Contents
\n1. Key information, Introduction to the Module and Learning Outcomes 2
\n1.1 Key Information 2
\n1.2 Introduction to the Module 2
\n1.3 Learning Outcomes 2
\n2. Employability Skills in this Module 3
\n3. Outline Delivery and Reading Lists @ Anglia 4
\n3.1 Outline Delivery 4
\n3.2 Reading List and Learning Resources 5
\n4. Assessment on this Module 5
\nFeedback 6
\nHow to View Your Feedback in Turnitin Grademark 6
\n4.1 Assessment Information and Marking Criteria 8
\n4.1.1 Element 010 \u2013 3000 WORD ASSIGNMENT (100%) 8
\nMarking Criteria for Element 010 \u2013 3000 WORD ASSIGNMENT 10
\n4.2 Re-assessment Information 15
\n4.2.1 Re-assessment for Element 010 \u2013 3000 WORD ASSIGNMENT (100%) 15
\n5. Report on Last Delivery of Module 17
\n6. Links to Other Key Information 17
\n1. Key information, Introduction to the Module and Learning Outcomes
\n1.1 Key Information
\nModule title: Business and Employment Law
\nModule Leader: Dr Lynda Diane Irving
\nCampus \/ Building \/ Room: Cambridge \/ Lord Ashcroft Building \/ 3rd floor
\nExtension: 2229
\nEmail: diane.irving@anglia.ac.uk
\nModule Tutors: Nigel French, Diane Irving and others
\nExternal Examiners DAP: Human Resources and Organisational Behaviour<\/p>\n
Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:
\n? the Virtual Learning Environment (VLE)
\n? the My.Anglia Module Catalogue at www.anglia.ac.uk\/modulecatalogue
\n? Anglia Ruskin\u2019s module search engine facility at www.anglia.ac.uk\/modules
\nAll modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk\/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).
\nIn the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
\n1.2 Introduction to the Module
\nThis Module will provide students with an appreciation of the various ways in which the Law impacts upon the domestic and international business environment. The Module is an introduction to a broad range of legal issues. This foundation will enable students to have an understanding of how such legal issues permeate the world of commerce and everyday life.
\nThe Module will focus on the nature and sources of Business Law in England, on the Law of Contract with regard to both goods and services and on the Law of Tort, in particular, negligence and vicarious liability. The rights and obligations of legal entities to each other will be examined. There will be an exploration of the various corporate st;[[ructures through which business is conducted. Consideration will be given to the manner in which legislation and case law impacts upon the employment relationship; this will include the role of the Contract of Employment and other current Employment Law issues, including unfair dismissal, employee status and Discrimination Law.
\nAssessment is by means of written coursework. The coursework constitutes 100% of the total marks. The assessment is divided into two questions. The first will comprise essay questions covering aspects of the English Legal System and Tort or Employment issues. The other half of the assessment will be a case study scenario where the students will be required to apply the Law to a given problem, manage this information and communicate appropriately and effectively their advice to the parties.
\n1.3 Learning Outcomes
\nThis module, like all modules at Anglia Ruskin, is taught on the basis of achieving intended learning outcomes. On successful completion of the module, the student will be expected to be able to demonstrate the following:
\nKnowledge and understanding<\/p>\n
Intellectual, practical, affective and transferable skills LO 1. Demonstrate a secure knowledge and accurate understanding of the fundamental principles and concepts of the English Legal System and the Law of Contract, including an appreciation of the impact of the Law of Tort and Employment Law upon the area of business.
\nLO 2. Understand, analyse and critically evaluate the legal implications of decisions, plans or proposals in the business environment.
\nLO 3. Identify, locate and synthesize complex legal materials in order to evaluate straightforward factual problems, using appropriate reasoned arguments.
\nLO 4. Critically evaluate and discuss the operation of aspects of Business and Employment Law in contemporary society.<\/p>\n
The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the assessment task is linked to these learning outcomes.<\/p>\n
2. Employability Skills in this Module
\nIt is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
\nSkill Skills acquired in this module
\nCommunication (oral) x
\nCommunication (written) x
\nCommercial Awareness x
\nCultural sensitivity x
\nCustomer focus x
\nData Handling x
\nDecision making x
\nEnterprising
\nFlexibility x
\nInitiative x
\nInterpersonal Skills x
\nLeadership\/Management of others
\nNetworking
\nOrganisational adaptability
\nProject Management x
\nProblem Solving and analytical skills x
\nResponsibility
\nTeam working
\nTime Management
\nOther x
\n3. Outline Delivery and Reading Lists @ Anglia
\n3.1 Outline Delivery
\nThe table below indicates how the module will be delivered. However, this schedule is indicative and may be subject to change according to need.
