The Evolution of Language Teaching: From Audiolingual Methods to Learner-Centred Communicative Approaches | 400 essay

The nature of approaches and methods in language teaching 

Keywords:

language teaching approaches, teaching methods, audiolingual method, communicative language teaching, conceptualization of approaches methods and techniques, evolution of language teaching, learner-centered teaching.

language teaching approaches, teaching methods, audiolingual method, communicative language teaching, conceptualization of approaches methods and techniques, evolution of language teaching, learner-centered teaching.

An approach is a series of correlated assumptions concerning the nature of language acquisition. The method is an overarching strategy for the orderly display of linguistic material which does not contradict the approach chosen and is all based on. A technology that takes place in a classroom is implementation. Techniques should be method-compatible and therefore in line with an approach. From the 1970s through the 1980s, language learning changed significantly. The search for new techniques and methodologies based on grammar led to numerous distinct routes. The rising interest in communication approaches to language education was adopted by mainstream language teaching. The communication movement attempted to shift the focus from grammar as the key component of language to a different perspective of language, language acquisition, teacher and student, focusing on linguistic transmission and turning the classroom into a real communication setting. Part III discusses this "communicative movement" and associated techniques. However, at this era there were also various directions for language instruction. 

Whereas audio language and instruction were mainstream teaching techniques that were designed by linguists and applied linguists, the approaches and approaches mentioned in this section were established outside the field of mainstream language education. In the former scenario, the revolutionary approaches from the 1970s, such as Total Physical Reply, Silent Way, Consulting Learning, , Neurological Programming and Multiple Intelligences are used. These approaches are developed rather than based on the philosophy of language and the research and theory in applied linguistics. Another approach, known as the Audiolingual Method, provided a proposition substantially distinct from those previously in force (MA). 

As an alternative rapid learning option for troops, and aimed at teaching the foreign language through conversation and repetition activities, with little or no instructor explanation, aiming at a skill close to that of a native. This approach was founded on Skinner's theory of behaviour, in which learning is the acquisition of new behaviour and these behavioural stimuli are strengthened by strengthening the desired behaviour’s techniques are created around distinct conceptions of learners, sometimes theory of a single theorist or educator rather than starting from the theory of language or depending on research and theory in applied linguistics. Consequently, these approaches are relatively undeveloped in the realm of language theory, which typically distinguishes them from theory found in second-language learning literature. 

Therefore, linguistic practice at the time concentrated nearly solely on second language acquisition (ASL), interpreted like any other foreign and second language. From then on, instructional techniques are applied and approaches are more detailed. Consequently, we offer an overview of some techniques below, which will then assess if a multiliteracy discipline practice is viable or not.

A brief history of language teaching | 300 words essay

A brief history of language teaching

People can process language very quickly and reliably. That is why there are many people in the world is bilingual now. But the history of learning second language was not always easy like now. The Latin language progressively lost its dominating position with the fall of the Roman Empire and in the early Middle Ages when it became a dead language, a language no longer commonly spoken, but nevertheless used to be taught. 

Explorers and missionaries enhanced the language knowledge of the 16th, 17th and 18th centuries. In opposition to the Latin grammar paradigm which is deemed universal, the Renaissance of exotic linguistic features. The description is contrasted (different from Latin and/or Romantic). Language description Theory of speech components is a framework. In particular, missionaries act as the protagonists of a pedagogical proto-linguistic, that is, a lack of dialog between eurocentrism and subjectivity. These phenomena originate from the history of linguistic and educational tools, the two principal instruments of which are grammar and dictionary. Latin language teaching helped to the evolution of language pedagogy, foreign language studies for history, language documentation. The role of explorers and missionaries in language teaching and the development of grammar and dictionaries as well as democratization of language learning.

