Certainty of intention is vital for the creation of any express trust. Unfortunately, the judgment in Paul v Constance [1977] 1 W.L.R 527 has now irrevocably undermined this key aspect of English trusts law. Critically discuss the accuracy of this statement.
Section A – Essay Questions:
- Certainty of intention is vital for the creation of any express trust.
Unfortunately, the judgment in Paul v Constance [1977] 1 W.L.R 527 has
now irrevocably undermined this key aspect of English trusts law.
Critically discuss the accuracy of this statement. Your answer should
make reference to relevant case law and academic commentary where
appropriate. - The enforcement of the beneficiary principle by the courts in England
and Wales is unjustified. Until it is abandoned there cannot be any
flexibility with respect to private purpose trusts.
Critically discuss this statement. Your answer should make reference
to relevant case law and academic commentary where appropriate. - The purchase money resulting trust is the only fair way to allocate
beneficial interests in a family home shared by co-habitees. Baroness
Hale’s departure from this type of implied trust was unjustifiable and
has only led to problems.
Critically discuss the accuracy of this statement. Your answer should
make reference to relevant case law and academic commentary where
appropriate.
create a Strategy Team that is responsible for the strategic business decisions of your company.
ASSESSMENT
Assessment Task
In groups of 4/5 students; you are required to create a Strategy Team that is responsible for the strategic business decisions of your company. You are to decide the role of each member and their responsibilities within the strategy team and the company. Your case study company should either be a Hospitality or Events business depending on your course.
You are required to obtain the financial information of your business for at least the last 2 years. This should include information researched outside of the company accounts as well as the traditional information enclosed within the reports. You will use this information to create a 15minute presentation to the Chief Executive officer of the company in the first Quarterly Strategic Business Meeting coming up in April 2022.
Using this information you are required to:
Identify its main operational results.
Identify the Key Performance Indicators of the company.
Conduct a financial performance analysis of the business using ratios and other business performance measures with a commentary on this.
Conduct a comparative analysis of the business taking into account other environmental factors.
Create a forecast for the next financial year (taking into account various environmental factors) with some justification of the facts behind the forecast decisions.
Recommendations to take into the next financial year (considerations for maintaining business sustainability and due diligence).
You are required to consider Revenue Management and Financial Management Principles in your decisions and justify your decisions.
You should also include an overview and historical background of the company in your presentation to include the market that it operates in, its main market segments as well as product offer.
Learning Outcomes Assessed by the Task: 2 – 7
1.3. Deadline for Submission:
Submission: via Turnitin
Presentations: In-Class
We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines is expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. The deadline will be published in your module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). However, you have to be very careful when you are submitting your assessment.
Please note that if you submit your work twice, once using the original deadline link and then again using the 24-hour late submission link, then the second submission will be marked with a 5% mark deduction.
This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark.
Extenuating Circumstances are circumstances which:
impair your examination performance prevent you from attending examinations or other types of assessment, or
prevent you from submitting coursework or other assessed work by the scheduled deadline date, or within 24 hours of the deadline date
Such circumstances rarely occur and would normally be:
unforeseeable – in that you could have no prior knowledge of the event concerned, and
unpreventable – in that you could do nothing reasonably in your power to prevent such an event, and
expected to have a serious impact on performance
analyse the influence of Covid-19 on event management practices by assessing challenges faced because of the implementation of standard operating procedures.
Influence of COVID-19 on Event Management Practices. Assessing Challenges Faced Due to SOPs (standard operating procedure)
Context of Research and Rationale
The Covid-19 pandemic brought the events industry to a standstill and taught people how to live an important social life in isolation. The pandemic negatively influenced the events sector, resulting in most managements altering their standard operating procedures (SOPs) to accommodate the changes resulting from the pandemic (Bazzanella et al., 2021). The events industry organisations faced the challenge of shifting the standard operating mode to new procedures that were little known to people, such as holding virtual events. For instance, Chelsea football club management cancelled their fans from attending matches to avoid congestion and adhere to the social distance rules. Understanding the influence of Covid-19 on event management practices due to SOPs will be critical in setting standards for managing event practices during the Covid-19 pandemic. The research will also be significant to inform event organisation managers of the strategies and solutions to overcome such instances in the future.
