared for study at Level 4.	Good interpretation and evaluation of information and ideas, using appropriate skills, methods and procedures. Work shows sound awareness of the nature of the area of study and different perspectives or approaches within it.	Engagement with a wide range of relevant reading. Sound application of referencing, with no inaccuracies or inconsistencies.	Competent presentation of work in terms of structure and clarity of expression.
Level 3		Introductory knowledge	Cognitive and intellectual skills	Reading and referencing	Presentation, style and structure
Pass mark	50% – 59%	Adequate work showing understanding of the basic underlying concepts and principles of the subject(s), resulting in students being prepared for study at Level 4, but lacking depth and breadth.	Adequate interpretation and evaluation of information and ideas, largely using appropriate skills, methods and procedures. Work shows awareness of the nature of the area of study and an emerging awareness of different perspectives or approaches within it.	Engagement with an appropriate range of reading beyond essential texts. Referencing may show minor inaccuracies or inconsistencies.	Work is structured in a largely coherent manner and is for the most part clearly expressed.
	40% – 49%	Simple factual approach showing understanding of the basic underlying concepts and principles of the subject(s), resulting in students being largely prepared for study at Level 4. Narrow or misguided selection of material, with elements missing or inaccurate.	A limited interpretation and evaluation of information and ideas, showing emerging awareness of the nature of the area of study and different perspectives or approaches within it, although not always logical or coherent and with inaccuracies.	Evidence of reading, largely confined to essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies.	Ordered presentation in which relevant ideas / concepts are reasonably expressed.
Marginal fail	35% – 39%	Work shows limited but fragmentary understanding of the basic underlying concepts and principles of the subject(s), for example through inaccuracies, inclusion of irrelevant material and/or absence of appropriate information.	Weak and at times flawed interpretation and evaluation of information and ideas, resulting in largely descriptive work that shows lack of awareness of the nature of the area of study and different perspectives or approaches within it.	Poor engagement with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing.	Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.
Fail	20% – 34%	Unsatisfactory work showing weak and flawed understanding of the basic underlying concepts and principles of the subject(s), for example through serious inaccuracies, inclusion of a significant amount of irrelevant material and/or absence of appropriate information.	Very weak interpretation and evaluation of information and ideas, resulting in descriptive work that is often illogical, invalid or irrelevant. Little awareness of the nature of the area of study and no appreciation of different perspectives or approaches within it.	Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing.	Work is poorly presented in a disjointed and incoherent manner. Information and ideas are very poorly expressed, with weak English and/or inappropriate style.
	< 20%	Highly unsatisfactory work showing major gaps in understanding of the basic underlying concepts and principles of the subject(s). Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies.	Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Minimal or no use of evidence to back up views, showing complete lack of awareness of the nature of the area of study and different perspectives or approaches within it.	No evidence of reading or engagement with taught elements. Absent or incoherent referencing.	Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style.