They belong to the communication of meta-linguistic knowledge and the connection between language and linguistic instruction. In addition to the major investigations in Asia, the Americas, Africa, and Oceania, the conference will give a chance to analysis the spread and appropriation of education and learning techniques from the colonial and neo-colonial past. It will be a chance for analysing how the teaching and learning techniques of major voyages were disseminated and appropriated in Asia, America, Africa and Oceans, throughout colonial and neo-colonial times. Abroad language studies have become "democratized" in the sense that more and more individuals are being able to access them since they are less expensive. The continuous research discussions have been based on the effect of cultural history contributions and curriculum history. It helped us to understand the uses and speeches that were made of Latin in contemporary times. 

Its contents, but also its animating will, as well as the strategic groundwork that served as a basis for the creation of foundations of the education system appear extremely crucial to us. Latin persistence in classical sciences has taken the upper hand beyond the various political and ideological systems and has placed itself firmly at the heart of the western civilization. The aims articulate the humanities class in so far as they have been able to contribute to creating Latin style in the students, to their knowledge about antiquity and traditions and their knowledge were cognitive, rhetorical, religious and moral. their habits and their religion growing. In the context of a pedagogic approach with tightly interwoven goals, the study of Latin could not be seen as a "discipline" controlled for itself: the text studied was the chance to communicate, including lyrical and rational texts, the ancient past. 

Atomic Structure and Radiation in Health Care: A Comprehensive Guide UNIT-14 | Readings

Gain a thorough understanding of atomic structure, radiation, and their vital role in health care. Explore topics such as the differences between protons, neutrons, and electrons, the nature and properties of alpha, beta, gamma, and x-rays, safety procedures for radiation use, the applications of ionising radiation in monitoring and treatment, the use of radio isotopes in health care, medical uses of the electromagnetic spectrum, and the utilization of ultrasound in medical imaging and treatment. Expand your knowledge in this comprehensive guide.

 Keywords: atomic structure, protons, neutrons, electrons, mass, charge, alpha radiation, beta radiation, gamma radiation, x-rays, range in air, penetrating powers, safety procedures, ionising radiation, monitoring, treatment, Barium meal, soft body imaging, γ-rays, internal sources of radiation, radio isotopes, technetium-99m, Iodine-131, health care, electromagnetic spectrum, medical uses, ultrasound, medical imaging, treatment

 

Learning Outcomes

LO 1: Understand atomic structure

–

AC 1.1: Describe the fundamental differences between protons, neutrons and electrons in terms of mass and charge

LO 2: Understand the nature of alpha, beta and gamma radiation, and x-rays

–

AC 2.1: Explain how the range in air and penetrating powers of alpha, beta, gamma and x-rays are related to their nature and properties

AC 2.2: Explain the safety procedures followed when using alpha, beta and gamma radiation and x-rays

LO 3: Understand the main uses of ionising radiation in monitoring and treatment

–

AC 3.1: Explain the use of the Barium meal for soft body imaging

AC 3.2: Explain the use of γ-rays in imaging

AC 3.3: Explain the use of internal sources of radiation in treatment procedures

LO 4: Understand how radio isotopes are used in health care

–

AC 4.1: Explain how technetium-99m is generated

AC 4.2: Explain the use of Iodine-131 in thyroid investigations

LO 5: Understand the health applications of a selected part of electromagnetic spectrum

–

AC 5.1: Explain medical uses of parts of the electromagnetic spectrum

LO 6: Understand how ultrasound is used in health care

–

AC 6.1: Explain the use of ultrasonics in medical imaging and treatment

 

https://youtu.be/h6LPAwAmnCQ

https://youtu.be/5oUagoF_viQ

   

3.1: Explain the use of the barium meal for soft body imaging

Lesson 5 of 11

The use of ionising radiation in medicine includes both monitoring and treatment of patients and falls into two broad categories; radiography and radiotherapy. Radiography involves the production of an image to monitor or diagnose medical conditions (‘graph’ = from the Greek ‘to draw’ or ‘describe’), whereas radiotherapy involves some form of treatment of a disorder (‘therapeia’ = Greek for ‘healing’). 

https://youtu.be/EqGqsXF20zA

Radiotherapy

–

Radiotherapy uses ionising radiation to destroy cancer cells, and around 40% of people diagnosed with cancer will have it as part of their treatment. It can also be used before surgery to shrink a tumour so it’s easier to remove, or after surgery to kill off any cancer cells that survived the operation.