Research Aim
The research aims to analyse the influence of Covid-19 on event management practices by assessing challenges faced because of the implementation of standard operating procedures.
Research Objectives
To analyse the influence of Covid-19 on event management practices
To assess the challenges resulting from the implementation of SOPs in managing events practices.
To determine the strategies that can be adopted to manage event practices during the Covid-19 pandemic.
Create a model for evaluating and assessment IT professionals and define the key performance indicators for the IT team members.
THESIS TOPIC: Model for Performance Appraisal for IT Professionals.
MOTIVATION: Improve an IT professionals team skills to reach a flat level of experience among the team and create a motive for better productivity.
RESEARCH GAP: Lack of a scientific assessment model that focuses on IT technicians’ operations.
RESEARCH OBJECTIVE: Create a model for evaluating and assessment IT professionals and define the key performance indicators for the IT team members.
The sub objectives are:
Defining evaluation criteria for an IT team member.
Define team member engagement and criticality through a model designed based on the evaluation criteria.
Identifying sources of uncertainties.
RESEARCH PROPOSED METHODOLOGY/APPROACH: The proposed (mathematical) methodology(ies) is (are):
Expert judgment
Cohort analysis
Decision tree
Sensitivity analysis
ANTICIPATED FINDINGS: A model that allows monitoring the workflow and the quality of the job done by an IT team.
RESEARCH/PRACTICAL IMPLICATIONS: Accurate assessment based on a mathematical model.
RESEARCH LIMITATIONS: Network engineering is on a continuous progress, that cannot be limited to a defined methodology or concept. Future revolutions or evolutions in the information technology field will definitely impact the work methods applied nowadays.
ORIGINALITY/VALUE: It will never be accurate to answer the originality, however based on my literature review there’s no similar research topics. Moreover, this paper should result a new unique IT technician’s assessment model based on the job criteria.
KEYWORDS: Assessment, key performance, productivity, efficiency.
MULTI-DISCIPLINES:
DISCIPLINE 1: Networking Engineering
DISCIPLINE 2: Human Resources Management
MILESTONE PLAN:
Literature review.
Define the methods to be used.
Define the activities and key performances for IT technicians.
Create a model that fit with the criteria of the job.
Apply the model on network teams, update it and improve it.
Run a sensitivity analysis on the efficiency of that model.
Critically assess whether the system of alternative dispute resolution procedures provides an effective and efficient addition to the normal court procedure in the UK in the context of how ADR might evolve with Covid 19 and developments in artificial intelligence.
Description
Assessment task details and instructions
You are to answer ALL THREE questions.
- In August 2008, a judge criticised the CPS solicitor who produced an indictment in a criminal case that was
‘littered with errors’ including five misspellings of the word ‘grievous’ and a reference to an offensive weapon
‘namely axe’ (rather than ‘namely an axe’). Judge David Paget threw the indictment down saying: –
‘It’s quite disgraceful. This is supposed to be a centre of excellence. To have an indictment drawn up by some
illiterate idiot is just not good enough’.
The Senior partners are concerned that the standard of legal writing skills is decreasing each year within the
firm.
Question: You have been charged with constructing a briefing document outlining the key elements of quality
legal writing. - “The implementation of new Solicitors Regulation Authority (SRA) ………. Regulations ….. have attracted
considerable criticism from law firms ………..”
(Lawyers Defence Group July 2019)
Question : Critically assess the provisions of the new SRA Handbook in the context of this
quotation. - “Alternative dispute resolution (ADR) is not a term of art: it includes any process of dispute resolution other
than litigation, arbitration or traditional negotiation between the parties or their solicitors”.
(‘Skills for Lawyers’, Elkington et al.)
Question: Critically assess whether the system of alternative dispute resolution procedures provides an effective
and efficient addition to the normal court procedure in the UK in the context of how ADR might evolve with
Covid 19 and developments in artificial intelligence.
