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  • 156.756 Assessment 2 : Digital Marketing Strategy

    156.756 Assessment 2 : Digital Marketing Strategy 

    Assessment Client: Three Sisters Brewery (https://threesistersbrewery.store)

    Due Date: Monday 8 June 2026, 11:55am

    Weighting: 50% of course mark

    Word count: 4,000 words

    Assessment Brief 

    This assessment requires you to act as a digital marketing consultant to the marketing team for Three Sisters Brewery.

    For this assignment, you can choose the target market of EITHER New Zealand OR China.  The focus is on business to consumer marketing (i.e. the consumer market).

    The social media channels for Three Sisters Brewery are:

    Three Sisters Brewery https://threesistersbrewery.store/

    Facebook https://www.facebook.com/threesistersbrewery/

    Instagram https://www.instagram.com/threesistersbrewery/?hl=en

    LinkedIn https://www.linkedin.com/company/three-sisters-brewery/

    Note: If you choose China, you should look at their Chinese website and social channels.

    In Week 2, a representative from Three Sisters Brewery will attend class and brief you on their aims for the marketing strategy, providing detail about their objectives, previous marketing campaigns (if applicable) and the information on Three Sisters Brewery’s target market.

    Please note – throughout your assessments on this company, you will also be marked on your adherence to this verbal briefing and the company’s conception of the brand. Knowing the company’s understanding of their segmentation, brand and brief and responding to this is a critical part of working in digital marketing.

    You should be actively taking notes during this briefing, and you should repeat the brief in your assessments and how you will respond to it. In a commercial environment, not knowing the brief could mean losing the client.

    You will then provide a step-by-step digital marketing strategy that they can implement, with the aim of convincing your client that this is the correct approach. A digital marketing strategy is one that integrates all of your digital activities under a single theme (e.g. to “increase brand awareness and conversions by promoting the lifestyle of Lululemon using User Generated Content of people living the Lululemon life”).

    Your assignment should consider the following: 

    • How the strategy ties in with and complements the company’s business objectives

    (look at the big picture – are you going for the right target market?)

    • A strategy that can be summarised in an elevator pitch
    • How the tactics (specific marketing actions) feed into this overall marketing strategy
    • How the recommended channels complement this strategy
    • You may also consider how this complements their offline experience (e.g. in store)
    • A review of the existing channels
    • A time period for the campaign
    • Suggested hashtags
    • Suggested posts or themes (it can be good to screenshot examples of other brands using content that would be good)
    • KPIs (Key Performance Indicators) for measurement (e.g. conversions, engagement, reach, fans)[1]
    • A buyer persona
    • A customer journey
    • A solid consideration of how you get people to move from one place to the next (e.g. if you are using Facebook Live, how do you then get those people to move across to your website/ Facebook group? How do you capture their information for remarketing/ contact them again?)
    • A marketing calendar
    • A budget (note: you are not being marked on how accurate your budget is – you are not allowed to contact suppliers for this assignment. Rather we want you to begin considering a budget and get in this habit). Note: this budget must respond to the amount that you were briefed on.
    • An introduction and conclusion that summarises your strategy

    Please see the end of this document for the breakdown of the composition of these parts.

    Individual / Group: You may complete this assignment as an individual or a group (maximum number of 4). Please note that having more students in your group does not mean that you write less, it actually means that you will be expected to produce a larger and more comprehensive report.

    It is expected you will integrate a minimum of two different digital marketing channels into your overall strategy. Three people = three channels, etc. If you are completing the assignment as an individual you should include at least two channels so you have an opportunity to demonstrate strategy and an omnichannel approach.

    Please note: 

    • Your assessment may be shared: Your assessments may be shared with these companies, so you are to write in a business style that is confident, clear, forthright and direct.
    • Write with purpose: You should write as if you are writing for a busy person, and clearly lay out your argument. This assignment is much more about laying out a clear strategy than discussing theory, but you should reference where you have included theory so that the client knows that you understand digital marketing.
    • Justify your decisions: You will find when recommending strategies there are often advantages and disadvantages to each recommendation, so you will need to justify

    why your recommendation is the correct choice. Quote benefits, reasons why, state statistics, and all ideas must be referenced back to digital marketing “best practice” (a successful website, a peer reviewed article, a case study on the subject, recent statistics, a text book, a quote by the guest speaker etc). You will often find there are multiple ways to achieve a goal – just go with what you think is the best and say why.

    • Be specific: When giving ideas to your client, it is important to give specific examples and be detailed in your explanations. Your client’s marketing team would prefer you only provided two or three well thought out detailed specific strategies, rather than an exhaustive list of ideas that just ‘skim the surface’. This means rather than providing large chunks of theory, it is better to detail the specific strategies of how you will achieve the desired result (sample keywords, ideas for content pillars in social media marketing, etc.). Note: this is particularly important if you use Artificial Intelligence to brainstorm your ideas. AI is prone to providing aggregate information, or information that has a bias towards the average. This means that it is likely to throw up a lot of information that is general about Search Engine Marketing, but no specific information that is actionable or that a client would actually pay for. You must check that it is both on-brand and not exactly the same as the marketing for their competitors. You are looking to provide differentiation that would make someone choose your product over competitors.
    • Pretend it is real: Pretend you are going to actually implement your strategy(s) and have to justify why and how to implement it. Therefore, include everything necessary for your strategies to be fully implemented, and fully communicate your intention. For example; provide a sample selection of tweets/postings, PPC adverts, landing page, articles, topics or themes to be used, indicate frequency and timing, etc. Use screen shots of similar ideas to evidence how you will do this. This will help you evidence the tone.
    • Think ‘mobile first’ and ‘journey driven design’: How do people engage with the company on and offline, and how do these modes intertwine?
    • Balance: Provide suggestions your client can practically use, matched to academic and industry researched justifications. You will need to use all your knowledge of digital strategy, business models, website design and relationship marketing to successfully complete this assignment.
    • Appendix: All appendix items must be referenced within the assignment.

    Please remember to fill out the peer review component too – if this is not submitted, 3% of your grade will be deducted. This can be found on the Assessment 2 page on Stream.

    In this assignment, AI planning is allowed. This means that you may use AI for planning, idea development and research.

    You must produce the original content. You must review, fact-check, and evaluate the suggestions AI provides.

    Please consult the guidelines in your course Stream site. You must submit all prompts and outputs to AI in your appendix and your AI Declaration. You must also keep a OneDrive copy evidencing the development of your assessment. 