\nWeek Lecture Seminar Student-managed Learning
\n1 Introduction:
\nBackground to Programme\/Assessment
\nBranches of law \u2013 civil\/criminal
\nThe impact of the Law on Business The Common Law system
\nThe need for laws to regulate business Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 3 – 15 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, pp 4 – 16
\n2 Sources of law
\nPrecedent, Statutes, legislation, EU law Civil and criminal law issues Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, Chapter 3 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, pp 16 – 48
\n3 The Court system
\nLegal players: judges, juries and lawyers
\nAlternative Dispute Mechanism: ADR and tribunals The Court system Statutory Interpretation Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, Chapter 2 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, Chapters 2 (for the Court System) and 3 (for ADR)
\n4 Contract law Part 1
\nFormation of a contract – The Offer and Acceptance, Intention to create a legal relationship, Consideration, Capacity and Privity of Contract What is a contract?
\nReading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 83 \u2013 113, pp. 117 \u2013 153 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, pp 234 – 260
\n5 Contract Law Part 2
\nFormation of a Contract – Terms, Exclusion clauses and Vitiating Factors Forming a Contract \u2013 Contractual principles Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, Chapters 6, 7 and 8 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, Chapters 9, 10 and 11
\n6 The Law of Tort
\nTortious liability: Negligence, Vicarious Liability
\nTortious issues: Negligence Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 339 – 376 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, Chapter 13
\n7 Cambridge students:
\nReading Week<\/p>\n
Chelmsford students:
\nEmployment Law 1: \u2018Employee and Worker\u2019<\/p>\n
Establishing employee status Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 421 \u2013 426 OR Turner, Chris (2013) Unlocking Employment Law, Taylor and Francis, Chapter 4<\/p>\n
8 Cambridge students:
\nEmployment Law 1: \u2018Employee and Worker\u2019<\/p>\n
Chelmsford students:
\nReading Week
\nEstablishing employee status Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford pp 427 \u2013 442 OR Turner, Chris (2013) Unlocking Employment Law, Taylor and Francis, Chapters 21 and 22
\n9 Employment Law 2:
\nDismissal
\nThe difference between wrongful and unfair dismissal Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 454 \u2013 470 OR Turner, Chris (2013) Unlocking Employment Law, Taylor and Francis, Chapters 9
\n10 Employment Law 3:
\nDiscrimination: Prohibited conduct and Protected groups Discrimination in the Workplace Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, pp 446 \u2013 454 OR Turner, Chris (2013) Unlocking Employment Law, Taylor and Francis, Chapters 11 – 14
\n11 Business structures Coursework workshop Reading and Preparation
\nJones, L. (2013) Introduction to Business Law, 2nd edition, Oxford, Chapters 15, 16and 17 OR David Kelly; Ruth Hayward; Ruby Hammer; John Hendy (2011) Business Law, Taylor & Francis, Chapters 6 and7
\n12 Revision Review semester\u2019s notes<\/p>\n
3.2 Reading List and Learning Resources
\nThe reading list and learning resources for this module are available on Reading Lists at Anglia, you can access the reading list for this module, via this link: http:\/\/readinglists.anglia.ac.uk\/lists\/BA137F38-F2B1-186D-1EBF-C8FB4A9687F0.html
\nThe assessment for this module consists of one elements with two questions.
\nElement Type of assessment Word or time limit % of Total Mark Submission method Final Submission Date
\n010 3,000 Word Assignment 3,000 100% Quick Guide to Submitting on Turnitin\u00aeUK GradeMark<\/p>\n
Turnitin\u00aeUK Grademark
\nor
\nin hard copy (off main UK campus only) NO LATER THAN:
\n14th December, 2015 by 2pm<\/p>\n
All forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted \u2013 ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be considered and a mark of zero will be awarded for the assessment task in question.