Assessed intended learning outcomes
On successful completion of this assessment, you will be able to: –
Knowledge and Understanding - To understand the relevant rules and issues governing the relationship with the client in the context of the
principles relating to the SRA Handbook, conflict of interest, ADR, legal malpractice and a client care
complaints policy. - To understand more of the relevant professional requirements of client care communications.
- To demonstrate a knowledge of the dangers facing lawyers who breach client care principles.
Practical, Professional or Subject Specific Skills - To be able to apply the duties of lawyers in practice in a legal context.
- To recognise the risk for lawyers in potential, practical situations contained in the chosen questions.
- To identify the necessary steps to be taken to avoid liability in the questions on the coursework.
Transferable Skills and other Attributes - To demonstrate the ability to write in a clear and unambiguous manner using correct terminology.
- Structure opinions on client care issues in a legal environment that are objective and ethical.
- Ability to write a concise and comprehensive report on a key issue facing organisations.
- Analytical and problem-solving abilities.
analyse and apply the law in a logical and coherent way to a problem scenario present advice clearly and concisely in a form appropriate to the intended audience, using appropriate referencing
Question 2
You should use up to 200 words for this question.
Select one piece of developmental feedback from your tutor for TMA 03 that identifies an area for improvement relevant to this TMA, other than in relation to referencing technique. Complete a short piece of reflective writing explaining how you have implemented that feedback in completing Question 1 of TMA 04.
Learning outcomes
TMA 04 tests the following learning outcomes.
Knowledge:
understand the law of fatal and non-fatal offences against the person
understand the key criminal law defences relevant to the scenario.
Skills:
analyse and apply the law in a logical and coherent way to a problem scenario
present advice clearly and concisely in a form appropriate to the intended audience, using appropriate referencing
reflect critically on your own performance and plan how to improve.
Guidance on writing your assignment
The Law undergraduate guide contains definitions of words used in TMA questions. It also gives advice on referencing in Section 8. You should read this guide before attempting TMA 04.
You can find further advice about referencing and plagiarism on the Referencing and plagiarism page of the Library website. This includes links to:
Cite Them Right online, a practical guide to referencing that is commonly used by UK universities
a downloadable and printable Quick guide to Cite Them Right referencing for Law modules.
This TMA is primarily designed to test your knowledge of elements of Units 12 (general principles of criminal law), 13, 14 and 16. In your criminal law textbook (Kyd et al., 2020) you may find it helpful to review the following sections to support your understanding of the law:
Chapter 4, part II
Chapter 7, part I
Chapter 8, parts II–IV-A.
This TMA requires you to write a problem answer that shows understanding of the relevant areas of the law as well as demonstrating skills of identifying legal issues, analysing and applying the law. It also requires you to reflect on your TMA 03 feedback and discuss how you have implemented that feedback for TMA 04.
For Question 1, your answer should be written in standard English. It should not include any sort of list. You should not write in the first or second person (for example, ‘I’, ‘we’, ‘my’, ‘our’, ‘you’ or ‘your’); instead you should use phrases such as ‘A person is …’ or ‘This answer will …’. For Question 2, you may write in the first person, as it involves reflecting on your own performance.
Question 1
This question requires you to advise Kamala and Sarah of their likely criminal liability based on the scenario. You should only advise those people you are asked to. You are not asked to advise Miriam or any other parties in the scenario.
In addition to the resources suggested previously, you may find it helpful to look at the Answering Law problem questions activity. Information on how to approach a manslaughter problem question is also given in Unit 14.
Do not forget that you are likely to have prepared a plan to answer a problem scenario for TMA 03, and you should revisit your plan and review and reflect on your TMA 03 feedback from your tutor, before and while preparing this assignment. The problem scenario in this TMA is expanded and amended from the TMA 03 scenario, and you should prepare a plan for answering this TMA as part of your answer preparation, before you start writing up your answer. You should draw on your own research into the relevant law to develop your answer to this question.