As an external process, high energy x-rays are focussed onto the patient in a very specific target area. The radiation damages cancer cells, causing them to die or stop growing. Healthy cells nearby are also damaged, but these are usually able to repair themselves and recover.

The patient needs to be positioned very carefully on the table of the machine to ensure that only the affected area is treated with the radiation beam.

Radiotherapy may also be delivered to a patient internally, using radioactive liquids and implants to attack cancerous cells more directly. Implants maybe wires and tubes placed in the patient to release radiation near cancer cells, then left in the body for a period of time from a few minutes to maybe days, or sometimes permanently.

  

https://youtu.be/xu_YYOAlZEw

3.2: Explain the use of γ-rays in imaging

Lesson 6 of 11

We learnt earlier in this unit that x-rays are produced by controlled electron bombardment in an appropriately designed machine. Gamma rays are very similar to x-rays but are produced by radioactive decay inside the nucleus of an atom.

If it helps to think of the radioactive nucleus as a tiny x-ray machine, you may start to appreciate how useful this may be. Radioactive nuclei can be attached to substances that can be put into the human body, which then produce detectable radiation from wherever those substances end up. These radioactive ‘tracers’ can be delivered into the body, by injection, ingestion, or inhalation, and by choosing appropriate radionuclides and carrier molecules the tracers can be targeted to specific body systems, specific organs, or even specific types of cell.

 Whereas x-rays are useful is providing us with an image of the body’s anatomy, i.e. what it looks like, gamma ray imaging provides us with a means to visualise what the body is doing. It provides a ‘functional’ image of the processes taking place in particular organs or development of tissues and bones.                  

     https://youtu.be/dxzdPCF1s8Y

 

    https://youtu.be/b5YzpBuV0fs

https://youtu.be/yrTy03O0gWw

 

Radioactive liquids to treat cancer are given either as a drink or by injection. Examples include:

⦁    Radioactive phosphorus – used for blood disorders

⦁    Radioactive radium – used for cancer that has spread to the bones

⦁    Radioactive strontium – used for secondary bone cancers

⦁    Radioactive iodine – used for benign thyroid conditions and thyroid cancer.

 As with the radioactive tracers used in PET scans described earlier, the radioactive part of the liquid may be attached to another substance, which is designed to take the isotope into the tumour.

Radioactive implants

Internal radiotherapy implants are radioactive metal wires, seeds, or tubes put into your body, inside or close to a tumour. In temporary brachytherapy, a highly radioactive material is placed inside a catheter or slender tube for a specific amount of time – often just a few minutes, sometimes a few days – and then withdrawn. The radiation dose is determined by the activity of the radioisotope and the duration of the treatment.

 In some types of cancer, small metal implants, or seeds, are left in the body permanently – this is known as permanent brachytherapy. These implants may be made of radioactive gold or contain radioactive iodine or another appropriate radioisotope. They give a very high dose of radiation to the area of the cancer cells. The radiation dose in this case is determined by the activity of the radioisotope and its half-life (see below).

 4.1: Explain how technetium-99m is generated

Lesson 8 of 11

Sources of radiation that are administered to humans internally have to be chosen carefully. By injection, ingestion or inhalation, a patient is given a low dosage radioisotope that is targeted to reach a specific organ. The radioisotope needs to produce radioactive emissions of sufficient strength to impact the organ to be treated, or to be detected by the sensors. We do not want to cause danger to the patient’s health, however, by prolonging their exposure to the radiation longer than is necessary.

Isotopes

As we discovered earlier, the number of protons in an atom determines what element it is, e.g.

One proton = hydrogen

Two protons = helium

Six protons = carbon

79 protons = gold

 …and so on.

Different number of protons = Different element

If the number of protons in the nucleus changes, it becomes a different element. But if the number of neutrons changes, we have the same element but with a greater or lesser atomic mass, and which is potentially unstable.

