Assignment brief and feedback
| Course Title: | Access to Higher Education Diploma – | ||
| Unit Title: | The Sociology of Poverty | Unit Code | WJF699 |
| Unit: Level: | 3 | Credit Value: | 3 |
| Tutor Name: | |||
| Student Name: | |||
| Task Number:
(if applicable) |
1 | ||
| Task Title: | The Sociology of Poverty Project | ||
| Date Set: | Date Due: | ||
| Extension Agreed: | Date of Return to learner: | ||
| Date of Resubmission: | Resubmission Return to learner: | ||
Student declaration of authenticity
| I confirm that the assignment I have submitted is all my own work and that it has been appropriately referenced in line with the centre policy on referencing of submissions of academic work | |
| Signature of student: |
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| Date submitted:
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WORK SUBMITTED AFTER THE DEADLINE WITHOUT AN AGREED EXTENSION OR APPROPRIATE MITIGATION
WILL BE CONSIDERED FOR PASS ONLY.
IV declaration
| I agree this assignment brief is fit for purpose and assesses the identified criteria. | |||
| IV Signature | Date: | ||
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Grade Profile Achieved for Assignment
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Final unit grade, if applicable [1]* | ||||
| Learning Outcomes | Assessment Criteria | Assessment Criteria Met[2] | |||
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1. Understand definitions and core concepts in the study of poverty |
1.1. Analyze different types of poverty
1.2. Identify ways in which poverty is measured |
Y/N
Y/N
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2. Recognize Sociological explanations of poverty |
2.1. Critically evaluate at least three theories of the causes of poverty | Y/N | |||
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3. Understand different theoretical approaches to poverty reduction |
3.1. Critically evaluate at least two theoretical approaches to poverty reduction | Y/N | |||
| Description of Assessment Task (mapped to Assessment Criteria) | ||||||||||
| Poverty is a major problem today and is of primary concern to Social Policy makers.
Scenario you and your group comprising social theorists, social workers and Sociologists have been tasked by Social Policy makers to complete a critical review as per the guidance below.
Task 1: Collaborative Presentation For this project you will work in groups of 3 or 4 on a multimedia collaborative project which answers this question: Critically explain the meaning and causes of poverty and how poverty is measured and reduced within the UK but also on a global scale. Your project must include a variety of different media content including work on systems such as Prezi, PowerPoint, Microsoft Sway and/or other multimedia applications.
The presentation and research must be completed collaboratively in your groups. You will review all of the criterion together as a group; however each individual member will take responsibility for creating a short video presentation examining one or more of the criteria. Each video will be put together to form one whole presentation. Every member of the team must fairly contribute, and this will be further reviewed in task 2.
Task 2/Reflection: __________________________________________________________________________________________________________________________ In addition to the group presentation on your one specific criterion, you must also submit a reflective journal/account to demonstrate your contribution to all of the assessment criterion, the overall project and your understanding the assessment criterion.
Please note all work must be referenced in accordance with Harvard referencing system
Indicative Content: LO1: Concepts may include but are not limited to; absolute and relative poverty, the role of the welfare state, social exclusion, material and cultural deprivation, poverty indicators, the poverty line. LO2: Sociological explanations may include, but are not limited to; culture of poverty, cycle of deprivation, welfare dependency, and structural inequality.
LO3: Theoretical approaches to poverty reduction may include, but are not limited to, New Right, Social Democratic, Marxist. |
| Grading Information | |||
| If you have achieved all Level 3 criteria you will receive a grade (Pass, Merit or Distinction) against the following Grade Descriptors. The grade awarded will be determined by your aggregated performance against the Grade Descriptor Components noted below. The boxes below each Grade Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set assignment task. These statements will help you to know what is required at the identified Grade Descriptor and also to understand the Grade Profile that you have been allocated. | |||
| Grade Descriptor
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To achieve a Merit:
The learner has |
To achieve a Distinction:
The learner has |
Grade Awarded
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GD1:
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The student, student’s work or performance:
a) demonstrates a very good grasp of the relevant knowledge base b) demonstrates very good understanding of the different perspectives or approaches associated with the area of study.