Question 2
Question 2 requires you to identify and reflect upon a piece of developmental feedback received from your tutor about TMA 03, and demonstrate how you implemented that feedback when answering Question 1 of this TMA. The purpose of this question is to enable you to demonstrate personal development in your W203 studies.
To complete this question of the assessment, you are required to do the following:
Identify a relevant piece of feedback from TMA 03.
State in your own words what that feedback is telling you that you need to do, i.e. what your starting point is.
Identify the specific actions, resources and/or guidance you considered to help you understand how to implement the feedback.
Explain what you used the identified resources and guidance for, and what you learned from them.
Implement what you learned in Question 1 of this TMA.
You may find it helpful to review the Essential legal skills and General study skills resources on the module website, as well as module units and activities, to assist you with implementing your feedback.
Reflection on your performance and planning for development are aspects of Personal Development Planning (PDP), and you may find it helpful to review this information on PDP.
Problem question advice
Before you write your TMA 04 you should use this guidance to help you think about gaining the highest mark you can achieve. You should also refer to the problem question guidance in Section 6.1.4 of the Law undergraduate guide. Note that the answer should be written in full sentences and paragraphs and comply with the guidance in Section 7.2 of the Law undergraduate guide; it should not include headings.
This criminal law problem question requires that you advise the people in the question as to their possible criminal responsibility. You should avoid starting your answer by commenting on their potential guilt or innocence or by restating the facts. Instead, you should outline the key offences and defences you will consider. Your answer should then be focused on advising each of the relevant parties, separately and in turn, about whether they are likely to have committed any offences, and have any applicable defences, addressing those that may be relevant based on the facts in the scenario. It should pay particular attention to making arguments about their likely criminal liability for issues that are legally complex or difficult to determine.
Before you start, you should carefully read the material identified as relevant at the beginning of this guidance . Read the factual scenario, making a note of any relevant legal issues that occur to you as you read. Plan to do this well in advance of the TMA submission date. You should spend some time conducting your own research to find relevant case law or other law that will help you to answer the question.
You need to structure your answer clearly and logically. Identify how the law applies to the circumstances of the people to whom you are instructed to give advice. For each person to be advised, once you have identified the legal issues raised, state the relevant law, apply it carefully to the facts provided, and reach a conclusion about the advice you will give (i.e. use the IRAC method).
Your answer should demonstrate that you understand the law and that you are able to translate the case law authorities and relevant academic argument into the most appropriate legal advice. To achieve this you need to:
start your advice for each person with a short overview identifying the person you are advising, and briefly indicating the law that you will apply; you can then explain how that law applies to the facts relevant to that person
give advice that is directed at the most relevant legal issues raised by the facts
explain clearly how the law relates to the potential criminal behaviour
make sure that you advise the person(s) to whom you are asked to give advice, as in ‘[name of individual to be advised] should be advised that …’
the advice should be well written and clearly argued
the legal argument should flow, building to a reasoned conclusion in terms of the advice given to the named individual.
You should avoid speculating about the facts contained in the problem question. Just accept them, and only interpret the information to the extent that a sensible reading of the facts permits. The facts of the question may point to criminal responsibility or to a lack of criminal responsibility. You need to be clear and logical in expressing your legal opinion.
The facts given in the problem question should be directly addressed and whether the offence is made out should be clearly argued. If you identify that an offence cannot be made out because a legally important element is missing, you should say so and explain your reasoning. Equally, for any relevant defences you should identify the elements of the defence that need to be proven, explain the statute or case law authority and then explain how it applies to the facts. If a defence is likely to succeed, you should explain why and what are the consequences of a successful defence. If there are no relevant defences, you should include that in your advice.
A strong legal argument will deal with each element of the offence or defence in question, focusing on the most relevant facts and law, and make a compelling argument relating to the potential criminal responsibility, or potential lack of criminal responsibility of the person(s) to be advised. It is important to tailor your advice to each person in the scenario, referring to specific facts in relation to legal points – avoid general statements as to the law. Every case is different so treat each individual as a distinct person and think about how the law applies to the evidence presented to you in each case
Reach a conclusion as to the likely liability of each relevant person, based on your analysis of the relevant offence(s) and defence(s).