An isotope is an atom with the same number of protons, but a different number of neutrons. For example, the most common form of Hydrogen has just one proton and a single orbiting electron. If it had an extra proton it would become Helium, a different element. But if it has an extra neutron or more, it just gains mass and becomes more unstable. If an atom is unstable, it is likely to break down and emit radiation. This is radioactive decay.

https://youtu.be/pnlO_5NLkbg

Barium sulphate, as used in a ‘barium meal’ procedure described earlier, has a half-life of only 10 days. That means that after 10 days half the radioactive atoms have decayed; and after 50 days (five half-lives) 90% of the radioactive atoms have decayed to a stable product. Though in fact most of it will have been removed from the body by ‘natural biological functions’.

By contrast, carbon-14, as used in ‘carbon dating’ processes, has a radioactive half-life of around 5700 years. That means that something excavated from the Bronze Age, circa 3300BC, will contain around half the number of carbon-14 atoms that it had when it was buried.

Technetium-99m is a radioactive tracer that is used in twenty million medical diagnostic procedures per year. It is used for imaging and studying organs such as the brain, heart muscle, thyroid, lungs, liver, gallbladder and kidneys, as well as the skeleton and blood and for the investigation of tumours.

It does not occur naturally, so let’s have a look at its ancestral line of isotopes.

https://youtu.be/CVG-YEhPHtQ\

6.1: Explain the use of ultrasonics in medical imaging and treatment

Lesson 11 of 11

What is a sound wave?

A sound wave is a sequence of vibrations in the air or other medium. They are ‘pulses’ that travel through materials as the particles are compressed together and stretched apart. The vibrations travel through air at a speed of 340 metres per second; in solids the vibrations travel much faster. At higher altitudes, where the air is thinner and the molecules are spaced further apart, sound travels much slower. In a vacuum (like space), sound cannot travel through at all. This is because there are no molecules to transfer the vibrations.

https://youtu.be/qNf9nzvnd1k

Piezoelectric crystals vibrate in response to an alternating voltage, and when placed against a patient’s skin and driven at high frequencies produce ultrasound pulses that travel through the body. As they travel outwards and encounter different layers within the body the ultrasound waves are reflected back towards the source.

The returning signal drives the crystals in reverse and produces an electronic signal that is processed to construct the image.

Here’s a ‘60 seconds of science’ explanation that covers the ultrasound scanner.

https://youtu.be/I1Bdp2tMFsY

Applications of ultrasound imaging

Ultrasound is used to help physicians investigate symptoms such as pain, swelling and infection, and can help to diagnose a variety of conditions in most of the organs of the body including the heart and blood vessels, the liver, kidneys, brain, and eyes. Ultrasound of the heart is commonly called an “echocardiogram” or “echo” for short. It can scan for abnormalities and tumours in the breasts, testicles, and thyroid. It is frequently used to scan the foetus in pregnant patients, and to examine the hips and spine in young infants.

Ultrasound is also used to guide procedures such as needle biopsies, in which needles are used to sample cells from an abnormal area for laboratory testing, and to guide radiotherapy implants such as used to treat prostate cancer.

 A variation on the standard ultrasound scan is ‘Doppler ultrasound’, which can provide important information on blood flow.

 

https://youtu.be/Vsl1P3lotTU

To study the health effects of Hanford's iodine-131, researchers investigated a group of people with a wide range of radiation doses to the thyroid. In this way, researchers could compare groups of people with similar characteristics (such as lifestyle and diet) but different levels of exposure.

Other studies suggest that young children may be the most susceptible to the effects of radiation on the thyroid gland. Therefore, the HTDS selected participants who were young children when Hanford releases of iodine-131 were highest. Scientists also ensured that the HTDS participants included many people who lived in areas around Hanford where the highest thyroid radiation doses occurred.

From a sampling of 5,199 birth records, scientists were able to locate 3,440 people who were both willing to participate and able to provide the necessary data for evaluation of thyroid disease.

Participants underwent complete evaluations for thyroid disease, and provided detailed information about the places they lived and the quantities and sources of the food and milk they consumed.

For each type of thyroid disease, the research team examined how the rates of disease varied in relation to participants' estimated radiation doses from Hanford's iodine-131.