\nYou are requested to keep a copy of your work (excluding exams).
\nFeedback
\nYou are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module\u2019s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. This feedback will be available on-line via Turnitin\/Grademark\u00ae or may be sent directly to your Anglia Ruskin e-mail account.
\nThe marker of your assignment will include feedback on written assignments that includes answers to these three key questions:
\n1. What is your overall feedback?
\n2. How does your assignment compare to the marking criteria?
\n3. How can you improve in the future?<\/p>\n
Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.
\nAnglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.
\nOn occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!
\nMarks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk\/results.
\nHow to View Your Feedback in Turnitin Grademark
\nClick on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer.<\/p>\n
The Document Viewer will open and the main feedback on your work is shown in the General Comments:<\/p>\n
There may also be Quick Marks on your assignment or a Grading Form\/Rubric to show how you performed against the marking criteria, click on the tabs to open them.
\nComments List Rubric\/Grading Form<\/p>\n
Sarah has written to you saying that, although she realised that the initial job advertisement had specified that the candidate be under 40 years of age, she thought she would be very good at the job and she felt it was unfair not to consider her because of her age.
\nYou are asked to consider the legal implications of this situation and should outline the actions that may result from this complaint.
\n50 marks<\/p>\n
Turnitin\u00aeUK Grademark assignments
\nFor Cambridge and Chelmsford students, this assignment is submitted online via Turnitin\u00ae Grademark, there is information on preparing your assignment at: https:\/\/vle.anglia.ac.uk\/sites\/LTA\/Grademark\/Content\/Preparing%20my%20Assignment.aspx
\nInformation on submitting your assignment must be read and guidelines adhered to, please ensure you read: https:\/\/vle.anglia.ac.uk\/sites\/LTA\/Grademark\/Content\/Quick-Start.aspx
\nThe direct link to Turnitin\u00ae UK Grademark is: http:\/\/www.turnitinuk.com
\nHard copy assignments (Associate College partners)
\nThis assignment is submitted via hard copy at your college. Academic staff CANNOT accept work directly from you. If you decide to submit your work by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised.
\nMarking Criteria for Element 010 \u2013 3000 WORD ASSIGNMENT
\n90-100% 80-89% 70-79% 60-69% 50-59% 40-49% 30-39% 20-29% 10 -19% 0-9%
\nINTRODUCTION \u2013 10\/100 An exceptionally well-written introduction that outlines what the assignment will cover, why it is important and how it is going to be covered. An outstanding introduction that is well-focused and considered. It explains well what the assignment will cover, why it is important and how it is going to be covered. An excellent introduction that is clear and succinct. It outlines what the assignment will cover, why it is important and how it is going to be covered. A very good introduction that highlights the main points of the assignment. The introduction highlighted the major points in the assignment; however, some aspects are missing. There are the beginnings of an introduction apparent. You really need to outline the assignment in terms of what it covers, why it is important and how it is going to be covered. Your introduction is unclear \u2013 make sure to focus on what the assignment is about, why it is important to cover it and how it is going to be covered. You have misunderstood the purpose of the introduction. You needed to focus on what the assignment is about, why it is important to cover it and how it is going to be covered. There is some attempt to explain the assignment \u2013 but there is not really an introduction. The introduction should give an overview of what the assignment is about. No Introduction apparent.
\nAn introduction is needed as readers need to get an idea what the assignment is about and why it is worthwhile reading it.
\nMAIN BODY \u2013 70\/100 Exceptionally well structured and written main body, with intellectual originality and imagination in terms of inclusion and analysis of legal\/ academic literature and cases that demonstrates your theoretical analysis and supports your argument. Sophisticated and well-considered theoretical analysis based on an excellent background of legal\/ academic literature and cases. An outstanding argument is outlined. You demonstrate excellent understanding and analysis of the relevant legal\/ academic literature and cases. Your ideas are well linked to the theory, whilst at the same time being focused on the assignment task. There is some good analysis of the relevant issues. A good basis of reviewed academic literature and legal cases is provided. In some places you need to explain more fully how the theoretical analysis supports your arguments. Satisfactory use of academic literature and legal cases as the basis of an acceptable analysis that supports your argument. You should try to go beyond description of the literature and cases and build a stronger argument.