    Assessment Breakdown

    Criteria Value
    Elevator pitch – strategyAbility to cohesively summarize an elevator pitch strategy in the introductory paragraphs that summarizes the overall direction of the campaign. This should include the campaign’s relationship to the target audience, relationship to the business offering and business objectives, and briefly explain the overall marketing strategy.  This elevator pitch must respond to the brief. 5
    Buyer personaThe development of a buyer persona (or buyer personas) that clearly relates to the company’s target audience. 5
    Customer journeyThe development of a customer journey map that illustrates how the customer will find, interact, and be moved through channels towards purchase. 5
    Marketing calendar and tacticsThe development of a marketing calendar that utilises integrated marketing techniques across channels themes to support the overall strategic direction of the campaign.  The identification of sustainable solutions and tactics to build traffic, campaign goals and conversions.  The marketing calendar should have a clear relationship and linkage to the written explanation of your approach to tactics within the body of your essay. There should be some indication of how much budget you are allocating to each channel. 15
    StrategyA clear, identifiable marketing strategy that is developed throughout the body of the essay which ties the ideas and channels together and makes logical sense. Tactics, examples, channels and KPIs that support this strategy. A conclusion that ties the ideas together and summarises the strategy. 10
    Report style formatThe presentation of your assignment in a clear, concise format which follows APA style referencing and has excellent grammar and spelling. 5
    Engagement with secondary researchEngagement with secondary research as and where is applicable to support your argument (e.g. choice of channels, identification of target market). A balance between academic resources and industry sources. 5
    Total 50

    Note. Some of these may be difficult, but focus on the ones that you can do (e.g. doing Customer Lifetime Value might be too hard for this assignment) and rough ballpark estimates. A good list of digital marketing metrics is available here: https://www.klipfolio.com/resources/kpi-examples/digital-marketing

  • MG5674 Strategic Management Assignment Brief 2026 |

    MG5674 Assessment:

    Part 1: Report on Strategic Analysis and Evaluation (2200 Words 10%+).

    Scenario:

    The article published in Financial Times below provides a snapshot of the impact on the Airline industry.

    First-class shake-up in the skies: the leisure takeover of premium cabins

    Looking to the scenario and context given in the FT article above, as a head of strategy in one of the leading airlines (choose a global airline), the board of directors of your chosen airline has asked you to carry out a strategic review of the airline and provide a report that assesses its recent strategic developments, current strategic position and future strategic options aligned with the UNSDGs. The report must address the following key aspects:

    1. RECENT PAST (5-10 years): Strategic developments

    Research and critically analyse the strategic developments of the chosen airline within the context of the industry to which it belongs over the past 5 to 10 years. Choose the duration of time for the study most appropriate for understanding the key strategic developments that have influenced the long-term direction of the airline to the present day. Identify any changes in the strategy that the airline has made during the period in question, critically analyse and evaluate how and why these changes were made (600 words 10%+).

    2. CURRENT: Strategic situation

    Building on your analysis undertaken in section 1, provide a critical analysis and evaluation of the airline’s current strategic situation at the time of writing which relates to the previous section.

    3. FUTURE: Strategic choices

    Based on your research and analysis undertaken for tasks 1 and 2 above, recommend a limited range of distinctively different strategic choices of your own creation available to the airline for the future. Critically evaluate and assess the choices available leading to recommendations for the airline’s strategic direction forward. Make clear the assumptions you have made as a basis for the strategic choices and ensure that they take account of potential uncertainties and strategic changes (700 words 10%+).

    Part 2: Poster/Brochure and Portfolio (300 Words 10%+)

    After completing part 1 of MG5674, you need to develop a one-page poster providing succinct analysis and evaluation of the strategic developments (past), strategic situation (current) and strategic choices (future) of the chosen airline. The poster must be included as an appendix in the report.

    Reference

    Georgiadis, P. (2024). ‘First-class shake-up in the skies: the leisure takeover of premium cabins’, FT, May 27, 2024. Available at: https://www.ft.com/content/fcda8eec-8cf1-4059-a1c7-9c79b519aef3 (Accessed October 23, 2024)

  • PROPERTY 385 Special Topic – Money Land and Housing Assignment 2026 | Auckland

    PROP385 Assignment Brief

    Grouping, Length & Format

    Number of group members: Minimum 2, Maximum 5 Self-assign on Canvas -> People -> Groups for Assignment at
    https://canvas.auckland.ac.nz/courses/144873/groups#tab-27531 by 17 March 2026.

    Written Report

    • 3,500 – 5,000 words
    • Word Count Exclusions:
      • Title page
      • Executive Summary
      • Table of Contents
      • References
      • Appendices
      • Tables and Figures
    • Structured into six chapters (see below)
    • APA 7th edition referencing required
    • Submit as .docx or .pdf via Canvas

    Presentation Video

    • 8–10 minutes
    • 8–10 presentation slides recommended.
    • focusing on Chapters 4 and 5.
    • Submit as an .mp4 video via Canvas.
    • the video is a group submission, but it will be assessed individually.
      Make sure all members have made their presentations.

    Assignment Overview

    This group assignment requires students to produce a rigorous, evidence-based investigation into housing affordability issues in New Zealand. Housing affordability remains one of the most significant socio-economic challenges facing New Zealand. Over the past decade, housing prices and rents have experienced substantial volatility, particularly during and after the COVID-19 pandemic. Policy responses have ranged from large-scale urban upzoning initiatives to restrictions on foreign purchases and substantial interest rate adjustments.  Has New Zealand’s housing become more or less affordable? Why?

    This assignment requires students to:

    • Distinguish between perceptions and measured affordability outcomes
    • Analyse primary and secondary datasets
    • Evaluate policy effectiveness using evidence
    • Propose well-justified solutions grounded in economic and institutional reasoning

    The emphasis is on evidence-based reasoning, not opinion. Arguments must be supported by empirical data, credible literature, and clear analytical logic.

    Exemplars And Professional Context

    Several New Zealand institutions have produced influential evidence-based
    reports on housing affordability that serve as strong exemplars for this assignment.

    For example, Auckland Council (2014) analysed land supply and planning
    constraints in Auckland, while The Treasury (2013) evaluated patterns and
    trends of house prices, expenditures and home ownership over time and across groups based on two surveys.

    These reports demonstrate clear problem framing, transparent data use,
    critical policy evaluation, and evidence-based conclusions. They reflect the
    professional standards expected of property and policy analysts.

    However, they are all very outdated (published more than 10 years ago).

    This assignment mirrors such real-world consultancy practice, requiring
    students to produce structured, data-driven analysis comparable to professional reports on housing affordability issues.

    Data Provided

    1. Survey Data – mainly for Chapter 2

    (available here, and guest presented in week 3)

    About 100 raw data from a recently completed survey of young New Zealanders examining:

    • Perceptions of housing affordability
    • Current housing status
    • Anticipated housing pathways over the next five years
    • Views formed after pandemic-era housing volatility

    2. Stats NZ Customised Census Dataset – mainly for Chapter 3

    (available here and presented in week 4)

    • House mortgage-to-household income ratios* (five quintiles)
    • Rent-to-household income ratios (five quintiles)
    • Census data covering approximately the past decade

    Students are expected to analyse these datasets independently and integrate findings into the report.

    Required Report Structure

    Chapter 1: Introduction and Literature Review

    • Background of housing affordability issues in New Zealand
    • Conceptual definition(s) of housing affordability to be used
    • Review of key academic and policy literature
    • Explanation of why distinguishing perception from measured affordability matters
    • Explanation of the approaches to be used in Chapter 4 and Chapter 5
      on the causes and the solutions of housing affordability issues.

    Chapter 2: Public Perceptions of Housing Affordability

    Using the provided survey data to discuss, but not limited to, the following:

    • Analyse young New Zealanders’ views on affordability
    • Examine expectations regarding housing pathways
    • Identify patterns across demographics (if relevant)
    • Compare findings with other opinion-based sources (e.g., surveys, reports)

    This chapter should critically discuss how perceptions may differ from objective affordability metrics.