 

Pre-Master’s Programme Science and Technology question paper

Pre-Master’s Programme Science and Technology

Examination August 2021 Duration 2 hours

Section A

Answer ALL the question

Q1. Name the world’s first digital computer 1 MARK

Q2 Name the world’s first business computer 1 MARK

Q3 Name the three  great ships designed and built by Isambard kingdom Brunel

1.

2.

3.

3 MARK

Q4. Name the first major engineering project completed by Isambard Kingdom Brunel and his father Marc Brunel

1 MARK

Q5 Thomas Edison invented the light bulb

True or False [underline one]

1 MARK

Q6 Name three people who influenced Darwin’s thinking on evolution.

1.

2.

3.

3 MARK

Q7 Name three scientists who contributed to the development of the vacuum tube

1.

2.

3.

3 MARK

Q8 Fred Sanger won two Nobel prizes in Chemistry

True or False  [underline one]

1 MARK

Q9 List the three co-inventors of the transistor

1.

2.

3.

3 MARK

Q10 Tim Berners-Lee invented the internet

True or False  [underline one]

1 MARK

Q11 Marc Andreessen created both the Mosaic browser and Netscape Navigator browser True or False  [underline one]

1 MARK

 

Q12 Sir Paul Nurse strongly believes that recent global warming is due to man’s over-utilisation of fossil fuels

True or False  [underline one]

1 MARK

 

 

TOTAL 20 MARKS

 

Section B

Answer ANY four 4 questions only.

Q1 Write a brief essay on the evolutionary and revolutionary development of the world wide web, making reference to H.G.Well, Vannevar Bush, J.C.R.Licklider, Tim Berners-Lee, Marc Andreessen. 

20 MARKS

Q2 Write brief notes on two of the following:

[1] Bletchley Park and the Colossus.

10 MARKS

[2] Fred Sanger

10 MARKS

[3] The invention of the transistor

10 MARKS

[4] Leonardo da Vinci

10 MARKS

20 MARKS

 

Q3 Write a brief essay on the life and works of Thomas Edison.How does Edison’s approach to invention compare to the approach of the modern inventors Kia Silverbrook and Shunpei Yamazaki? 

20 MARKS

Q4.Write a brief essay on  the science behind global warming and tackling climate change. 

20 MARKS

Q5 Write brief notes on the life and works of Charles Darwin. Indicate those natural

philosophers[scientists] and others who influenced Darwin’s thinking prior to the publication of The Origin of Species.

20 MARKS

Q6 Write a brief essay on the life and works of Isambard Kingdom Brunel.

20 MARKS

Q7 The meeting of Tycho Brahe, Johannes Kepler and Holy Roman Emperor Rudolph II was a seminal moment in the history of science. Explain.

20 MARKS

Q8 Write brief notes on the development of the modern computer.

20 MARKS

Q9

1.       Which measure of central tendency should be used with caution when working with numerical data?  Give a reason for your answer and also suggest where this measure is more appropriately used.

[4]

2.       Provide a possible chart type that might be used for presenting data in each the following cases, giving a justification of your choices:

a)       Where there are two pieces of information regarding a person/object.

b)      Where there is a lot of data that can be put into groups.

[4]

3.       Briefly discuss some basic principles you should adhere to when presenting data in chart form. 

Also state which method of presentation you should generally avoid in a scientific context.

[4]

4.       Discuss what is meant by the term ‘skewed’ when referring to a data set, and how this would affect which measure of central tendency and associated measure of spread you would use.

[8]

20 MARKS

How to Improve Quality of Care in a Care Setting | BUS6004 | Assignment Brief ||

BUS6004

 

Quality Management in a Care Setting

 

Essay

 

  Date for Submission: Please refer to the timetable on ilearn

 

(The submission portal on ilearn will close at 14:00 UK time on the date of submission)

 

 

 

Page  of 6

 

 

 

Assignment Brief

 

As part of the formal assessment for the programme you are required to submit a Quality Management in a Care Setting essay. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

 

Learning Outcomes:

 

1.         Critically analyse the need for their care setting to achieve the best possible outcomes for the service user.

