The piece of work is able to connect research methodologies or approaches deployed in the study to some significant traditions of human thought. They enjoy the complexity which ensues from making this connection. Their data has elements of originality which enables them to identify diverse professional development possibilities. The level of justification is such that the work has implications for practitioners other than themselves.

The piece of work evidences sustained and substantial qualities of good argumentation. Theoretical and practical positions are advanced, checked out and legitimated or rejected. The work is characterised by an ability to engage with the notion that the world of education is not constructed by the student alone but involves the actions and beliefs of others which have to be addressed and analysed. Effective practice, shifts in belief and values are explored together with the implications for others who inhabit their professional world.

The student’s account of a relevant context is presented and analysed so that the connection between the immediate, local & general professional experiences and practices is apparent and relevant. Emergent questions are seen as contingent, fluid and likely to shift. Shifts are recognised and debated within the text. Wider professional concerns are seen as integral to meaningful understanding of practice and specific moments of practice can be linked to wider educational narratives. The complexity of practice is fully acknowledged. The provenance of theoretical perspectives deployed is clearly understood. The work could influence the understanding and practice of other practitioners as well as the student.

The student offers a perceptive and analytical account of their context in ways which select and argue for relevant features. These accounts are clearly seen and represented as data. Where the work is addressing wider concerns a clear account of the derivation of these concerns is offered. Theoretical perspectives are addressed in ways which evidence clear understanding and enhance the range of practical possibilities. The work is written in such a way that the beneficial professional effect on the student and those they work with is tangible.

The student offers a comprehensive account of their own professional development needs and relate these to an analytical account of relevant aspects of the context where appropriate. The work is linked to wider professional and policy concerns of clear importance to understanding the issues under consideration. Intellectual and theoretical aspects are deployed effectively to develop insight and understanding. As a consequence of meeting the above criteria, there is a substantial promise that the piece of work will contribute to the student’s professional development

The student is able to describe their context in sufficient analytical detail to be able to validate some significant and relevant inquiry and research questions. Research questions are clearly focussed and together with the analysis, create a sense of direction and purpose to the study. More theoretical perspectives clearly contribute to the value of the study. There is evidence that the piece of work has contributed to the student’s professional development.

The piece of work recognises the importance of raising questions as a feature of research and inquiry. However, the relationship between the questions and the context in which they have arisen remains unclear. Contextual relevance and significance is muddled, episodic and under developed. While the writer is able to describe their immediate situation and policy and wider concerns, the evidence of their ability to select relevant aspects and thereby provide sound foundations to their analysis is limited. The wider intellectual and theoretical concerns are under developed and not well integrated. As a consequence the contribution of the piece of work to the student’s professional development and local context is likely to be limited.

The piece of work fails to convincingly locate their inquiry within a relevant context. The work is characterised by assertion rather than questioning. There is a lack of an investigative agenda, through reference to relevant situations, policy or theoretical debates. There is no clear rationale or purpose for the work. It is difficult to see how the work would make any contribution to the student’s professional development or to the development of their local context.

The contextual level (This set of criteria have to do mostly with the ‘getting going’ part of the dissertation – or in the case of Cert and Dip level work, prefigures – why this piece of work matters) Is there a convincing case that the piece of work will enable them to locate their research in an area of significant professional relevance to • Their immediate situation? • The wider concerns of the profession? • Relevant intellectual and theoretical debate? Has the work raised significant questions relating to their area of inquiry/ research? Does the student identify how they are going to address these questions/areas of interest in a systematic way? In terms of academic qualities the relevant criteria are: Reflective/Reflexive Skills The ability to: Evaluate and critically engage with current thinking through the medium of research, education policy and practice; Evaluate research and practice-informed approaches and the thinking behind them; Critically consider the implications for what can be learned.

Outcomes Below 45 Fail Learning outcomes not achieved 45-49 Marginal Fail Some learning outcomes achieved at Threshold Level 50-59 Pass Learning outcomes achieved at Threshold level 60–69 Good All learning outcomes achieved at a good level 70-79 Excellent All learning outcomes achieved at an excellent level Over 80 Exceptional All learning outcomes achieved at an exceptional / outstanding level Key Differentiating Features Generally poor, limited in scope, unsystematic, little evidence of work at level 7 Some potential but as yet an inability to offer sustained relevant argument and analysis and little evidence of any clear implications for practice Satisfactory in that the inquiry has focus and purpose and engages with more theoretical perspectives in a relevant way The work has the substantial qualities of insight and relevance to the student’s professional development Recognition of complexity is to the forefront and criticality is clearly evidenced Depth and originality are such that others in the field could profit professionally and intellectually from reading the work

Amount the submitted work is in excess of the specified word limit Effect on final mark 0%-10% None 11% - 30% Mark reduced by 10 points 31% - 50% Mark reduced by 20 points > 51% Automatic fail. (Your work will be awarded a mark of 40%.) Your work will not be read and no feedback will be provided.

Submission Instructions Your assignment should be submitted via Turnitin (TII) as a single Word or PDF document. Guidance on how to submit via TII is available in this Moodle area. The receipt of your submission will be recorded via Turnitin. You will receive an electronic receipt to your student email account, although, please be aware that sometimes these are delayed. You must submit your work on the deadline date by 11.59pm. Please do not leave it until the last minute to submit your assignment, in case you encounter any technical difficulties. You are strongly advised to submit your work by 9.00 pm to make certain that the system uploads your work successfully before the system shut down of 11.59 pm. Your work will automatically be recorded as a fail if it is not processed by 11.59 pm. Technical difficulties encountered between 9.00 pm and 11.59 pm will not be considered as exceptional factors should you fail to make the deadline.