    Chapter 3: Measured Housing Affordability Trends

    Using the customised Stats NZ dataset to discuss, but not limited to, the following:

    • Analyse and plot graphs of mortgage-to-income ratios* (by quintile)
    • Analyse and plot graphs of rent-to-income ratios (by quintile)
    • Identify and explain the identified affordability trends over the past decade
    • Compare findings with alternative affordability indicators where relevant

    This chapter presents the actual affordability trajectory and examines
    distributional differences across income groups.

    Chapter 4: Causes of Affordability Changes

    Identify and evaluate drivers of housing affordability changes, supported by evidence.

    These may include:

    • Housing supply dynamics
    • Land use regulation and upzoning
    • Credit conditions and interest rates
    • Construction costs
    • Migration flows
    • Investor behaviour
    • Macroeconomic factors

    Arguments on at least ONE core cause must be supported by empirical evidence
    (quantitative or qualitative).

    Chapter 5: Evaluation of Policy Measures and Proposed Solutions

    Critically assess at least ONE policy intervention attempted in the past decade, including:

    • Large-scale upzoning in Auckland (increased housing supply)
    • Overseas Investment Act (restrictions on foreign buyers)
    • Ultra-low interest rate environments during the outbreak of the pandemic
      and subsequent high interest rate tightening

    For each policy considered:

    • Did it materially affect affordability?
    • Why?
    • What is the supporting evidence?

    Students must also propose ONE alternative solution.

    Proposal must include:

    • Clear economic logic – why it can solve the problem better than the attempted ones
    • Institutional feasibility – what are the conditions that can empower the proposal viable?
    • Evidence or theoretical justification for effectiveness

    Chapter 6: Conclusion

    • Summarise key findings
    • Distinguish between perception and measured reality
    • Reflect on policy implications
    • Highlight future research directions

    Learning Objectives

    By completing this assignment, students will be able to:

    • Apply evidence-based reasoning to complex housing market issues
    • Analyse and interpret housing affordability datasets
    • Distinguish public perception from empirical measurement
    • Evaluate policy interventions using data
    • Develop structured, professional reports suitable for property-sector analysis
    • Communicate analytical findings effectively in written and oral formats

    References

    1. Auckland Council (2014). Housing supply, choice and affordability – Trends,
      economic drivers, and possible policy interventions, by Chris Parker,
      Chief Economist, Auckland Council, New Zealand.
      https://knowledgeauckland.org.nz/media/2nyf2bg0/housing-supply-choice-and-affordability-october-2015_parker-c.pdf
    2. The Treasury (2013). Housing Affordability in New Zealand: Evidence from
      Household Surveys (WP13/14), by David Law and Lisa Meehan,
      New Zealand Productivity Commission, New Zealand.
      https://www.treasury.govt.nz/publications/wp/housing-affordability-new-zealand-evidence-household-surveys-wp-13-14#abstract

    * updated on 28 April 2026 from price-to-income ratios to mortgage-to-income ratios.

    Marks Distributions Of The Written Report (30%)

    Section Description Marks
    1. Introduction & Literature Review Context, theoretical grounding, use of credible sources 3
    2. Perception Analysis Quality of survey analysis and comparison with other sources 6
    3. Measured Affordability Analysis Accuracy, clarity, depth of data interpretation 6
    4. Causal & Policy Evaluation Strength of evidence, analytical reasoning, policy critique 6
    5. Solutions Evaluation & Novel Solution Strength of evidence, analytical reasoning, policy critique, novelty 6
    6. Conclusion Coherent synthesis and implications 3

    Marks Distributions Of The Presentation Video (10%)

    Criterion Description Marks
    1. Structure & Oral Communication Logical flow, clarity of key findings Clarity, confidence,
    engagement, professional tone
    2
    2. Non-verbal Communication Body language, eye contact, dress code, etc 2
    3. Visual Support Effective slide design, good use of graphics and illustrations 2
    4. Engagements Collegiality, Collaborativeness, Coherence, Classroom Engagements 4

    Academic Integrity

    This is a group project. Collaboration within groups is expected; however:

    • All sources must be properly cited
    • Data analysis must be original
    • AI tools are ONLY allowed to be used for language editing.

    PROPERTY 385 Assignment Rubric

    Rubric for Assignment AoL
    Criteria Ratings Pts
    This criterion is linked to a learning outcomeIntroductionIntroduce background information and literature review
    (AoL 3.1)
    3 PtsAbove Standard (8-10)Advanced Student has shown detailed background information on the topic and current status, with strong supporting evidence from reliable sources, including government reports, court case reports, academic research papers, etc.2.25 PtsProficient (6.5-7.5)Proficient Student has provided enough background information on the topic and current status, with some good supporting evidence.

    1.8 PtsBasic (5-6)Basic Student has provided some good background information on the topic and current status, with little or weak supporting evidence.

    1.35 PtsDeveloping (0-4.5)Not Satisfied Student has failed to provide reasonable background information on the topic

    3 pts
    This criterion is linked to a learning outcomePerception Analysis on Survey DataIdentify the respondents’ perception to the topic and their relationships with respondents’ attributes.
    (AoL 3.3)
    6 PtsAbove Standard (8-10)Advanced Student has demonstrated with detailed information on the perception analysis with good charts showing the findings on patterns, correlations, and/or interrelationship, with strong supporting evidence.4.5 PtsProficient (6.5-7.5)Proficient Student has demonstrated with some good information on the perception analysis with clear charts, with good supporting evidence.

    3.6 PtsBasic (5-6)Basic Student has demonstrated with little or weak information on the perception analysis with poor charts, and with little or weak supporting evidence.

    2.7 PtsDeveloping (0-4.5)Not Satisfied Student has failed to provide reasonable information on the perception analysis, or with no charts, or with no supporting evidence.

    6 pts
    This criterion is linked to a learning outcomeCausal & Policy EvaluationExplain which alleged cause(s) is/are the major cause(s) of the issues.

    (AoL 3.2)

    6 PtsAbove Standard (8-10)Advanced student has evaluated the theories and latest information that can explain with convincing evidence the major cause(s) of the issues.4.5 PtsProficient (6.5-7.5)Proficient student has evaluated the theories or latest information that can explain with good evidence the major cause(s) of the issues.

    3.6 PtsBasic (5-6)Basic student has evaluated the theories or latest information that can explain with little or weak evidence the major cause(s) of the issues.

    2.7 PtsDeveloping (0-4.5)Not Satisfied Student has failed to evaluate the theories or latest information to explain or with no evidence the major cause(s) of the issues.

    6 pts
    This criterion is linked to a learning outcomeSolutions Analysis and Proposed SolutionDiscuss the effectiveness of the solutions implemented in the past decade, and a proposed new solution for the future.

    (AoL 1.1)

    6 PtsAbove Standard (8-10)Advanced Student has demonstrated with professional knowledge on how the implemented solutions have helped solve the problems and proposed a novel one for the future, with strong supporting evidence or rationale.4.5 PtsProficient (6.5-7.5)Proficient Student has provided with relevant information on how the implemented solutions have helped solve the problems and proposed a novel one for the future, with good evidence or rationale.

    3.6 PtsBasic (5-6)Basic Student has provided with little or weak information on how the implemented solutions have helped solve the problems and proposed a novel one for the future, with little or weak evidence or rationale.

    2.7 PtsDeveloping (0-4.5)Not Satisfied Student has failed to provide reasonable information on how the implemented solutions have helped solved the problems, and proposed a novel one for the future, with no reasonable evidence or rationale.