You should use up to 1600 words for this question.
Read the problem scenario and answer the question that follows it. The scenario is an amended and expanded version of the scenario to which you planned an answer for TMA 03 Question 2. You should reflect on your submission and feedback for TMA 03 when completing this assignment.
You should carry out some of your own research into the applicable law (for example, case law) to support your answer.
Gallodan Giants (‘Giants’) are a senior women’s rugby union team playing in the top league of the English rugby structure, which has recently become fully professional. One Saturday near the end of the season, the Giants are playing a league title game against the Monthorpe Mavericks (‘Mavericks’). This game will decide who wins this year’s league title.
It has been an exciting and emotional game and the referee has had to stop play on occasions during the game to calm the players down. The Giants are now ahead by two points with three minutes to go, when the Mavericks have the ball inside the Giants’ half of the pitch. If the Mavericks score, they will take the lead and almost certainly win the match, and the league.
Suddenly, Haya, a player for the Mavericks, breaks through the Giants’ defence and runs towards the Giants’ goal-line, looking almost certain to score. Kamala is the closest Giants player to Haya. Kamala runs across to meet Haya but is too late to make a fair tackle. Kamala is desperate to prevent Haya from scoring. Kamala is also still angry over a moment earlier in the game when she was about to take a kick and she was distracted by Haya who, she felt, was insulting her. As a result of all of this, Kamala kicks out wildly at Haya’s legs with no attempt to make a fair tackle. A loud crack is heard as Haya’s leg breaks and she collapses to the ground. The referee blows her whistle and calls the medics on to the pitch to attend to Haya. Kamala says nothing but walks towards the Giants’ dugout as she is sent off by the referee.
Seeing the incident, Sarah, another Mavericks player, is furious at Kamala’s actions. Once Kamala has left the pitch and Haya has been stretchered off by the medics, the game restarts. Shortly afterwards, the referee blows the final whistle, and the Giants win the game, and the league title.
After the final whistle, Miriam, the Head Coach for the Mavericks, is disgusted by the exuberant celebrations of the Giants’ coaching team. Curtis, a Coach for the Giants, starts running up and down near the Maverick’s dugout celebrating wildly. Overwhelmed by the surrounding noise, Miriam hallucinates that Curtis is coming quickly towards her with fists raised to attack her. Acting quickly to defend herself, Miriam picks up a metal rugby ball pump lying on the grass near her and hits Curtis repeatedly over the head with it, crushing his skull. Curtis dies immediately. Miriam is confused by what has happened. While she is in police custody, she is assessed by a doctor. Miriam is found to have a glioblastoma, a fast-growing brain tumour, that is causing her to hallucinate, anger very quickly and lose control of her actions. The tumour is successfully removed through brain surgery and the hallucinations and other symptoms stop.
Meanwhile, after the game, the players are getting changed in their team dressing rooms. Sarah, still angry at the injustice of the Giants winning because of Kamala’s attack on Haya, barges into the Giants’ dressing room to find Kamala. Sarah squares up to Kamala and goes to punch her on the shoulder. As she does so, Kamala’s teammate Juliana jumps in the way to protect Kamala. Sarah’s punch connects hard with Juliana’s chest. Juliana falls to the ground and appears to be having a heart attack. She is taken away in an ambulance but is declared dead at the hospital. The post mortem shows that Juliana had an undiagnosed heart condition, which made her more susceptible to cardiac arrest. Sarah is inconsolable when she is informed of Juliana’s death.
Advise Kamala and Sarah of their likely criminal liability in relation to, respectively, the injury to Haya and the death of Juliana.
You are instructed to consider the criminal liability of two people. For both parties, you should therefore:
Use the IRAC method for answering law problem questions as set out in Section 6.1.4 of the Law undergraduate guide.
Carry out some of your own research into the applicable law to support your answer.
Structure your answer correctly as a problem answer and advise each relevant person separately, in turn.
Examine all of the elements that need to be proven for any criminal offences you think are relevant to their actions.
