Discuss the different stages of Sophie`s life cycle
ASSIGNMENT INSTRUCTIONS
MOD005912 Life Cycle Development
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Assessment |
Coursework Essay/Written Assignment |
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Assessment code: |
011 |
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Academic Year: |
2022 |
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Trimester: |
1 |
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Module Title: |
Life Cycle Development |
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Module Code: |
MOD005912 |
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Level: |
5 |
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Module Leader: |
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Weighting: |
60% |
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Word Limit: |
3,000 words This excludes bibliography and other items listed in rule 6.83 of the Academic Regulations: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf |
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Assessed Learning Outcomes |
LO1: Discuss the different life stages of the life cycle LO2: Analyse different needs at different points of the life cycle LO4: Apply theories of life cycle development |
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Submission Deadline: |
Please refer to the deadline on the VLE |
WRITING YOUR ASSIGNMENT:
- This assignment must be completed individually.
- You must use the Harvard referencing system.
- Ensure you use 1 and a half (or double-spaced) text. Do not use single spacing.
- Ensure you use at least 12 font size.
- Your work must indicate the number of words you have used. Written assignments must not exceed the specified maximum number of words. When a written assignment is marked, the excessive use of words beyond the word limit is reflected in the academic judgement of the piece of work which results in a lower mark being awarded for the piece of work (regulation 6.74).
- Assignment submissions are to be made anonymously. Do not write your name anywhere on your work.
- Write your student ID number at the top of every page.
- When the assignment comprises more than one task, all tasks must be submitted in a single document.
- You must number all pages.
SUBMITTING YOUR ASSIGNMENT:
In order to achieve full marks, you must submit your work before the deadline. Work that is submitted late – up to five working days after the published submission deadline - will be accepted and marked. However, the element of the module’s assessment to which the work contributes will be capped with a maximum mark of 40%
Work cannot be submitted if the period of 5 working days after the deadline has passed (unless there is an approved extension). Failure to submit within the relevant period will mean that you have failed the assessment.
Requests for short-term extensions will only be considered in the case of illness or another cause considered valid by the Director of Studies Team. Please contact DoS@london.aru.ac.uk. A request must normally be received and agreed by the Director of Studies Team in writing at least
24 hours prior to the deadline. See rules 6.64-6.73: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Mitigation: The deadline for submission of mitigation in relation to this assignment is no later than five working days after the submission date of this work. Please contact the Director of Studies Team - DoS@london.aru.ac.uk. See rules 6.112 – 6.141: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
ASSIGNMENT - MOD005912 Life Cycle Development
Case Study: Sophie
Sophie is 11 years old. Maria, Sophie’s mother, died when she was 4 years old. Sophie lives with her father, Tom, and her siblings Adam (age 13) and Melanie (16).
Melanie identifies as a lesbian and LGBT rights activist. Tom resents his daughter’s views and activism and arguments often occur between them. Sophie observes them shouting at each other.
Adam has been diagnosed as having autism spectrum disorder (ASD). He is high functioning but often shuts himself away in his room for hours. Melanie has lots of friends and Sophie feels lonely and cut off from her siblings.
Sophie does not get on with Victoria, Tom’s new partner, who has lived with the family for several years. Victoria is white but Tom is of black African and Caribbean heritage. Sophie’s mother was also white.
Sophie often does not go to school saying she is unwell and tired. She also often does not eat and is thin for her age. She rarely does her homework
Victoria has fibromyalgia and is often tired and sometimes low. Despite her health problems she manages to work full-time as a hospital pharmacist. She also often has to take care of the children when Tom is at work in the evenings. Tom is a paramedic who regularly works long hours and/or night shifts. The couple frequently argue when the children are in bed. These arguments are often about money, childcare and alcohol. Victoria thinks that Tom drinks too much alcohol.
Your essay must be written in the third person. The structure of your essay should include the following. Complete all the tasks below. LO1: Discuss the different life stages of the life cycle
Essay layout including subsections:
- Cover page: ID number, Module title Topic and word count.
