In 3 days.

Facets of an enterprising mindset include areas such as:

· opportunity recognition, creation, and evaluation

· creativity and innovation

· decision making supported by analysis and judgement

· implementation of ideas through leadership and negotiation

· taking action, and reflecting on that action

· interpersonal, communication, and networking skills

You are advised to select skills relevant to these facets as they are related to the various activities that have been covered during the seminar activities for this module.

All answers must be:

Between 1000 – 1200 words long (350-400 words for each skill, this may be allocated between the journal entries and PDP2 as you feel fit but should be evenly divided between each skill).

This is a Pass/Fail summative assessment.

Reflection is highly personal and should therefore be written in first person. There is no right or wrong way to reflect; you will not be marked specifically on your opinions or reflections but rather on the depth of reflection given. It is useful to refer to the lecture on reflection to help inform your approach. Your focus should be on what you have learnt or gained from the experience rather than a description of what you did.

Your reflective entries must be supported with relevant literature using the Harvard Referencing system. This requires citations (references to relevant literature) within the answer itself which then must also be listed in full in a reference list at the end of your work. Work will not be awarded a pass grade at this level of study without a clear demonstration of this skill.

Note: References are only needed for the Reflective journal entries e.g. any sources used to inform reflections such as materials used in the completion of formative work. Referencing in the PDP2 is optional.

Submission deadline: 18TH August 2021 by 11.59pm uploaded to Turnitin

For each enterprising skill selected, complete a reflective journal entry following this three-step approach:

Step 1: WHAT – this requires you to provide an outline of the task and what you did. This is the descriptive element.

Step 2: SO WHAT – here you are required to explain the outcome/impact of what you did in terms of the development of the particular skill. Focus here on how useful the experience/activity was to you. This is the analytical and reflective element.

Step 3: NOW WHAT – this refers to how you can use what you have learnt in the future. For example: if you worked in a team on a group assignment, examine how this experience might inform how you will approach group work in the future. It is here that you can refer to relevant academic underpinning on collaborative working/teamwork. Focus here on how you can use this skill and continue to build on it in the future. This is the feed forward reflective element.

Completing the Personal Development Plan 2 (PDP2)

Using the same skills as for the reflective journal entries, complete the PDP2.

Note: The rows will expand as you make your entries in Pebble Pad.

Please use any feedback received from your original submission on your reflective practice to improve your work.

CW3 Assessment Rubric

Outstanding

Exceptional

Excellent

Very good

Good

Satisfactory

Unsatisfactory

Very Poor

Nothing of merit

Nothing of merit

Communication

Evidence that the student has:

Put their ideas across clearly on paper

(10)

Outstanding, sophisticated written communication error free with accurate Harvard Referencing

Sophisticated written communication, error free with accurate Harvard Referencing

Logical organisation and flow of ideas

Error free written communication

Precise Harvard Referencing

An enjoyable read

Largely well-structured answer

Only minor spelling/grammatical errors

Good grasp of Harvard Referencing

Mainly easy to read and follow

Some spelling/grammatical errors but do not significantly interfere with understanding

Some attempt to Harvard Reference

Difficult to read and follow in places

Repeated spelling/grammatical issues

Weak referencing skills

Difficult to read and follow

Very difficult to read and follow

Several problems with written presentation

No or incorrect referencing

Extremely difficult to read and follow

Consistent problems with written presentation

No referencing

Extremely difficult to read and follow

Extensive problems with written presentation

No referencing

·

Reflection

Evidence that the student has:

Reflected on significant events and related them to their learning

(40)

As for exceptional plus: outstanding evidence of reflection throughout

Significant events are described and reflected on in a deep and significant way by relating the reflections to learning experiences

Consideration and evaluation of the reasons behind the event and exploration of alternatives (e.g. I did not do x very well). This was probably because of y but may have also been due to z

In subsequent entry(ies) reactions and any improvements made or the reasons why no improvements were made are noted

Significant events are described and reflected on in a deep and significant way by relating the reflections to learning experiences

Consideration and evaluation of the reasons behind the event and exploration of alternatives (e.g. I did not do x very well). This was probably because of y but may have also been due to z)

Significant events are described and reflected on in a significant way by relating the reflections to learning experience

Reasons behind the event reported on (e.g. 'I did not do x very well, because of y'), but does not mull over and explore alternatives to a deep and significant extent

A limited number of significant events are described and reflected upon by reporting reasons behind the event (e.g.. 'I did x because of y')

There is some evidence of deep reflection using analysis on performance during the significant event nor mulling over and exploring of alternatives

Significant events are described but there is no attempt to provide reasons

Some analysis is employed to examine the situations described but is mostly at the descriptive level.

There is little attempt to relate events during the learning experiences and few attempts to analyse these situations

No or limited examination of the reasons why learning experiences did not work out well

No evidence of reflection,

completely

descriptive

No evidence of reflection

·

Outstanding

Exceptional

Excellent

Very good

Good

Satisfactory

Unsatisfactory

Very Poor

Nothing of merit

Use of

Documentary

evidence

Evidence that the

student has:

Included suitable

supporting

documents/blogs/

postings

(10)

As for exceptional

plus: an

outstanding use of

supporting evidence]

throughout drawing

on an extensive

range of relevant,

supporting

documentation.

Exceptional links

between personal

reflections and

relevant evidence

An exceptional

range of

supporting

evidence,

showing initiative,

that have a

positive and

negative

impact on

learning

Excellent links

between personal

reflections and

relevant evidence

An excellent range

of supporting

evidence, for

example: from

documents,

specific situations

in the classroom,

or other

learning events/

experience

that have a positive/

negative impact on

learning

Very clear links

between personal

reflections and

relevant evidence

.

A very good range of

supporting evidence,

for example:

from documents,

specific situations

in the classroom, or

other learning events

/experiences that have

a positive/negative

impact on learning

Sound links

between personal

reflections and

relevant evidence

A good range of

supporting evidence,

for example: from

documents,

specific situations

in the classroom, or

other learning events/

experiences that have

either a

positive/negative

impact on learning

Some evidence of

attempts to make

links between

personal reflections

Some supporting

evidence loosely

linked to learning

Limited evidence of

inks

between personal

reflections

No meaningful

use of

evidence

Inappropriate

evidence

No evidence

presented

Identifying

learning issues

and goals

Evidence that the

student has:

Produced a PDP

linked to

reflections

(40)

As for exceptional

Plus: appropriate

solutions for

overcoming any

obstacles to

achieving goals.

Identifies realistic

and appropriate

learning issues

and goals linked to

reflections and

fully explores and

explains how s/he

plans on achieving

these goals, as

well as any

obstacles that are

needed to be

overcome

Identifies realistic

and appropriate

learning issues

and goals linked to

reflections and

explains how s/he

plans on achieving

these goals, as

well as any

obstacles that are

needed to be

overcome

Identifies realistic and

appropriate learning

issues and goals

explaining how s/he

plans on achieving

these goals

Some obstacles to

improving learning

outcomes are included

Identifies learning

goals appropriate to

reflection with some

realistic goals

Identifies learning

goals

appropriate

to reflection but

goals

are not realistic

or

incomplete in

presentation

Learning issues

and

goals are

unrealistic or

not linked to

reflection

Limited

evidence

presented that

is

unrealistic and

not linked to

reflection

No evidence

presented