State the law in relation to these elements and apply it to the facts in the scenario, identifying which facts help to prove that each element has or has not been fulfilled.
Identify the elements of any relevant defences for each of them and apply these to the facts to consider if they are likely to be successful.
Reach a conclusion as to the likely liability of each relevant person, based on your analysis of the relevant offence(s) and defence(s).
(90 marks)
Why do the three scholars depict slave life so differently? Provide an example from each to prove your point.
Essay Instructions
This question is based on three textbook readings on pages 210-224 and 260-264:
James Lockhart, “Africans in Sixteenth-Century Peru” (pp. 210-217)
David M. Davidson, “Negro Slave Control and Resistance in Colonial Mexico” (pp. 218-224)
Raymond K. Kent, “Palmares: An African Threat in Brazil” (pp. 260-264)
The question:
Why do the three scholars depict slave life so differently? Provide an example from each to prove your point.
You will answer this question in one to three paragraphs with correct grammar, punctuation, and three (3) quoted or paraphrased statements with proper citation – ex. (Kent, 220). Make sure you include 3 quoted or paraphrased excerpts in your answer.
Some pointers regarding the readings:
This is an open-ended question and there are many right answers because it is based on your interpretations of the readings:
consider what slaves were doing in each region, the opportunities they did or didn’t have
Also consider whether the different scholars have any ‘biases’ that may shape their interpretation
These articles are old, and therefore use outdated terms, like ‘negro’ to describe slaves, though this would match what Spaniards and Portuguese used to identify people of African descent in Latin America
Offer a brief overview of the school’s approach to teaching mathematics, and indicate whether they have adopted a ‘mastery’ approach.
Mathematics Assignment 2021-22
Assignment title: Evaluating and developing mathematical pedagogy
An overview
Evaluation is an essential skill in ensuring that children are provided with effective teaching and
learning experiences. The mathematics assignment involves you critically evaluating and analysing
your pedagogical practice within the classroom and focusing upon how this can be developed to
support children’s understanding and progress. It will encourage you to draw upon reflections,
observations and evaluations of your teaching, and the children’s learning, in relation to
mathematics. During your taught sessions, you will be provided with a range of mathematical
teaching and learning tasks to undertake within school which you will use to inform and structure
your assignment.
You will choose one aspect or two related aspects of your mathematical pedagogy that you feel are
currently effective in terms of supporting the children’s mathematical understanding and progress.
You will read literature on your chosen aspect(s) and use this literature to help you discuss what is
working well and why. You will weave in examples from your teaching to analyse the impact that
your chosen aspect(s) has had on the children’s mathematical understanding and progress. You may
include examples of children’s work to support your analysis, and you may append materials. You
may also indicate how you would like to develop this aspect of your pedagogy even further.
You will also choose one aspect or two related aspects of your mathematical pedagogy that you
would like to develop in order to better support the children’s mathematical understanding and
progress. Again, you will read literature on your chosen aspect(s) to support your discussion. You
may refer to examples from your teaching to support your reflection on what you would like to
develop and why. You may also suggest specific lesson ideas or strategies you would like to
implement.
This written assignment contributes, in particular, to the Teacher Standards 2 (promote good
progress and outcomes by pupils), 3 (demonstrate good subject and curriculum knowledge) and 4
(plan and teach well-structured lessons).
Aspects of mathematical pedagogy
Reflect upon your mathematics teaching to date and think about what you understand (and what
research tells us) about effective mathematics teaching to help you to choose the aspects of
mathematical pedagogy you will focus on. Read literature, including research literature (often
published in the form of journal articles) on the specific aspects of pedagogy you have chosen.
The resources list (called ‘PGDipEd and PGCE Primary and Early Years Mathematics) has
recommended readings on aspects of mathematical pedagogy, as well as wider readings on learning
and teaching mathematics
Some of the pedagogical themes below are fairly broad, and you may wish to focus in further. For
example, in relation to ‘talk, language and questioning,’ you could focus in to identify a specific
aspect of pedagogy such as ‘promoting children’s talk in mathematics’ or ‘effective teacher
questioning in mathematics.’ You could discuss both of these specific aspects, as they are related. If
there are other aspects of your mathematics pedagogy (not on the list) that you would like to focus
upon, and you can find academic literature on your chosen focus, this is acceptable; please share
your idea with the course tutor, though.