- Introduction
- Task 1
- Task 2
- Conclusion
- Reference list
- Use of subheadings is acceptable
- Use of tables to present some information e.g. life stages/life cycle is accepted
In support of your discussion, you should use examples and relevant academic literature, appropriately referenced in Harvard format.
Introduction
You should introduce your essay giving the reader a brief outline of the issues that the essay will address.
Points to consider
- Inclusion of in text citation using the Harvard referencing system
- Spelling, punctuation and grammar
Task 1. Discuss the different stages of Sophie`s life cycle (40 Marks)
Use the case study notes to identify and discuss the different stages of Sophie’s life cycle to date/until the age of 11. Apply two relevant theories to support your response.
Assessment criteria
- Knowledge and understanding of the different stages of the life cycle
- Knowledge and understanding of two relevant theories for example John Bowlby and Mary Ainsworth’s ideas (Attachment Theory) or Erik Erikson’s theory of Psychosocial Development used to explain life cycle development. Other theorists covered on the course can also be used.
- Ability to apply the theory to Sophie’s life cycle and situation.
- Ability to consider the strengths and limitations of the theory.
Points to consider
- Definition of life cycle development
- Explain the concept of nature and nurture
- Identify each stage of Sophie’s life cycle to date including her social, emotional, cognitive and physical development within each of her life stages of development
Task 2. Analyse Sophie’s needs at different points of her life cycle (50 marks)
Assessment criteria
- Analyse Sophie’s needs at the different stages of her life cycle.
- Knowledge and understanding of individual needs
- How needs, and unmet needs, can influence development
- Ability to analyse the needs at different stages of the life cycle using a wide range of resources.
- Ability to analyse how characteristics such as gender/race/ethnicity/religion/ culture/poverty/disability/sexual orientation may impact or influence development and experience.
- Definitions of needs
- Identify and discuss theories of needs eg Maslow and Bowlby and others.
- Identify and discuss theories of identity and explore in relation to characteristics in the case study such as gender/race/ethnicity/culture/socioeconomic situation/disability/sexual orientation.
- Discuss Sophie’s needs; why it is a need and the consequences of her needs not being met.
- Analyse how Sophie’s needs are interrelated.
Points to consider
Does the theory consider all aspects of Sophie’s development?
Conclusion
Your conclusions are the inferences you have drawn or points that you have made in your discussion
Harvard Referencing, Spelling and Grammar (10 Marks). Points to consider
- The structure of the essay is followed.
- Inclusion of in text citation using the Harvard referencing system.
- Attention to spelling, punctuation and grammar.
- Comprehensive bibliography/reference list including the course textbook is provided.
- LO1: Discuss the different life stages of the life cycle Discuss the different stages of Sophie`s life cycle
Reading List (See also resources and articles on the VLE and utilise the digital university library to search for further materials).
Becket, C. & Taylor, H. (2016) Human Growth and Development. London. Sage. Becket, C. & Maynard, A. (2017) 3rd edition. Values and Ethics in Social Work.
London. Sage.
Bee, H. (1994) Lifespan Development. New York Harper Collins.
Bowlby, J. (1958) The Nature of the Child’s Tie to His Mother. International Journal of Psychology, 39, 350-371.
Bowlby, J. (1969) Attachment & Loss Vol. 1 Loss. New York: Basic Books.
Sugarman, L. (2001). 2nd edition. Life-Span Development: Frameworks, Accounts and Strategies. Routledge.
Walker, S. (2017) Effective Social Work with Children, Young People and Families: Putting Systems Theory into Practice. London. Sage.