    6 pts
    This criterion is linked to a learning outcomeMeasured Affordability AnalysisApply appropriately the concepts and analytic skills to analyse the topic based on the chosen metric(s).
    (AoL 1.2)
    6 PtsAbove Standard (8-10)Advanced Student has applied the concepts and analytic skills, with professional evidence.4.5 PtsProficient (6.5-7.5)Proficient Student has applied the concepts and analytic skills, with good evidence.

    3.6 PtsBasic (5-6)Basic Student has applied the concepts and analytic skills, with little or weak evidence.

    2.7 PtsDeveloping (0-4.5)Not Satisfied Student has failed to apply appropriately the concepts or analytic skills, or with no evidence.

    6 pts
    This criterion is linked to a learning outcomeConclusion and Overall Written Communication 

    Conclusion, Title and Contents (Overall content structure, design and use of tables and graphics, writing purpose, context, etc)

    3 PtsAbove Standard (16-20)Advanced Student has concluded with a coherent synthesis of the report and drawn important implications from the findings. Student has consistently adhered to the assignment instruction guidelines; the essay is well-written with professional use of graphics and tables; APA 7th referencing is used; there is excellent attention to detail, with no or minor mistakes and omissions.2.33 PtsProficient (12-15.5)Proficient Student has concluded with a good synthesis of the report and drawn some implications from the findings. Student has adhered to most of the assignment instruction guidelines with a fair use of graphics and tables, but there are some mistakes and omissions in referencing and grammar, spelling, and punctuation; parts of the essay lack conciseness and cohesion.

    1.8 PtsBasic (10-12)Basic Student has concluded with little or a weak synthesis of the report and drawn no or little implications from the findings. Student has adhered to some assignment instruction guidelines with little or weak use of graphics and tables, but there are many mistakes and omissions in referencing and grammar etc. Parts of the essay are difficult to follow; there are examples of filler text, repetition, colloquial language.

    1.42 PtsDeveloping (0-9.5)Not Satisfied Student has NOT made an appropriate conclusion, or withOUT a synthesis of the report or has NOT drawn implications from the findings. Student has ignored most, or all assignment instruction guidelines and made use of poor or no graphics or tables. The standard of referencing, grammar, spelling, and punctuation are well below expectations. The essay is difficult to comprehend.

  • NFQ Level 6N4169 Administration Practice Assignment Brief 2026 – QQI

    6N4169 Assessment Brief

    The assessor is required to devise assessment briefs and marking schemes for the Portfolio/Collection of Work and Project. In devising the assessment briefs care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence.

    Assignment 1 – Portfolio/Collection Of Work50%

    (Tasks x 2 @ 25% each)

    Task 1

    25%

    The task is designed to enable the learner to

    • Evaluate the role of administration in organisations
    • Assess the relationships between administration practices and organisations policies
    • Manage a range of systems to maintain a diary, messaging and mail processing
    • Use a range of office equipment and information technology applications to perform administrative tasks
    • Prioritise tasks in the performance of administrative services.

    Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these. Any audio, video or digital evidence must be provided in a suitable format.

    All instructions for the learner must be clearly outlined in an assessment brief.

    Task 2

    25%

    This task should be completed in a period of 4-6 weeks

    The internal assessor will devise a brief to enable the learner to research and investigate Administration Practice topics in detail and produce documentation appropriate to two or more of the following:

    • Data and workflow management using communications skills
    • Organise a meeting/event
    • Devise procedures for the procurement and issuing of business resources and supplies
    • Organise business and travel accommodation

    Assignment 2 – Project – 50%

    Project will be carried out over a period of 4 weeks 

    The project will take the form of designing an Administration Management Programme for a designated workplace, together with a detailed description of the procedure implemented from start to finish.

    It should reflect the requirements of the current legislation and good practice guidelines on areas relevant to administration to include health and safety, data protection corporate governance, employment and equality

    It should identify the Research issues relevant to administration to include security, facility management and environmental issues, confidentiality and Freedom of Information requests.

    The project should also include other information on the means by which you can deliver administrative services through developing working relationships with relevant stakeholders and to reflect the ability to organise administrative support services to develop and maintain customer relationships.

    And finally, it should identify the role that Administration Management can play in the overall strategic management of the workplace.

    Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these. Any audio, video or digital evidence must be provided in a suitable format.

    All instructions for the learner must be clearly outlined in an assessment brief.

    Learning Outcomes And Assessment Criteria

    Learning Outcomes Assessment Criteria
    Learning Outcome 1: Assess the relationships between administration practices and organisational policies, objectives and culture In order to achieve Learning Outcome 1, facilitate the learner to:1.1 Explain the different function areas of business.1.2 Explain the terms

    • Administration functions,
    • Customer service functions,
    • Distribution functions,
    • Finance functions,
    • Human resource functions,
    • Sales functions,
    • ICT functions,
    • Marketing functions,
    • Sales functions,
    • Production functions,
    • And: – How they interrelate in a business environment.

    1.3 Define the terms policies and objectives.

    1.4 Explain the term business culture

    Learning Outcome 2: Evaluate the role of administration in major organisational functions In order to achieve Learning Outcome 2, facilitate the learner to:2.1 Explain the importance of administration to modern day business.2.2 Investigate the common hardware and software used in administration (Electronic Tools)
    Learning Outcome 3: Appraise current legislation and good practice guidelines on areas relevant to administration to include health and safety, data protection, corporate governance, employment and equality In order to achieve Learning Outcome 3, facilitate the learner to:3.1 Analyse in relation to health and safety, good practice, and carry out and risk assessment.3.2 Provide a safety statement.

    3.3 Describe the role of the administration in relation to the provision of information, training in relation to health and safety.

    3.4 Specify the legal requirements associated with ‘Duty of care’ in the workplace relevant to administration.

    3.5 Specify the duties of the employer and employee as outlined in the safety health and welfare at work act 2005.

    3.6 Specify the duties of the employer and employee as outlined in the data protection (amendment) act 2003.

    3.7 Specify the role of the EU data protection directive 95/46/EC.

    3.8 Telephone, e-mail, SMS and internet use now common communication tools.

    Specify the use of the e-privacy directive 2002/58/EC and as amended 2006/24/EC and 2009/136/EC in relation to the foregoing.

    3.9 Explain the importance of the companies act with regard to how companies should be structured, governed and managed.

    3.10 Specify the importance of the company’s registration office, the Irish stock exchange, the office of Director of corporate enforcement, the Irish auditing & accounting supervisory, and the competition authority.

    3.11 Specify the employer’s obligations and responsibilities with regard to their employee’s basic employment rights.

    3.12 Explain the code of practice on employment status.

    3.13 Specify the duties of the employer under the employment equality acts 1998 – 2004.

    Learning Outcome 4: Research issues relevant to administration to include security, facility management and environmental issues, confidentiality and Freedom of Information requests In order to achieve Learning Outcome 4, facilitate the learner to:4.1 investigate administration issues to include security, facility management, environmental issues, confidentiality and information requests
    Learning Outcome 5: Utilise verbal, written and presentation communication skills to provide a range of administrative support services such as data and workflow management In order to achieve Learning Outcome 5, facilitate the learner to:5.1 Investigate and explain data and workflow management within the workplace5.2 Identify the need for workflow systems and explain their role within an organisation

    5.3 Evaluate how Communication skills (verbal, written and presentation) may contribute to efficient data and workflow management, for example: meetings, discussions, telephone conversations, negotiation, reporting, oral and written presentation skills etc.