\nThe main body largely imitates and describes academic literature and legal cases. A weak argument is formed. There is some difficulty with structure and accuracy in expression.<\/p>\n
The main body is not well-focused upon the relevant issues. There is evidence of only limited use of legal cases and academic literature. A very weak argument is formed. General difficulty with structure and accuracy in expression. Little evidence of engagement with legal cases and academic literature and no theoretical analysis and little formulation of an argument. An inadequate information base was used. No real focus of the main body is given, however a vague notion of understanding of the assignment is present. No main body apparent.
\nYour assignment needs to be appropriately structured, with the inclusion of legal cases and academic literature to demonstrate your theoretical analysis. The argument must be sustained and supported with evidence.
\nCONCLUSION \u2013 10\/100 Exceptional discussion of the argument that is clearly built upon the theoretical analysis. Exceptionally innovative and original conclusions\/ recommendations made. Sophisticated and well-considered conclusion that is built upon the theoretical analysis. Outstanding conclusions \/ recommendations made. An excellent conclusion that is presented thoroughly and clearly based on the theoretical analysis. A good conclusion is made. However, there needs to be a little more careful explanation of how conclusions were reached. A satisfactory conclusion that sometimes goes beyond summarising the main findings. More depth of understanding is desired. There is a little discussion of the conclusion of the assignment and of recommendations although a basic summary is given. A limited understanding of what to conclude from the theoretical analysis is demonstrated. This section is mainly imitative of the main body and descriptive. A weak conclusion is drawn that is based only to a limited extent on the theoretical analysis outlined in the main body. The conclusion is mainly descriptive. An inadequate conclusion is formed with no real focus and lack of structure. An inadequate understanding of the assignment is shown. No conclusion apparent.
\nYou need to provide a concluding summary that links to previous sections in your assignment.
\nPRESENTATION AND ACADEMIC RIGOUR \u2013 10\/100 This assignment was exceptional and original in the way it is written and presented.<\/p>\n
Some indicators of this grade:
\nExceptional presentation
\nExceptionally well-written and expressed
\nRange and use of references \/ citations is extraordinarily rigorous
\nImmaculate spelling and grammar An outstandingly written and presented assignment. The presentation, expression, layout and referencing was consistently outstanding.<\/p>\n
Some indicators of this grade:
\nImpeccable presentation
\nOutstanding structure
\nVery well-written and expressed
\nOutstanding range and use of references\/ citations
\nExcellent spelling and grammar Extremely professional layout and formatting of your assignment. It is very well-written and well-referenced.<\/p>\n
Some indicators of this grade:
\nProfessional presentation
\nClear focused structure
\nWritten in the right tone
\nReferences used to good effect and Harvard referencing\/ citations consistently applied
\nVery good spelling and grammar The assignment is well written and well-presented. In the main it has a clear structure and the layout and presentation is good.<\/p>\n
Some indicators of this grade:
\nMostly professional presentation
\nMostly clear structure
\nMostly written in the right tone
\nReferences \/ citations used to good effect and Harvard referencing applied for the most part
\nGood spelling and grammar Your assignment is fairly well-written and there have been some attempts to make it professional.<\/p>\n
Some indicators of this grade:
\nAn effort has been made with the presentation \u2013 but could be more polished
\nStructure is clear
\nNeed to improve the tone
\nReferences \/ citations used to good effect but could improve the use of Harvard referencing
\nFairly good spelling and grammar
\nThe presentation of your assignment is fair\/ reasonable and there is an effort made to structure your report.<\/p>\n
Some indicators of this grade:
\nMuch more effort is needed for professional presentation
\nStructure is not clear enough
\nNeed to improve the tone
\nNot enough references\/ citations used and need to apply Harvard referencing more fully
\nAdequate spelling and grammar Your assignment needs more work to improve its presentation and structure.<\/p>\n
Some indicators of an unsuccessful attempt:
\nPresentation is not at all professional
\nThe structure is not clear
\nInappropriate tone
\nNone or one\/two references\/ citations used and need to apply Harvard referencing more fully
\nPoor spelling and grammar Your assignment is weak in the way it is written and presented. You need to put more thought and care into structuring your work and presenting it.<\/p>\n
Some indicators of an unsuccessful attempt and this grade:
\nPresentation is weak
\nThe structure is confusing
\nInappropriate and\/or disrespectful tone
\nNone or one\/two references\/ citations used and need to apply Harvard referencing more fully
\nVery poor spelling and grammar The assignment is difficult to follow as there is no structure to it and it is poorly written.<\/p>\n
Some indicators of an unsuccessful attempt and this grade:
\nVery weak presentation
\nUnstructured
\nInappropriate and\/or disrespectful tone with very poor use of language
\nNone or one\/two references\/ citations used and need to apply Harvard referencing more fully
\nUnacceptable spelling and grammar No attempt is made to put the work together into a coherent structure. It is difficult to make sense of the work as it is very poorly written.