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2022-2033 Life Cycle Development 011 Rubric |
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Grade Boundaries |
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0-29 Missing or Inadequate |
30-39 Limited |
40-49 Basic |
50-59 Satisfactory |
60-69 Good |
70-79 Excellent |
80-100 Outstanding or Exceptional |
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Task 1 (40 Marks) |
0-11 Inadequate or little definition of the life cycle development. Little or no identification of each stage of the life cycle, in relation to the case study, including social, emotional, cognitive and physical development. No or very few, or incorrect citations provided. Discuss the different stages of Sophie`s life cycle No/little/inadequate knowledge and understanding demonstrated. Little or no explanation of the concept of nature and nurture in relation to the case study. |
12-15 Limited explanation of definition of the life cycle development. Limited identification of each stage of the life cycle, in relation to the case study, including social, emotional, cognitive and physical development. No, very few, or incorrect citations provided. Limited knowledge and understanding demonstrated. Limited explanation of the concept of nature and nurture in relation to the case study. |
16-19 Basic explanation of of the definition of the life cycle development. Basic identification of each stage of the life cycle, in relation to the case study, including social, emotional, cognitive and physical development. Basic citations provided.
Basic knowledge and understanding demonstrated. Tasks are largely descriptive and lack exploration. Basic explanation of the concept of nature and nurture in relation to the case study. |
20-23 Satisfactory explanation of the definition of life cycle development. Satisfactory identification of each stage of the life cycle, in relation to the case study, including social, emotional, cognitive and physical development. Some relevant and correct citations provided. Satisfactory use of relevant examples and relevant citations. Satisfactory structure and flow. Satisfactory explanation of the concept of nature |
24-27 Good explanation of the definition of life cycle development. Good identification of each stage of the life cycle, in relation to the case study, including social, emotional, cognitive and physical development.
Discussion of factors influencing development in relation to the case study is good, with good use of relevant examples and relevant citations. Good structure and flow. Good explanation of the concept of nature and nurture |
28-31 Excellent explanation of the definition of life cycle development. Excellent identification of each stage of the individual’s life cycle, in relation to the case study, including social, emotional, cognitive, and physical development.
Discussion of factors influencing development in relation to the case study is excellent, with excellent use of relevant examples and relevant citations. Excellent structure and flow. Excellent |
32-40 Outstanding/exceptional explanation of the definition of life cycle development. Excellent identification of each stage of the individual’s life cycle including social, emotional, cognitive, and physical development within each life stages of development.
Exemplar use of relevant examples and relevant citation Professional structure and flow.
Outstanding explanation of the concept of nature and nurture in relation to the case study. |
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and nurture in relation to the case study. |
in relation to the case study. |
explanation of the concept of nature and nurture in relation to the case study. |
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Task 2 and conclusion (50) |
0-14 No/little/inadequate Analysis.
No/little/inadequate definition of needs.
No/little/inadequate discussion of the child’s possible needs at different stages.
No/little identification or discussion theories of needs.
No/little use of relevant examples and relevant citations.
Poor structure and flow.
No/little/inadequate discussion of theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
15-19 Limited explanation analysis.
Limited definitions of needs.
Limited identification or discussion theories of needs.
Limited discussion of the child’s possible needs at different stages.
Limited use of relevant examples and relevant citations.
Poor structure and flow.
Limited discussion of theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
20-24 Basic analysis. Basic definitions of needs
Basic identification or discussion theories of needs.
Basic discussion of the child’s possible needs at different stages.
Basic use of relevant examples and relevant citation.
Basic structure and flow.
Basic discussion of theories of identity including race/ culture or disability.
Limited discussion of theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
25-29 Satisfactory analysis.
Satisfaction definitions of needs.
Satisfactory identification or discussion theories of needs.
Satisfactory discussion with some analysis of the child’s possible needs at different stages.
Satisfactory use of relevant examples and relevant citations.
Excellent structure and flow.
Satisfactory discussion of theories of identity including race/ culture or disability.
Satisfactory discussion of |
30-34 Good analysis. Good definitions of needs
Good identification or discussion. theories of needs
Good use of relevant examples and relevant citation
Good structure and flow.
Good discussion and analysis of the child’s possible needs at different stages.
Good use of relevant examples and relevant citations.
Excellent structure and flow.