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The student, student’s work or performance:
a) demonstrates an excellent grasp of the relevant knowledge base b) demonstrates excellent understanding of the different perspectives or approaches associated with the area of study. |
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What this means for the assignment
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Demonstrates a very good grasp of the relevant knowledge base including measures and ways to reduce poverty. Shows a very good understanding of the poverty debate | Demonstrates an excellent grasp of the relevant knowledge base including measures and ways to reduce poverty. Shows an excellent understanding of the poverty debate | |
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GD2:
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The student, student’s work or performance:
a) makes use of relevant · ideas · theories with either
b) breadth or depth that goes beyond the minimum required to Pass |
The student, student’s work or performance:
a) makes use of relevant · ideas · theories with both
b) breadth and depth
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What this means for the assignment
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You need to take a mostly consistent approach to analysis of the theories of poverty including universal basic income with breadth or depth. | You need to take a consistent approach to analysis of the theories of poverty including universal basic income with depth and breadth. | |
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GD4:
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The student, student’s work or performance:
c) generally appraises the relevance and value of new information accurately d)shows a very good grasp of the meaning and significance of new information |
The student, student’s work or performance:
c)consistently appraises the relevance and value of new information accurately d) shows an excellent grasp of the meaning and significance of new information
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What this means for the assignment
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The student has/have shown that they are able to provide generally accurate analysis of information about Sociology including key theories The student’s work may contain some inconsistencies in their use of information, either in terms of its relevance or application to the chosen topic of exploration resulting in inconsistent analysis and/or evaluation (e.g. effectiveness of interventions used in case study). Overall, the work will generally appraise the relevance of information drawing conclusions | have shown that they are able to provide consistently accurate analysis of information from Sociology and the key Theories The student’s work will contain very few inconsistencies in their use of information, either in terms of its relevance or application to the key chosen topics and theories thus resulting in consistent analysis and/or evaluation (e.g. effectiveness of interventions used in case study). Overall, the work will consistently appraise the relevance of information drawing justifiable and relevant conclusions. | |
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GD5:
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The student, student’s work or performance:
shows very good command of
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The student, student’s work or performance:
shows excellent command of
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What this means for the assignment
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The group presentation and reflective journal response is mostly clear and coherent. The student will have / has made use of relevant specialist terminology with some errors in its use (e.g. incorrect term, application or conclusion drawn). There may be / were some errors in terms of referencing but overall the work will / has present(ed) a clear response with some specialist terminology.
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The group presentation and reflective journal response is consistently clear and coherent. The student will have / has made use of relevant specialist terminology with very few errors in its use. There may be / were very few errors in terms of referencing but overall the work will / has present(ed) a clear and excellent response with effective use of specialist terminology. | |
| GD7: Quality | The student, student’s work or performance:
a. is structured in a way that is generally logical and fluent b. puts forward arguments or ideas which are generally unambiguous, but which are in a minor way limited or incomplete c. taken as a whole, demonstrates a very good response to the demands of the brief/assignment
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The student, student’s work or performance:
a. is structured in a way that is consistently logical and fluent b. puts forward arguments or ideas which are consistently unambiguous and cogent c. taken as a whole, demonstrates an excellent response to the demands of the brief/assignment |
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| What this means for the assignment
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A quality attempt which is logical and fluent for the most part which shows understanding of the key debates. This shall be well written for the most part with only limited errors. | A high quality attempt which is logical and fluent which demonstrates understanding of the key debates. Which is well written with only minor mistakes | |
Assessor’s comments
| Tutor Feedback | ||
| Individual feedback and targets for improvement and any comment in relation to resubmission (if appropriate):
Please also refer to the ‘What this means for the assignment’ boxes on page 3 in terms of understanding the rationale for the grade judgments allocated to the different Grade Descriptor Components. |
Areas for Improvement:
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| Tutor Signature: |
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| Internally Moderated by: (if applicable) | |
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Student Reflections / Planning in relation to Tutor Feedback (where appropriate): |
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Student Target Setting for Future Assessment (where appropriate): |
[1] If there is more than one assignment for a unit, the final provisional grade for the unit cannot be awarded until all assignments have been completed, and this space should be left blank.
[2] Where an Assessment Criteria is judged to have not been met this will result in a ‘resubmission’ in accordance with the QAA Grade Scheme Regulations (See Section C for guidance on Resubmission of student work).