    5.4 Design and create an appropriate workflow system (chart) for a business-related task to include documentation of the process, for example, to process documentation such as enquiries, orders, invoices, credit notes, receipts/payments, statements (written and presentation skills)

    5.5 Identify the use of Planning boards ( eg written communication)

    5.6 Describe the need for written procedures and standards including:

    • Form control and design
    • Company policy, procedures, quality control manuals and their presentation
    • Meeting deadlines
    • Reporting and tracking Work In Progress

    5.7 Examine verbal communication (e.g. telephone calls, meetings) in relation to work-flow/data management administration services

    5.8 Explore Knowledge Management

    5.9 Demonstrate an understanding of Organisational Management Systems (OMS)

    Learning Outcome 6: Organise meetings and events to include the production of related documentation In order to achieve Learning Outcome 6, facilitate the learner to:6.1 Explain the stages involved in preparing for meetings and events, and the planning and production of related documentation including:

    • Agenda and programme
    • Invitations
    • Speakers, participants, guests, and delegates information
    • Viewing venues
    • Refreshments and food arrangements
    • Equipment and facilities
    • Syndicate and conference rooms
    • Seating plan
    • Method and timing of payments
    • Name badges
    • Visual aids
    • Reception staff
    • Registering delegates
    • Briefing participants, contributors or chairperson

    6.2 Identify and describe features of suitable venues and explain reasons for choice of venue:

    • Numbers of guests and delegates
    • External and internal attendees
    • Budget
    • Profile of event
    • Availability and location
    • Equipment and other facilities
    • Communication and transport network

    6.3 Explain what is required on the day of and after an event or meeting:

    • Final check of facilities, venue and equipment
    • Backup availability
    • Monitoring proceedings
    • Payment arrangements
    • Evaluation of event
    Learning Outcome 7: Manage a range of systems to maintain appointment, diary, messaging and mail processing, using information technology applications where relevant In order to achieve Learning Outcome 7, facilitate the learner to:7.1 Describe an effective diary management system to include the importance of planning the following:

    • Time allocation
    • Prioritising tasks
    • Meeting deadlines

    7.2 Compare and contrast Manual and Electronic diaries

    7.3 Explore the use of an electronic diary (eg via MS Outlook)

    7.4 Understand the system of arranging appointments (in-house/outside, use of diary)

    7.5 Handle Incoming calls using correct telephone technique to include:

    • Taking a message
    • Use of On-line Telephone message pads

    7.6 Understand the operation of Voicemail Answering Facility and record an outgoing message

    7.7 Outline a system for processing incoming and outgoing mail

    7.8 Manage E-mail (Set up folders, categorise, flag, filter, junk, delete….)

    • Send and receive E-mails with attachments
    Learning Outcome 8: Devise procedures for the procurement and issuing of business resources and supplies. In order to achieve learning outcome number 8 facilitate the learner to8.1 Understand the meaning of procurement, stock records & stock monitoring8.2 Recognise relevant documents such as a stock requisition form

    8.3 Utilise a stock recording system, including requesting & issuing stock

    8.4 Understand the use of a stock control card such as maximum and minimum stock and re-order levels.

    8.5 Understand the procedure of ordering receipt and storage of stock

    8.6 Recognise damage and wastage factors in stock items

    8.7 Understand Stock monitoring activities

    8.8 Become aware of methods of disposing of stock

    Learning Outcome 9: Organise business travel and accommodation arrangements In order to achieve Learning Outcome 9, facilitate the learner to:9.1 Examine preferences relating to mode of transport9.2 Identify travel organisations and airlines

    9.3 Research relevant information on destination(s), including visa, time zone, public holidays, health and security requirements, accommodation

    9.4 Research travel connections

    9.5 Plan and generate itineraries

    9.6 Book and confirm arrangements

    9.7 Brief travellers

    9.8 Examine the need for interpreters and make any necessary arrangements

    9.9 Describe expenses to be paid and different methods of payment used for travel and accommodation

    Learning Outcome 10: Utilise a range of equipment and information technology applications to perform administrative tasks. In order to achieve learning outcome number 10 facilitate the learner to10.1 Become familiar with the use, functions, benefits and general care required for a range of business equipment to perform administrative tasks such as photocopiers, telecommunications equipment, pagers and mobile phones, computers, laptops, smart phones i-pads, printers, binding and laminating equipment, shredders.10.2 Become familiar with a range of information technology applications to perform administrative tasks such as word processing, spreadsheet, database, payroll, desktop publishing, PowerPoint, web design.
    Learning Outcome 11: Deliver administrative services through developing working relationships with relevant stakeholders In order to achieve learning outcome number 11 facilitate the learner to11.1 Describe various administrative services: to include, copy typing, credit control, database management, digital transcription, event organisation & evaluation, mail shots, marketing printing website design Copying, faxing, binding, scanning, and laminating, local national & international couriers11.2 Become familiar with the Stakeholder theory

    11.3 Recognise the relevant stakeholders in a business: owners, employees, customers, suppliers, community.

    11.4 Understand the importance of maintaining strong working relationships with stakeholders

    11.5 Recognise how administrative services can be delivered through working relationships with all categories of stakeholders.

    Learning Outcome 12: Prioritise tasks in the performance of administrative services In order to achieve Learning Outcome 12, facilitate the learner to:12.1 Examine the range of tasks to be achieved by the administrator, for example:

    • Routine administration work (filing)
    • Providing information to managers
    • Producing documents
    • Attending meetings
    • “trouble-shooting” etc.
    • Internal and external enquiries

    12.2 Understand the importance of planning and prioritising tasks by:

    • Using a ‘To-do’ List
    • Marking activities with a level of priority e.g., number items
    • Distinguishing between important activities and urgent activities
    • Sorting work into logical order
    • Using equipment fully?
    • Setting realistic deadlines

    12.3 Prepare a Schedule/Action plan for an activity showing, if appropriate:

    • Title
    • Targets and deadlines to measure progress
    • Information on physical resources required
    • The allocation of tasks
    • Any contingency arrangements

    12.4 Explore good practice in Diary and Appointment planning as covered under Learning Outcome 7

    Learning Outcome 13: Organise administrative services to develop and maintain customer relationships. In order to achieve learning outcome number 13 facilitate the learner to:13.1 Recognise the administrative services that are required to develop and maintain customer relations13.2 Communicate with existing and prospective customers through phone, e-mail, hard copy correspondence or in person

    13.3 Enter customer number, purchase order, modify order schedule based on demand, build relationships with the customer.

    13.4 Provide management with feedback from the customer on special requests for new designs and products.

    13.5 Utilise communication skills to foster positive relationships, listen critically, diffuse frustration, and negotiate with key personnel.

  • NAM 5018 Sexual Health Assignment Brief

    Assignment Task

    Students will be required to individually develop and submit an electronic poster (equivalent to 2000 words) on a sexual health-related topic relevant to their field. The poster will need to be developed using an appropriate evidence base, and students will need to submit a supporting reference list citing sources and referencing images used

    1 MODE

    • Electronic Poster (equivalent to 2000 words).
    • Individual submission.
    • Must include visuals (images, diagrams, graphics) with appropriate citations.
    • Must be accompanied by a supporting reference list.