Resources list – pedagogy:
• Teaching for mastery (this is too ‘big’ as a single theme, but you could present an overview
of key ideas and then focus in on one aspect of mastery)
• Variation theory and choice of examples
• Manipulatives and representations, including concrete, pictorial and abstract
• Fluency with conceptual understanding
• Problem solving and reasoning
• Talk, language and questioning
• Mathematical knowledge for teaching
• Early years pedagogy
• Awareness of errors and misconceptions
• Memory, cognitive load, small steps, worked examples and practice
• Growth mindset and grouping
• SEND and supporting low attainers
• Assessment for learning
• High attainers
You may also find the resources list section on number useful if you would like to write about a
subject-specific aspect of pedagogy, such as ‘supporting children’s mental calculation’ or ‘strategies
for developing children’s understanding of division.’ If you are based in Nursery or Reception, you
may like to focus in on an aspect of early years’ pedagogy, such as ‘using the outdoor environment
to support mathematical learning’ or ‘learning mathematics through role play.’ Very strong
submissions will also weave in theory, and there is a section of the resources list with suitable
references.
Written Submission
You are required to submit one written assignment of 3,000 words.
The title of the assignment is: ‘Evaluating and developing mathematical pedagogy’
The assignment takes the form of a critical discussion in which you will analyse aspects of your
mathematical pedagogy and identify how this will be developed. Your analysis of practice will be
driven by relevant reading and research. You will need to be selective and focused as you will not be
able to write about all aspects of your mathematical pedagogy within school. The suggested
structure of your written assignment, outlined below, will be shared for independent study (as a
Panopto)and further discussed within the drop-in session.
Introduction (approx. 400 words)
Using literature to support, outline why it is important that we teach mathematics, and why it is
important that we develop children’s mathematical understanding. Show your understanding of the
national context, referring to the Early Years Foundation Stage and/or the National Curriculum aims.
Using literature to support, explain the value of a reflective approach in the teaching of
mathematics, and how developing pedagogical practice can enhance children’s mathematical
understanding and progress.
School context (approx. 300 words)
Give a brief description of your SP1 (and SP2, if you write about this) school context, referring to the
latest Ofsted report, and including details such as the size of the school, age range of pupils, the
nature of the community which the school serves, and numbers of children who have SEND, EAL,
Pupil Premium. Offer a brief overview of the school’s approach to teaching mathematics, and
indicate whether they have adopted a ‘mastery’ approach. Indicate which year group you have been
teaching and which mathematical concepts you have taught. Explain that you have engaged in
reflection and signal to the reader the aspects of pedagogy that you have chosen to focus upon in
this assignment.
Strength(s) of current practice (approx. 1,000 words)
Discuss one aspect (or two related aspects) of your mathematics teaching that you feel is a strength
of your current practice. Using literature to drive your analysis, discuss why it is important and how
it has supported the children’s mathematical understanding and progress. Weave in specific
examples from your teaching to illustrate, for example, annotated children’s work and observations,
using appendices for any lengthy materials such as lesson plans and lengthy children’s work. Identify
any key issues, debates or challenges, and indicate any ways you would like to develop this aspect of
pedagogy further.
Developing future practice (approx. 1,000 words)
Discuss one aspect (or two related aspects) of your mathematics teaching that you would like to
further develop. Using literature to drive your analysis, explain why you would like to develop this
aspect, drawing on examples from your teaching and examples of children’s learning. Explain what
you would like to develop, perhaps suggesting specific lesson ideas or strategies. Indicate how you
hope this will impact on the children’s mathematical understanding and progress. Identify any key
issues, debates or challenges, and show your ability to critically analyse practice.