\nSome indicators of an unsuccessful attempt and this grade:
\nVery poor presentation
\nUnstructured
\nInappropriate and\/or disrespectful tone with extremely poor use of language
\nNone or one\/two references\/ citations used and need to apply Harvard referencing more fully
\nUnacceptable spelling and grammar<\/p>\n
In addition the following criteria will apply:
\nANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS – LEVEL 6<\/p>\n
Level 6 is characterised by an expectation of students\u2019 increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.
\nMark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
\nKnowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills
\nCharacteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within Anglia Ruskin University Exceptional management of learning resources, with a higher degree of autonomy\/exploration that clearly exceeds the assessment brief. Exceptional structure\/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team\/practical\/professional skills. Work may be considered for publication within Anglia Ruskin University
\n80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy Outstanding management of learning resources, with a degree of autonomy\/exploration that clearly exceeds the assessment brief. An exemplar of structured\/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team\/practical\/professional skills
\n70-79% Excellent knowledge base that supports analysis, evaluation and problem-solving in theory\/practice\/ethics of discipline with considerable originality Excellent management of learning resources, with degree of autonomy\/research that may exceed the assessment brief. Structured and creative expression. Very good academic\/ intellectual skills and practical\/team\/professional\/problem-solving skills
\n60-69% Good knowledge base that supports analysis, evaluation and problem-solving in theory\/ practice\/ethics of discipline with some originality Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic\/intellectual skills and team\/practical\/ professional\/problem solving skills
\n50-59% Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory\/practice\/ethics of discipline Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic\/ intellectual skills going beyond description at times. Satisfactory team\/practical\/professional\/problem-solving skills
\n40-49% A marginal pass in module outcome(s) related to GLO at this level Basic knowledge base with some omissions at the level of theoretical\/ethical issues. Restricted ability to discuss theory and\/or or solve problems in discipline Basic use of learning resources with little autonomy. Some difficulties with academic\/intellectual skills. Some difficulty with structure\/accuracy in expression, but evidence of developing team\/practical\/professional\/problem-solving skills
\n30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark Limited knowledge base. Limited understanding of discipline\/ethical issues. Difficulty with theory and problem solving in discipline Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic\/ intellectual skills. Still mainly descriptive. General difficulty with structure\/accuracy in expression. Practical\/professional\/ problem-solving skills that are not yet secure
\n20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Little evidence of knowledge base. Little evidence of understanding of discipline\/ethical issues. Significant difficulty with theory and problem solving in discipline Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic\/ intellectual skills. Work significantly descriptive. Significant difficulty with structure\/accuracy in expression. Little evidence of practical\/professional\/problem-solving skills
\n10-19% Inadequate knowledge base. Inadequate understanding of discipline\/ethical issues. Major difficulty with theory and problem solving in discipline Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic\/intellectual skills. Work significantly descriptive. Major difficulty with structure\/accuracy in expression. Inadequate practical\/professional\/ problem-solving skills
\n1-9% No evidence of knowledge base; no evidence of understanding of discipline\/ethical issues. Total inability with theory and problem solving in discipline No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic\/intellectual skills. Work wholly descriptive. Incoherent structure\/accuracy and expression. No evidence of practical\/professional\/ problem-solving skills
\n0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and\/or related learning outcomes<\/p>\n
You will be marked on Grademark according to the following criteria:
\nQuestion 1
\nMarking criteria Learning Outcomes
\n(as set out in Section 1.3) % of overall mark Mark achieved %
\nIntroduction:
\nHas an outline of the area in question been provided, including a coherent, brief explanation \/ discussion of the relevant issues?