    2 TEXT TYPE

    • Academic Poster.
    • Evidence-based presentation of a sexual health-related topic.
    • Includes concise written text, bullet points, visuals, and references.
    • Professional, clear, and designed for an academic audience

    3 PURPOSE

    • To demonstrate the ability to research, critically analyse, and present information on a sexual health-related topic.
    • To apply evidence-based knowledge to the student’s field of practice.
    • To communicate complex ideas in a clear, accessible, and professional manner.
    • To show understanding of key concepts in sexual health and their relevance to practice.

    4 SUBJECT MATTER

    A sexual health-related topic (chosen/applied to the student’s field of nursing, healthcare, or practice).
    Could include areas such as:

    • Sexual development
    • Sexual health promotion and education
    • Contraception and fertility
    • Sexually transmitted infections (STIs)
    • Gender, sexuality, and identity
    • Public health approaches to sexual health
    • Access to services and inequalities

    Must be underpinned by appropriate evidence base, with critical engagement and analysis.

    If you are registered with the Disability and Inclusion Services or have a disability, don’t hesitate to get in touch with your module leader to discuss how your reasonable adjustments will be applied to this assignment.

    This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

    • LO1 Articulate the importance of sexual health and wellbeing applied to a field-specific context   P3
    • LO2 Appraise the role of the nurse in supporting service users in engaging positively and maintaining choice in relation to sexual health. P3
    • LO3 Examine key public health priorities related to sexual health and wellbeing P3
    • LO4 Discuss and analyse evolving sexual health topics related to sexual identity and LGBTQ+ sexual health considerations P3

    Practicalities: Referencing, presenting and submitting your work

    Harvard Referencing

    • Use Harvard referencing throughout your work to support your arguments with credible sources.
    • In-text citations: Include author(s) and year, e.g., (Smith, 2020).
    • Reference list: Provide a complete list of all sources at the end of your e-presentation, formatted correctly.
    • Example of a book reference:

    Smith, J. (2020). Mental Health Nursing: A Holistic Approach. London: Routledge.

    • Example of a journal article reference:

    Brown, K. and White, R. (2019). ‘The role of nursing in mental health assessment’, Journal of Psychiatric Nursing, 15(3), pp. 45-60.

    Submitting Your Work on Time

    • Check the submission deadline and aim to complete your work at least 24 hours before the due date to allow time for revisions.
    • Keep proof of submission (e.g., email confirmation or screenshot).
    • Late submissions may result in grade penalties unless you have an approved extension.

    Confindentiality

    You should maintain and respect confidentiality in relation to the protection of personal, technical and/or commercial information of a sensitive nature in your assessed work. For further information and guidance, please see the University Academic Confidentiality guidance.

    Assessment Criteria

    Categorical Mark and Grade 0,1,10,20, (F) 32,35,38% (E) 42,45,48% (D) 52,55,58% (C) 62,65,68% (B) 72, 75,78% (A) 82, 85, 88, 92, 95, 98, 100% (A+)
    Pass status Fail Learning Outcomes have not been met Marginal Fail Learning Outcomes have not been met Pass – Satisfactory Learning Outcomes have been met Pass – Good Learning Outcomes have been exceeded Pass – Very Good Learning Outcomes have been exceeded Pass – Excellent Learning Outcomes have been exceeded Pass – Outstanding Learning Outcomes have been exceeded
    Criterion 1 (LO1) Articulate the importance of sexual health and wellbeing applied to a field-specific context.

    Evidence should include: Evidence to demonstrate the correlation between Sexual health and its impact on well-being. Correlation of physical health and mental health. Prevalence rates. Social and psychological impact: Examples of good practice. Refer to BASSH guidelines.

    The work does not demonstrate any substantial understanding of the importance of sexual health and well-being in any specific field. The work demonstrates an insufficient understanding of the importance of sexual health and well-being in any specific field. The work demonstrates a basic understanding of the importance of sexual health and well-being in all fields. The work demonstrates sound breadth understanding of the importance of sexual health and well-being in all fields. The work demonstrates a refined understanding of the importance of sexual health and well-being in all fields The work demonstrates a highly accomplished understanding of the importance of sexual health and well-being in all fields The work demonstrates an excellent understanding of the importance of sexual health and well-being in all fields
    Criterion 2 (LO2) Appraise the role of the nurse in supporting service users in engaging positively and maintaining choice in relation to sexual health.

    This should include evidence of: Role of Public Health Nurse working in Sexual Health. Evidence of health promotion , health education., empowerment and choice.

    Demonstrate substantial, inaccurate, or no understanding of the role of the Sexual Health Nurse. Demonstrate insufficient understanding of the role of the Sexual Health Nurse. Demonstrate a basic understanding of the role of the Sexual Health Nurse. Demonstrate a sound breadth and depth of understanding of the role of the Sexual Health Nurse. Demonstrate a refined understanding of the role of the Sexual Health Nurse. Demonstrate a refined understanding of the role of the Sexual Health Nurse. Demonstrate an excellent understanding of the role of the Sexual Health Nurse.
    Criterion 3 (LO3) Examine key public health priorities related to sexual health and wellbeing.

    This should include evidence of: Demonstrate related statistics relevant to that topic. Public Health Data. UK Health Security Agency. NHS England and Local Authority Sexual Health Strategies. Health Promotion campaigns

    The work demonstrates a substantial lack of understanding of relevant sexual health and Public Health strategies and responsibilities. The work demonstrates an insufficient understanding of relevant sexual health and Public Health strategies and responsibilities. The work demonstrates a basic understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a sound breath and depth of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a refined understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a highly accomplished understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates an excellent understanding of relevant sexual health and Public Health strategies and responsibilities
    Criterion 4 (LO4) Discuss and analyse evolving sexual health topics related to sexual identity and LGBTQ+ sexual health considerations

    Demonstrate:

    How thinking practices have evolved. Use epidemiological and public health data. Compare past and present shifts. How policies changed. Equal marriage. Gender recognition. Highlighting advanced practice. Trans inclusive sexual health practice

    Demonstrate substantially inaccurate or no understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate insufficient understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate basic understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate sound breath and in-depth understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate a refined understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate a highly accomplished understanding of specialist groups and the changes in Public Health policy related to these groups.
  • NAM 5018 Sexual Health Assignment Brief 2025-26 | BNU

    NAM 5018 Sexual Health Assignment Brief

    Assignment Task

    Students will be required to individually develop and submit an electronic poster (equivalent to 2000 words) on a sexual health-related topic relevant to their field. The poster will need to be developed using an appropriate evidence base, and students will need to submit a supporting reference list citing sources and referencing images used

    1 MODE

    • Electronic Poster (equivalent to 2000 words).
    • Individual submission.
    • Must include visuals (images, diagrams, graphics) with appropriate citations.
    • Must be accompanied by a supporting reference list.

    2 TEXT TYPE

    • Academic Poster.
    • Evidence-based presentation of a sexual health-related topic.
    • Includes concise written text, bullet points, visuals, and references.
    • Professional, clear, and designed for an academic audience

    3 PURPOSE

    • To demonstrate the ability to research, critically analyse, and present information on a sexual health-related topic.
    • To apply evidence-based knowledge to the student’s field of practice.
    • To communicate complex ideas in a clear, accessible, and professional manner.
    • To show understanding of key concepts in sexual health and their relevance to practice.

