Musculoskeletal system Assignment brief
Assignment brief and feedback
| Course Title: | Access to Higher Education Diploma in Health Sciences | ||
| Unit Title: | Musculoskeletal system | Unit Code | WJG339 |
| Unit: Level: | 3 | Credit Value: | 3 |
| Tutor Name: | |||
| Student Name: | |||
| Task Number: (if applicable) | 1 of 1 | ||
| Task Title: | Task 1 – Activity on aspects of Musculoskeletal system (A.C. 1.1, 3.3) to be submitted on Turnitin Task 2 – Workbook (to be completed in class as controlled assessment) |
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| Date Set: | Date Due: | ||
| Extension Agreed: | Date of Return to learner: | ||
| Date of Resubmission: |
Resubmission Return to learner: |
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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: | |
| Date submitted: | |
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: | 15/08/25 | |
| Grade Profile Achieved for Assignment | Final unit grade, if applicable 1* |
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.
| Learning Outcomes | Assessment Criteria | Assessment Criteria Met2 |
| 1.Understand the classification of muscles | 1.1. Illustrate the structure of skeletal, cardiac and smooth muscle.
1.2. Explain muscle contraction. 1.3 Identify two antagonistic pairs of skeletal muscles and explain how they work together. |
Y/N Y/N Y/N |
| 2. Understand the human endoskeleton | 2.1. State the functions of bone in the human skeleton 2.2. Compare and contrast the 5 bone types in the human skeleton.2.3. Describe the structure of a long bone |
Y/N
Y/N Y/N |
| 3. Understand the structure and function of joints. | 3.1. Describe the characteristics for the three types of joints 3.2 Describe the features of synovial joint.3.3 Name the six types of synovial joint3.4 Explain the possible movements for two types of synovial joint. |
Y/N
Y/N Y/N Y/N |
| Description of Assessment Task (mapped to Assessment Criteria) | ||
2: Where an Assessment Criteria is judged to have not been met this will result in a ‘resubmission’ in accordance with
| Task1 – Download the activity document from Teams (Section-assignment brief), complete the activity and upload completed document on to Turnitin in the specified inbox (a.c.1.1, 3.3) by Saturday 02/11/25, 23:59.
Task 2 – Workbook to be completed in biology session in college and handed in to the tutor at the end of session. The session will take place in your allocated classroom in campus and will be invigilated by the subject tutor. Answer in detail and with accuracy the questions in the workbook. (A.C. 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4). Submit answer sheets and question paper. Upload the brief to Turnitin after signing,by Saturday 02/11/24, 23:59. |
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| 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 (Insert more rows as necessary) |
To achieve a Merit: The learner has |
To achieve a Distinction: The learner has | Grade Awarded |
| GD1: Understanding |
The student, student’s work or performance: a) demonstrates a very good grasp of the relevant knowledge base b) is generally informed by the major conventions and practices of the area of study |
The student, student’s work or performance: a) demonstrates an excellent grasp of the relevant knowledge base b) is consistently informed by the major conventions and practices of the area of study |
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| What this means for the assignment | The work shows a very good understanding of the parts of the musculoskeletal system and functional importance of muscles, bones and joints. The work presents a very good understanding of structure related to function. There are some areas where material could be developed. Some theoretical inaccuracies are evident. However, overall the resultant work shows a very good level of understanding in relation to the anatomy and physiology of the overall system. |
The work shows an excellent understanding of the parts of the musculoskeletal system and functional importance of muscles, bones and joints.
The work presents an However, overall, the |
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| GD2:
Application of knowledge |
The student, student’s work or performance: a) makes use of relevant facts theories concepts withb) very good levels of consistency precision accuracy |
The student, student’s work or performance: a) makes use of relevant
with b) excellent levels of consistency precision accuracy |
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| What this means for the assignment | The work evidences the application of the
student’s knowledge clearly and |
The work evidences the
application of the student’s knowledge clearly and Information applied is |
| GD4: Use of information |
The student, student’s work or performance: a) identifies new information from sources which are generally appropriate b) makes some use of new information 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: a) identifies new information from sources which are consistently appropriate b) makes extensive use of new informationc) consistently appraises the relevance and value of new information accuratelyd) shows an excellent grasp of the meaning and significance of new information |
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| What this means for the assignment | The work evidences researched information presented in very good detail and with accuracy to explain muscle contraction, range of movements at 6 types of synovial joints and function of antagonistic muscles. |
The work evidences researched information presented in excellent detail and with accuracy to explain muscle contraction, range of movements at types of synovial joints and function of antagonistic muscles. |
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| GD7: Quality | The student, student’s work or performance: a) is structured in a way that is generally logical and fluent b) taken as a whole, demonstrates a very good response to the demands of the brief/assignment |
The student, student’s work or performance: a) is structured in a way that is consistently logical and fluent b) 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 | The work develops a clear and logically structured response to the assignment task. The student uses his/her knowledge and understanding well in presenting his/her response. There are some errors in terms of knowledge and understanding (or structural consistency). However, on balance the work presents a very good coherent response which clearly addresses the assessment task. Diagrams drawn/labelled must show very good clarity and accuracy. | The work develops a clear, consistent and logically structured response to the assignment task. The student uses his/her knowledge and understanding well in presenting his/her response. There are few (if any) errors in terms of knowledge and understanding (or structural consistency). On balance the work presents an excellent response which clearly addresses the assessment task. Diagrams drawn/labelled must show excellent clarity and accuracy. |
| 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 : |
Tick ✓ |
| Spelling | ||
| Punctuation | ||
| Grammar | ||
| Structure | ||
| Referencing | ||
| Signposting | ||
| Content | ||
| Tutor Signature: | Date: |
| Internally Moderated by: (if applicable) | |
| Date/s: |
| Student Reflections / Planning in relation to Tutor Feedback (where appropriate): |
Assignment brief and feedback
| Student Target Setting for Future Assessment (where appropriate): |
