Submission Information

Your presentation must be submitted via Moodle as single PowerPoint file of no more than 100MB in size.  Any supporting handouts should also be uploaded at the same time.  Hard copy (i.e. printed) submissions will not be accepted.

Late Submission

As set out in the Academic Regulations, if a student fails to attend for their allocated presentation timeslot, it will be classed as a failed attempt (unless the student has made a successful claim in relation to Extenuating Circumstances).

Time Allowance

The maximum time allowance for your presentation is: 15 minutes.  After the student has delivered their presentation, there will be a brief Q&A.

Referencing Style

Harvard referencing must be used to identify the source of all facts, concepts and theories used in your document.  More information on referencing is available via the library referencing guide.

Use of Artificial Intelligence

Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools.

The Use of AI Tools – Student Guidelines document follows the same guidelines your lecturers use.  If you are unsure of whether AI is appropriate within your work, please read the guidelines or ask your lecturer.  For advice and guidance around academic writing, please visit the Centre for Academic Success.

Academic Integrity Guidance

Academic integrity is the attitude of approaching your academic work honestly, by completing and submitting your own original work, attributing and acknowledging your sources when necessary.  Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with and acknowledging sources of evidence.  The skills you require at higher education may differ from those learned elsewhere such as school or college.

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible.  If you include ideas or quotations that have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact the Centre for Academic Success.

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work.  Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Centre for Academic Success.

To learn more about academic integrity and its importance at university, you can access CAS resources on Moodle.  Furthermore, you can book on to workshops and request 1-2-1 support around key academic skills.

Academic Misconduct

Academic misconduct is conduct that has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The Academic Misconduct procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.

Level 6 Marking Criteria:

• Developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments, and assumptions, to reach sound judgements and to communicate them effectively.  Should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

Who have demonstrated:

• A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline an ability to deploy accurately established techniques of analysis and enquiry within a discipline.
• Conceptual understanding that enables the student:
  • To devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline.
  • To describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline.
• An appreciation of the uncertainty, ambiguity, and limits of knowledge.
• The ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).