    4 SUBJECT MATTER

    A sexual health-related topic (chosen/applied to the student’s field of nursing, healthcare, or practice).
    Could include areas such as:

    • Sexual development
    • Sexual health promotion and education
    • Contraception and fertility
    • Sexually transmitted infections (STIs)
    • Gender, sexuality, and identity
    • Public health approaches to sexual health
    • Access to services and inequalities

    Must be underpinned by appropriate evidence base, with critical engagement and analysis.

    If you are registered with the Disability and Inclusion Services or have a disability, don’t hesitate to get in touch with your module leader to discuss how your reasonable adjustments will be applied to this assignment.

    This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

    • LO1 Articulate the importance of sexual health and wellbeing applied to a field-specific context   P3
    • LO2 Appraise the role of the nurse in supporting service users in engaging positively and maintaining choice in relation to sexual health. P3
    • LO3 Examine key public health priorities related to sexual health and wellbeing P3
    • LO4 Discuss and analyse evolving sexual health topics related to sexual identity and LGBTQ+ sexual health considerations P3

    Practicalities: Referencing, presenting and submitting your work

    Harvard Referencing

    • Use Harvard referencing throughout your work to support your arguments with credible sources.
    • In-text citations: Include author(s) and year, e.g., (Smith, 2020).
    • Reference list: Provide a complete list of all sources at the end of your e-presentation, formatted correctly.
    • Example of a book reference:

    Smith, J. (2020). Mental Health Nursing: A Holistic Approach. London: Routledge.

    • Example of a journal article reference:

    Brown, K. and White, R. (2019). ‘The role of nursing in mental health assessment’, Journal of Psychiatric Nursing, 15(3), pp. 45-60.

    Submitting Your Work on Time

    • Check the submission deadline and aim to complete your work at least 24 hours before the due date to allow time for revisions.
    • Keep proof of submission (e.g., email confirmation or screenshot).
    • Late submissions may result in grade penalties unless you have an approved extension.

    Confindentiality

    You should maintain and respect confidentiality in relation to the protection of personal, technical and/or commercial information of a sensitive nature in your assessed work. For further information and guidance, please see the University Academic Confidentiality guidance.

    Assessment Criteria

    Categorical Mark and Grade 0,1,10,20, (F) 32,35,38% (E) 42,45,48% (D) 52,55,58% (C) 62,65,68% (B) 72, 75,78% (A) 82, 85, 88, 92, 95, 98, 100% (A+)
    Pass status Fail Learning Outcomes have not been met Marginal Fail Learning Outcomes have not been met Pass – Satisfactory Learning Outcomes have been met Pass – Good Learning Outcomes have been exceeded Pass – Very Good Learning Outcomes have been exceeded Pass – Excellent Learning Outcomes have been exceeded Pass – Outstanding Learning Outcomes have been exceeded
    Criterion 1 (LO1) Articulate the importance of sexual health and wellbeing applied to a field-specific context.

    Evidence should include: Evidence to demonstrate the correlation between Sexual health and its impact on well-being. Correlation of physical health and mental health. Prevalence rates. Social and psychological impact: Examples of good practice. Refer to BASSH guidelines.

    The work does not demonstrate any substantial understanding of the importance of sexual health and well-being in any specific field. The work demonstrates an insufficient understanding of the importance of sexual health and well-being in any specific field. The work demonstrates a basic understanding of the importance of sexual health and well-being in all fields. The work demonstrates sound breadth understanding of the importance of sexual health and well-being in all fields. The work demonstrates a refined understanding of the importance of sexual health and well-being in all fields The work demonstrates a highly accomplished understanding of the importance of sexual health and well-being in all fields The work demonstrates an excellent understanding of the importance of sexual health and well-being in all fields
    Criterion 2 (LO2) Appraise the role of the nurse in supporting service users in engaging positively and maintaining choice in relation to sexual health.

    This should include evidence of: Role of Public Health Nurse working in Sexual Health. Evidence of health promotion , health education., empowerment and choice.

    Demonstrate substantial, inaccurate, or no understanding of the role of the Sexual Health Nurse. Demonstrate insufficient understanding of the role of the Sexual Health Nurse. Demonstrate a basic understanding of the role of the Sexual Health Nurse. Demonstrate a sound breadth and depth of understanding of the role of the Sexual Health Nurse. Demonstrate a refined understanding of the role of the Sexual Health Nurse. Demonstrate a refined understanding of the role of the Sexual Health Nurse. Demonstrate an excellent understanding of the role of the Sexual Health Nurse.
    Criterion 3 (LO3) Examine key public health priorities related to sexual health and wellbeing.

    This should include evidence of: Demonstrate related statistics relevant to that topic. Public Health Data. UK Health Security Agency. NHS England and Local Authority Sexual Health Strategies. Health Promotion campaigns

    The work demonstrates a substantial lack of understanding of relevant sexual health and Public Health strategies and responsibilities. The work demonstrates an insufficient understanding of relevant sexual health and Public Health strategies and responsibilities. The work demonstrates a basic understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a sound breath and depth of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a refined understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates a highly accomplished understanding of relevant sexual health and Public Health strategies and responsibilities The work demonstrates an excellent understanding of relevant sexual health and Public Health strategies and responsibilities
    Criterion 4 (LO4) Discuss and analyse evolving sexual health topics related to sexual identity and LGBTQ+ sexual health considerations

    Demonstrate:

    How thinking practices have evolved. Use epidemiological and public health data. Compare past and present shifts. How policies changed. Equal marriage. Gender recognition. Highlighting advanced practice. Trans inclusive sexual health practice

    Demonstrate substantially inaccurate or no understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate insufficient understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate basic understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate sound breath and in-depth understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate a refined understanding of specialist groups and the changes in Public Health policy related to these groups. Demonstrate a highly accomplished understanding of specialist groups and the changes in Public Health policy related to these groups.
  • QQI Level 6N2215 Positive Behavioural Support

    6N2215 Assignment Brief

    Title Positive Behavioural Support
    Award Class Minor
    Code 6N2215
    Level 6
    Credit Value 15

    Purpose

    The purpose of this award is to equip the learner with the knowledge, skill and competence in Positive Behaviour Support as a model for supporting individuals who present with challenging behaviour.

    Learning Outcomes

    Learners will be able to:

    1. Outline the stages of the positive behaviour support model
    2. Explain the rationale for non-aversive intervention
    3. Identify the components of a multi-element positive behaviour support plan
    4. Describe target behaviour in operational terms
    5. Explain what is meant by functional analysis
    6. Explain the rationale for environmental accommodations
    7. List four categories of skills teaching and explain the rationale for each category
    8. Complete a basic assessment of cognitive and communicative skills
    9. Identify a functionally equivalent skill from assessment data
    10. Explain the rationale of a direct intervention and identify different types of reward contracts
    11. List the stages in the development of a crisis and the stages of verbal escalation
    12. Explain the rationale of non-violent crisis intervention and reactive strategies
    13. Develop a hypothesis about the function of the behaviour based on at least three strands of evidence
    14. Give examples of environmental accommodations
    15. Design an environmental accommodation based on the results of the behaviour assessment and functional analysis of a behaviour and using information from the person centred plan
    16. Design a skills teaching programme based on assessment data and goals from the person centred plan, with a focus on community inclusion
    17. Demonstrate skills in using prompts, reinforcers and fading techniques
    18. Design a direct intervention based on assessment data
    19. Demonstrate an understanding of behavioural reward contract, co-operation training, antecedent control and satiation
    20. Design a reactive plan based on assessment evidence
    21. Gather and record relevant background information on a person with challenging behaviour
    22. Design an incident analysis based on information from the behaviour assessment
    23. Carry out a functional analysis of the behaviour
    24. Demonstrate skills in including team members in the observation and recording of data
    25. Design a multi-element positive behaviour support plan based on the behavioural assessment and functional analysis of the behaviour. The plan should incorporate the person-centred goals and promote community inclusion
    26. Communicate the elements of the plan to team members and families
    27. Develop a plan for the implementation of an environmental accommodation and Implement an environmental accommodation
    28. Plan an augmentative communication skills teaching programme
    29. Plan the implementation of a direct intervention
    30. Observe and record incidents of challenging behaviour and create graphical representations of the incidents
    31. Complete a periodic service review and write a progress report.