\n1; 2; 4 10%
\nContents:
\nHave the relevant, specific issues been defined and identified?
\nHas an explanation \/ exploration of the issues identified been provided?
\nHave suitable legal cases \/ statutes been fully incorporated as part of the discussions?
\nAre the arguments \/ discussions coherent and address the essay question in an appropriate, logical manner?
\n1; 2; 3; 4 70%
\nConclusion
\nHas a coherent conclusion to the issues raised been provided?
\n1; 2; 3;4 10%
\nPresentation and Academic Rigour:
\nHave the arguments and conclusions been clearly presented and communicated in an appropriate style of language, including using good spelling and grammar?
\nHas Harvard referencing been applied correctly?
\nHave the incorporated legal cases been provided with the correct legal citations?
\n4 10%<\/p>\n
Question 2 (The case study\/problem question)
\nMarking criteria Learning Outcomes (as set out in Section 1.3) % of overall mark Mark achieved %
\nIntroduction:
\nAre the issues emanating from the case study scenario identified and introduced?
\nAre there brief discussions on how legal principles relate to the question?
\n1; 2; 3; 4 10%
\nContents:
\nHave the specific issues been defined and identified?
\nHave suitable legal cases been incorporated as part of the discussions and they used to illustrate the issues in the case scenario?
\nHas an explanation on the issues identified been provided?
\nAre the arguments \/ discussions coherent and applied to the problem question in a logical manner?
\n1; 2; 3; 4 70%
\nConclusion:
\nHas a coherent conclusion to the issues raised been provided?
\nHas appropriate advice been given to the parties?
\n1; 2; 3; 4 10%
\nPresentation and Academic Rigour:
\nHave the arguments and conclusions been clearly communicated in an appropriate style of language, including using good spelling and grammar?
\nHas Harvard referencing been applied correctly?
\nHave the legal cases discussed been provided with the correct citations? 4 10%<\/p>\n
3.3 Re-assessment Information
\nIf you are required to complete a re-sit assessment for this module, please ensure you are aware of this assessment as it will be different to the original assessment.
\n3.3.1 Re-assessment for Element 010 \u2013 3000 WORD ASSIGNMENT WITH 2 QUESTIONS (100%)<\/p>\n
Mark Learning Outcome
\n1 Question 1 (Essay question) 50% LO 1 – 4
\n2 Question 2 (Case scenario problem) 50% LO 1 – 4
\nTOTAL MARKS: 100%
\nAnswer both questions.
\nEach question carries marks as indicated.
\nYou are advised to divide the word limit equally between the two questions.
\nYou must use appropriate case law in order to support your answers.<\/p>\n
Question 1
\nThe law of contract and the law of tort are similar in nature and it is therefore difficult to distinguish between these two legal concepts.
\nAnalyse this statement, with reference to relevant case law throughout, and state whether you agree with this proposition.
\n50 marks
\nQuestion 2
\nMagley Custom Kitchens (MCK) is a company designing and manufacturing fitted and custom-made kitchen furniture operating from a Business Park in Cambridge. There are 250 workers in the company, which has been operating successfully for fifteen years. You are the Senior Manager of the Accounts office at MCK. Kirstie Blake joined your company as an administrative clerk in the Accounts office five months ago. Kirstie is aged 23 and quite shy; she enjoys wearing very fashionable clothes, some of which include quite short skirts and \u2018low\u2019 tops. Since she started work, she has been subject to personal comments from the married, 47 year old, Accounts administrator, Tim Saxon, about her appearance \u2013 including some about her clothes, her figure and the way she dresses. Three months ago, one evening when almost everyone else had left work, Tim approached her and put his arm around her waist, saying \u201cHow about a drink after work then?\u201d Kirstie pulled away, rather horrified and started to mutter \u201cNo thank you.\u201d Tim said \u201cWhat\u2019s the problem \u2013 anyone who dresses like you is surely willing to go out with me for a drink?\u201d But Kirstie was dumbstruck and she ran out of the office, shaking.