Conclusion (approx. 300 words)
Use this section to bring together the key ideas and reflect on why they are important. You may like
to make links to the ideas you presented in the introduction and also to your own personal values as
a beginning teacher of primary mathematics. You may also like to reflect on your school context and
the wider national context to support your conclusions about effective pedagogy.
References
Appendices
My dog died and the next day my husband died, Any help appreciated in anyway! Aiming for a 5 day extension but seriously cannot do this myself right now, Help to edit the bulk so it looks like I’ve done it
What change models will you use to ensure your change is introduced and sustained?
Assignment brief
3000-word critical appraisal
• Introduction
• Confidentiality must be addressed in accordance with professional guidelines
Don’t mention the NHS Trust that you are from or the ward name
• What is Quality Improvement?
• What is leadership?
Both quality improvement and leadership should be looked at from a healthcare perspective. Narrow it down to healthcare
• Critically analyse the leadership approach you have used
• Consider your role as a leader in this project (even if you do not think you are specifically a l3eader in your role).
• Demonstrate your leadership approach to this project and its implementation.
Here think about your role as a leader in the project. Also consider your leadership approach to the project and it implementation.
Your leadership approach will be different if you are doing it as a student nurse compare to if you are a chief nurse.
• Show specific discussions about leadership, including barriers and enablers to change and how you would work with these.
Think about barriers and enablers and how you’re going to work with those. For example, maybe it’s going to be hard as a student nurse how to implement change because it’s a very hierarchical system because you are not known to the ward, which can be a barrier. How are you going to get over those and what enablers are there? If there is a new matron for instance who is really open to change, those can be some enablers for instance
• Critically discuss how this project and your leadership approach will improve patient care and the service
• You must demonstrate the importance of service-user involvement and co-production in health care. Co-production recognises the contribution of the people with list experience and can contribute to the decision making process. What they do is to create a better outcome if they work together
You must engage with the service user. What they think about or the experience that they actively have
Co-production is not about education rather is engagement, co-design, co-working, engagement and consultation
This is the real crux of the matter. Why we do what we do- ie to improve patient care and to improve the service. This is where you come in with your service user involvement and your co-production in healthcare
• Conclusion
• A summary of the arguments/discussions (nothing new should be introduced during your conclusion).
• How will the understanding you have gained influence your practice.
• Relate this back to the NMC code.
This is where you are going to have to put your understanding that is going to influence your practice
Relate this to the NMC code because that way it will be clear you have thought about this with regards to your practice
Ensure you answer the following questions:
• What is the Quality Improvement Project?
What evidence did you have to demonstrate that there is a need, did it come from service user feedback or observation.
What is the proposed impact of the project on your service user?
• What are your QIP aims? Think SMART!
What are the aims of your project? Why are you doing it? What are the objectives?
What is the proposed impact of the project on the service itself?
• Who are your stakeholders?
Those impacted by your quality improvement project are your stakeholders
• How will you involve service users in this QIP?
You can’t just say this is my project or this is what I ‘m going to do without involving the service user and say this is a good thing. You can say for instance do you think this is something that will improve the feedback you gave to me earlier on. Think whether you’re going to have a service user group that you can feed into. Whether there is something a bit formal or less formal to use
• What change is being introduces?
What are the evidence underpinning the propose change. You may well have been given feedback on a very specific part of the service by the service user. That’s great but what you need here is the academic evidence behind it. Why do you think is important?
• What QIP methods will you use, if any?
• What change models will you use to ensure your change is introduced and sustained?
You need a sustainable change. Introduced your change and how that change will be sustained.
Think about change models that will work for your project
• What assessments are needed to evaluate the change?
Part of sustainable change is around evaluation. Will you need to evaluate the change through observation, through feedback, checklist etc.
How do we know the Quality improvement project you have put in place is working or not?
Level 7 Academic Writing
Things to think about in your written assignment:
• Look at the rubric to see what we’re marking on.
• Ensure you are writing in the third person.
• Follow LSBU Harvard Referencing Guidelines.
•One of the main components of nursing assignments
is recognising how your learning will impact your
nursing practice.