Good discussion of theories of identity including race/ culture or disability. |
35-40 Excellent analysis with attention to detail. Well researched.
Excellent definitions of needs
Excellent identification or discussion theories of needs.
Excellent discussion and analysis of the child’s possible needs at different stages.
Excellent use of relevant examples and relevant citations.
Excellent structure and flow.
Excellent discussion of theories of identity including race/ culture or disability. |
40-50 Outstanding/exceptional analysis with attention to detail. Exceptional researched.
Outstanding and clear definitions of needs
Outstanding/exceptional identification or discussion theories of needs.
Outstanding discussion and analysis of the child’s possible needs at different stages.
Outstanding/exceptional use of relevant examples and relevant and well researched citations.
Professional structure and flow.
Outstanding discussion of theories of identity including race/ culture or disability.
Outstanding discussion of theories and aspects |
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theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
Good discussion of theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
Excellent discussion of theories and aspects of identity including, but not limited to, race, gender, culture, disability. |
of identity including, but not limited to, race, gender, culture, disability. |
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Harvard Referencing, Spelling and Grammar (10 Marks) |
0-2 No or little use of citations with mistakes.
Poor grammar, spelling and phrasing making understanding difficult.
Little evidence of student proof reading their work. |
3 Limited use of citations with mistakes.
Poor grammar, spelling, phrasing making understanding difficult. Phrasing needs work.
Little evidence of student proof reading their work. |
4 Basic use of citations with mistakes.
Poor grammar, spelling and phrasing making understanding difficult. Phrasing needs work.
Little evidence of student proof reading their work. |
5 Satisfactory use of citations with mistakes.
Satisfactory grammar, spelling and phrasing though mistakes may be evident.
Some evidence of student proof reading their work. |
6 Good use of citations with minimal errors.
Good grammar, spelling and phrasing.
Good evidence of student proof reading their work. |
7 Excellent use of citations with no errors.
Excellent grammar, spelling and phrasing.
Careful checking of work clearly evident. |
8-10 Outstanding use of citations and no errors.
Outstanding grammar, spelling and phrasing.
Careful checking of work clearly evident. |
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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 5 (was level 2)
MOD005912 Life Cycle Development
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Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required. LO1: Discuss the different life stages of the life cycle |
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Mark Bands |
Outcome |
Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) |
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Knowledge & Understanding |
Intellectual (thinking), Practical, Affective and Transferable Skills |
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Characteristics of Student Achievement by Marking Band |
90-100% |
Achieves module outcome(s) related to GLO at this level |
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication |
Exceptional management of learning resources, with a high degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication |
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80-89% |
Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy |
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills |
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70-79% |
Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy |
Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Very good academic/ intellectual skills and team/practical/professional skills |
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60-69% |
Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy |
Good management of learning with consistent self- direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills |
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50-59% |
Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline |
Sound use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills. Inconsistent self-direction |
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40-49% |
A marginal pass in module outcome(s) related to GLO at this level |
Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Discuss the different stages of Sophie`s life cycle |
Adequate use of learning resources with little self- direction. Some input to teamwork. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills |
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30-39% |
A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark |
Limited knowledge base; limited understanding of discipline and its ethical dimension |
Limited use of learning resources, working towards self- direction. General difficulty with structure and accuracy in expression. Weak academic/intellectual skills. Still mainly imitative and descriptive. Team/practical/professional skills that are not yet secure |
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20-29% |
Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available |
Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension |
Little evidence of use of learning resources. No self- direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills |
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10-19% |
Deficient information base. Deficient understanding of discipline and its ethical dimension |
Deficient use of learning resources. No attempt at self- direction with deficient contribution to team work. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Deficient practical/professional skills |
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1-9% |
No evidence of any information base. No understanding of discipline and its ethical dimension |
No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills |
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0% |
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Awarded for: (i) non-submission; (ii) dangerous practice and;(iii) in situations where the student fails to address the assignment brief e.g.: answers the wrong question) and/or related learning outcomes |
MOD005912 Life Cycle Development