    Assessment General Information

    Details of FET assessment requirements are set out in Assessment Guidelines for Providers.

    All FET assessment is criterion referenced. Successful achievement of the award is based on learners attaining the required standards of knowledge, skill or competence.

    The techniques set out below are considered the optimum approach to assessment for this component. In exceptional circumstances providers may identify alternative assessment techniques through the provider’s application for programme validation which are reliable and valid but which are more appropriate to their context.

    Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed.

    Group or team work may form part of the assessment, provided each learner’s achievement is separately assessed.

    All providers are required to submit an assessment plan as part of their application for programme validation. Assessment Plans will include information relating to scheduling and integration of assessment. See current FET validation guidelines at www.qqi.ie.

    Assignment – Portfolio / Collection Of Work (70%)

    A portfolio or collection of work is a collection and/or selection of pieces of work produced by the learner over a period of time that demonstrates achievement of a range of learning outcomes.  The collection may be self-generated or may be generated in response to a particular brief or tasks/activities devised by the assessor.

  • NAM 5018 Sexual Health Assignment Brief 

    NAM 5018 Sexual Health Assignment Brief

    Assignment Task

    Students will be required to individually develop and submit an electronic poster (equivalent to 2000 words) on a sexual health-related topic relevant to their field. The poster will need to be developed using an appropriate evidence base, and students will need to submit a supporting reference list citing sources and referencing images used

    1 MODE

    • Electronic Poster (equivalent to 2000 words).
    • Individual submission.
    • Must include visuals (images, diagrams, graphics) with appropriate citations.
    • Must be accompanied by a supporting reference list.

    2 TEXT TYPE

    • Academic Poster.
    • Evidence-based presentation of a sexual health-related topic.
    • Includes concise written text, bullet points, visuals, and references.
    • Professional, clear, and designed for an academic audience

    3 PURPOSE

    • To demonstrate the ability to research, critically analyse, and present information on a sexual health-related topic.
    • To apply evidence-based knowledge to the student’s field of practice.
    • To communicate complex ideas in a clear, accessible, and professional manner.
    • To show understanding of key concepts in sexual health and their relevance to practice.

    4 SUBJECT MATTER

    A sexual health-related topic (chosen/applied to the student’s field of nursing, healthcare, or practice).
    Could include areas such as:

    • Sexual development
    • Sexual health promotion and education
    • Contraception and fertility
    • Sexually transmitted infections (STIs)
    • Gender, sexuality, and identity
    • Public health approaches to sexual health
    • Access to services and inequalities

    Must be underpinned by appropriate evidence base, with critical engagement and analysis.

    If you are registered with the Disability and Inclusion Services or have a disability, don’t hesitate to get in touch with your module leader to discuss how your reasonable adjustments will be applied to this assignment.

    This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

    • LO1 Articulate the importance of sexual health and wellbeing applied to a field-specific context   P3
    • LO2 Appraise the role of the nurse in supporting service users in engaging positively and maintaining choice in relation to sexual health. P3
    • LO3 Examine key public health priorities related to sexual health and wellbeing P3
    • LO4 Discuss and analyse evolving sexual health topics related to sexual identity and LGBTQ+ sexual health considerations P3

    Practicalities: Referencing, presenting and submitting your work

    Harvard Referencing

    • Use Harvard referencing throughout your work to support your arguments with credible sources.
    • In-text citations: Include author(s) and year, e.g., (Smith, 2020).
    • Reference list: Provide a complete list of all sources at the end of your e-presentation, formatted correctly.
    • Example of a book reference:

    Smith, J. (2020). Mental Health Nursing: A Holistic Approach. London: Routledge.

    • Example of a journal article reference:

    Brown, K. and White, R. (2019). ‘The role of nursing in mental health assessment’, Journal of Psychiatric Nursing, 15(3), pp. 45-60.

    Submitting Your Work on Time

    • Check the submission deadline and aim to complete your work at least 24 hours before the due date to allow time for revisions.
    • Keep proof of submission (e.g., email confirmation or screenshot).
    • Late submissions may result in grade penalties unless you have an approved extension.

    Confindentiality

    You should maintain and respect confidentiality in relation to the protection of personal, technical and/or commercial information of a sensitive nature in your assessed work. For further information and guidance, please see the University Academic Confidentiality guidance.

    Assessment Criteria

  • Post your Research Plan Overview Stage 1 for your classmates to review. Carefully review your outline for clear and concise writing before you copy and paste the outline into the textbox of your thread.

    iscussion Assignment Instructions

    The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words.

    Discussion Topic: Discussion Thread: Research Plan Overview: IntroductionDiscussion Thread: Research Plan Overview: Introduction

    Post your Research Plan Overview Stage 1 for your classmates to review. Carefully review your outline for clear and concise writing before you copy and paste the outline into the textbox of your thread. Remember, your outline must provide you with enough information to spur detailed writing later. Submit your thread with a detailed title so your classmates can quickly decide which ones they will want to read. For example, “Studying First Grade English Language Learners” or “Studying Deployed Soldiers’ Return to Their Families.”

  • Research Plan Overview Assignment Instructions Overview As you progress through this course, you will be developing a Research Plan Overview in outline format. The Research Plan Overview will be submitted in three stages

    Research Plan Overview Assignment Instructions

    Overview

    As you progress through this course, you will be developing a Research Plan Overview in outline format.  The Research Plan Overview will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage.  The requirements for each stage of submission are described below, and the Research Plan Overview Template and Research Plan Overview Grading Rubrics for this assignment are available through Assignment Instructions.

    Instructions

    In addition to using the Research Plan Overview Template, you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font.  All headings and subheadings must be included in your outline.  Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in “red” text/font.

     

    • Please utilize current APA Professional standards

     

    NOTE: The Research Plan Overview Template (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

     

    Stage 1

    For Stage 1, you must supply the information required for the Introduction (Section I) and the Review of Related Literature (Section II).  You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

     

    Stage 2

    Review Stage 1 of your research plan and make revisions or edits as necessary.  Then, supply the information required for the Methods (Section III) subheadings ABCD, and along with Appendices A and B as applicable to your design ONLY.

     

    NOTE:  Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

     

    Stage 3

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline.   Review Stage 2 of your research plan and make revisions or edits as necessary.  Supply the information required for the Methods section (III), subheadings FG, and H.  Also, supply the requested information for Appendices C and D.  Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

     

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.