 

2.         Critically discuss the performance of teams.

 

3.         Critically discuss the management of continuous quality improvement. 

 

4.         Reflect upon strategies that develop, maintain and evaluate systems and structures to promote the rights, responsibilities and diversity of service users in their setting.

 

Graduate attributes: Discipline Expertise 

 

Knowledge and understanding of chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well positioned to respond to change. 

 

 

Maximum word count: 4,000 words

 

Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.  

 

 

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

 

Assessment Task - Essay

 

This assessment is worth 100% of the total marks for the module.

 

Question 1

 

Using specific examples from own practice to support your discussion, make a case for why care settings must achieve the best possible outcome for users off service in their care.

 

Note: Also consider the advantages of outcome-based care, challenges experienced in implementing it in your practice. Are there success stories or case studies to share?

 

                                                      (40 marks)

(1500 words)

(LO 1)

Question 2

 

With reference to a relevant team development and motivation theory, critically discuss the performance of teams in managing Continuous Quality Improvement (CQI) in care settings.

 

Note: Consider using CQI tools and frameworks to support your critical debate.

 

(40 marks)

(1500 words)

(LO 2 & 3)

 

 

Question 3

 

Using a recognised reflective model or tool, evaluate strategies, systems and structures used in health and social care practices to promote the rights, responsibilities and diversity of service users.

 

Note: Consider the role of critical reflection in evaluating strategies, systems, structures and policies in supporting the principles of support for working in Health and Social Care.

 

 (20 marks)

(1000 words)

(LO 4)

 

 

 

             

Page  of 6

 

 

 

Formative Feedback

 

You have the opportunity to submit a draft assignment to receive formative feedback.

  

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.  

 

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.  

 

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student. 

 

Student Guidelines

 

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system. 

 

The My Study Skills Area on iLearn contains useful resources relating to referencing.

 

You must use the AU Harvard Referencing method in your assignment.

 

Additional notes: 

 

Students are required to indicate the exact word count on the title page of the assessment. 

 

The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. See ‘Word Count Policy’ on the homepage of this module for more information. 

 

 

 

  

Page 4 of 6

[1515]

 

Submission Guidance

 

Assignments submitted late will not be accepted and will be marked as a 0% fail.

 

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. 

 

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area). 
 

Assessment Criteria (Learning objectives covered - all)

Level 6 study represents the student’s increasing autonomy and independence in relation to their knowledge, understanding and skills. At Level 6, students are expected to demonstrate problem solving skills in both practical and theoretical contexts. This should be supported by an understanding of appropriate theory, creativity in expression and thought based on independent but informed judgments. Students should demonstrate the ability to seek out, invoke, analyse and evaluate competing theories and claims to knowledge and work in a critically constructive manner. Work at this level is articulate, coherent and skilled.
Grade	Mark Bands	Generic Assessment Criteria
First   (1)	80%+	An exceptional knowledge base exploring and analysing the discipline, its theory and any associated ethical considerations. The work demonstrates extraordinary independence of thought and originality. There is exceptional management of learning resources and a high degree of autonomy is demonstrated which goes above and beyond the brief. The work demonstrates intellectual originality and creativity. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.
	7079%	An excellent information base within which the discipline is explored and analysed. There is considerable originality in the approach and the work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed with exceptional confidence and the work exceeds the assessment brief. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the work demonstrates a high level of intellectual and academic skills.
Upper second (2:1)	6069%	A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is clear evidence of self-directed research. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work is consistently referenced throughout.
Lower second  (2:2)	5059%	A satisfactory understanding of the discipline which supports some analysis, evaluation and problem-solving within the discipline. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall and the work is planned and structured with some thought. Professional skills are satisfactory (where appropriate). The work may lack originality but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.
Third (3)	4049%	Basic level of performance in which there are some omissions in the understanding of the subject, its underpinning theory and ethical considerations. There is little evidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.
Marginal Fail	3039%	A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
	29% and below	A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.