\nKirstie did not want to go back to work the next day and she telephoned in, saying she did not feel well. She was off work for three weeks, after visiting her GP suffering from anxiety. Eventually, two months ago, she came back to work and went to the Office Manager, David Grayson, to tell him she wanted a transfer to another post as she was frightened by Tim and did not want to work with him anymore. She was so worried about Tim\u2019s behaviour; she said it was \u201cmaking her ill.\u201d
\nDavid Grayson immediately told her that Tim\u2019s comments were just office \u2018banter\u2019 and she should just ignore them. In addition, he said that if she pursued a complaint against Tim and made a formal request for a transfer, he would not support it as he felt that she dressed inappropriately for the office and anyway, Tim was a good friend of his. He said that he would put a note on her disciplinary record saying that she had made an unjustified complaint. This worried Kirstie so much that she left the office crying and telephoned in again saying she did not feel well.
\nShe has come to you asking for advice as she does not want to leave her job but she feels this may be the only option available to her.
\nSet out the legal implications of this scenario and make recommendations to your company.
\n50 marks
\n4. Report on Last Delivery of Module: Not applicable as this is a new Module
\n5. Links to Other Key Information
\nAssessment Offences: As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. There is more information on these principles and the types of Assessment Offences here: http:\/\/www.anglia.ac.uk\/modguide4.aspx Penalties for poor academic practice can be severe so ensure you are aware of what is expected and how to reference correctly.
\nThere is a guide to Good Academic Practice here: http:\/\/anglia.libguides.com\/plagiarism
\nAttendance Information: Attending all your classes is very important and one of the best ways to help you succeed in this module. Link to more details on the Attendance Requirements here: http:\/\/www.anglia.ac.uk\/modguide1.aspx
\nAssessments and TurnitinUK: TurnitinUK is used for submitting the majority of your assessments, it is important that you read the information on preparing your assignment at:
\nhttps:\/\/vle.anglia.ac.uk\/sites\/LTA\/Grademark\/Content\/Preparing%20my%20Assignment.aspx
\nInformation on submitting your assignment must be read and guidelines adhered to, please ensure you read: https:\/\/vle.anglia.ac.uk\/sites\/LTA\/Grademark\/Content\/Quick-Start.aspx
\nThe direct link to TurnitinUK is: http:\/\/www.turnitinuk.com
\nExaminations: Examinations are held in January (semester\/trimester 1), May (semester\/trimester 2) and in August (trimester 3). All examinations are scheduled by the Examinations Unit, the dates and locations will be posted on the following website: http:\/\/web.anglia.ac.uk\/anet\/students\/exams\/
\nExternal Examiners: An up-to-date list of external examiners is available to students and staff at http:\/\/www.anglia.ac.uk\/eeinfo The external examiner for this module is in the Human Resources and Organisational Behaviour department. These are academic examiners from other institutions who independently approve and confirm the quality and standard of our modules and assessments.
\nFeedback in TurnitinUK: Link to more details on the viewing feedback is here: https:\/\/vle.anglia.ac.uk\/sites\/LTA\/Grademark\/Content\/Feedback.aspx
\nHow is My Work Marked and Flowchart of Anglia Ruskin\u2019s Marking Process: After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. More information about this is given here: http:\/\/www.anglia.ac.uk\/modguide5.aspx
\nModule Evaluation: During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module, more about this process is included here: http:\/\/www.anglia.ac.uk\/modguide6.aspx
\nReading Lists: These are now all available online: http:\/\/readinglists.anglia.ac.uk
\nRe-assessments: Re-assessment dates will be stated on e-vision, you can check the specific date your re-assessment assignment is due in on: http:\/\/e-vision.anglia.ac.uk or alternatively, if it is an examination, these are scheduled by the Examinations Unit, the dates and locations will be posted on the following website: http:\/\/web.anglia.ac.uk\/anet\/students\/exams\/
\nUniversity Generic Assessment Criteria: This module is at level 6, information on the criteria that the university uses to mark your work can be found here: http:\/\/www.anglia.ac.uk\/criteria<\/p>\n","protected":false},"excerpt":{"rendered":"
Contents 1. Key information, Introduction to the Module and Learning Outcomes 2 1.1 Key Information 2 1.2 Introduction to the Module 2 1.3 Learning Outcomes 2 2. Employability Skills in this Module 3 3. Outline Delivery and Reading Lists @ Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-237543","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/237543","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=237543"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/237543\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=237543"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=237543"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=237543"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}