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Assignment Briefs 10-14-2023

Identify and describe the typical life stages throughout the lifespan

ASSESSMENT BRIEF

Module name: Lifespan Development Academic year: 2023-24

Assessment period: Trimester 1

Module code

Level

Credit value

Module leader

UNL2014

5

30

 

Assessment code and title:

AS1

Development through the lifespan

Assessed learning outcomes:

A) Identify and describe the typical life stages throughout the lifespan.

D) Compare, contrast, and evaluate different theoretical approaches to lifespan development.

F) Communicate clearly and argue information in a well written format appropriate for the purpose and topic in the area.

Weighting:

50%

 

 

Word limit:

2,500

Where the submission exceeds the stipulated word limit by more than 10%, the submission will only be marked up to and including the additional 10%.

Anything over this will not be included in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices and footnotes are excluded from any word limit requirements.

Submission deadline:

Friday 10th November 2023, 2pm

 

Please read this assessment brief in its entirety before starting work on the assessment task.

Case Study:

Alison Hughes is 21 years old and is currently studying part time on a sociology degree.

Alison was born to loving parents and lived in a small town near the coast. She had an elder brother, Sam that she was extremely close to. During her early childhood, she had met all the typical developmental milestones, such as learning to crawl, walk, and talk. Alison was an active and curious child, engaging in imaginative play and forming strong bonds with her family and peers. She loved to spend time with Sam, playing on the beach.

Alison`s primary and early secondary school life was marked by her growing enthusiasm for learning and exploration. She excelled academically and participated in various extracurricular activities, including hockey and violin lessons. She was the role model at school, and she was very proud of her achievements. However, at the age of 15, everything turned for the worst. Alison and her family had gone on a skiing holiday and unfortunately due to a freak accident both Sam and Alison were injured. They were taken to the local hospital and admitted. Sam had sustained head injuries, multiple fractures and internal bleeding, the medical team were doubtful about his survival. Alison, although critical was stable. Both were in a medically induced coma, and over the course of a week Sam had to have emergency surgery which was not successful and resulted in further deterioration. Sam passed away shortly after that.

Alison had woken up from her coma and came to know of her brothers passing. She felt numb and started to become withdrawn. Alison was given intensive therapy, physically and for addressing her grief. After a month, she was ready to be discharged, she was very anxious about going home to feel Sam’s absence. Alison felt she didn’t have the courage to adjust to the new norm and she had feelings of guilt, blaming herself for Sam’s death. Some weeks had passed, and Alison was now getting back into routine of going to school. The staff team at school were extremely supportive and so were her peers. Over time, with the support of the counselling team, she was able to cope better by focusing on her GCSE exams, however she avoided talking about Sam.

As Alison progressed onto university, she decided to move to a different part of the country, hoping for a new start. During the first few months, she started experiencing extremely low moods, brain fog that led to confusion often. This had an impact on her studies and mental health. She didn’t take it seriously, until her menstrual cycle started to become irregular and extremely painful, with very heavy bleeding. She decided to visit her GP to seek advice, this was following by a set of blood tests that were ordered. The results showed that she was going through premature menopause.

Alison initially struggled to understand how menopause could develop in someone so young. The GP explained that although rare that it could happen, and that fertility would be affected too. She was offered hormone therapy as a course of treatment. Alison had feelings of being overwhelmed and started to become withdrawn, again. Alison had requested pain relief and declined the HRT treatment.

End of Case Study

The Assessment Task:

Task 1: Using Erikson’s theory of psychosocial development, discuss the different stages of the lifespan in relation Alison.

Using Erikson’s theory, identify and discuss Alison’s lifespan stages to date. Points to consider:

  • Explain the concept of nature and nurture.
  • Identify and discuss the relevant stages of development.

Word count guidance: 1,250 words

Task 2: Compare, contrast and evaluate Freud’s psychodynamic perspective and the Biological perspective.

Using the case study notes compare, contrast and evaluate the two theoretical perspectives in relation to Alison.

Points to consider:

  • Similarities and differences between the theories, which can include ideologies and theory processes.
  • Evaluate both theories in relation to Alison

Word count guidance: 1,250 words

Assessment Guidance:

It is essential to integrate research effectively and include suitable references to support your ideas, within the assignment. Please ensure to use valid and reliable references. Identify and describe the typical life stages throughout the lifespan.

Learning Outcomes

On successful completion of this assessment, you will be able to:

A) Identify and describe the typical life stages throughout the lifespan

D) Compare, contrast, and evaluate different theoretical approaches to lifespan development

E) Communicate clearly and argue information in a well written format appropriate for the purpose and topic in the area

Academic Integrity and Misconduct

Unless this is a group assessment, the work you produce must be your own, with work taken from any other source properly referenced and attributed. For the avoidance of doubt this means that it is an infringement of academic integrity and, therefore, academic misconduct to ask someone else to carry out all or some of the work for you, whether paid or unpaid, or to use the work of another student whether current or previously submitted

For further guidance on what constitutes plagiarism, contract cheating or collusion, or any other infringement of academic integrity, please read the University’s Academic Integrity and Misconduct Policy. You will also find useful resources on the VLE: Referencing and Academic Integrity page.

N.B. The penalties for academic misconduct are severe and can include failing the assessment, failing the module and expulsion from the university.

Assessment Submission

To submit your work, please go to the Assessments tile on the module page – and submit to Turnitin. Please note that essays and text-based reports should be submitted as Word documents and not PDFs or Mac files.

Written work will be subject to anti-plagiarism detection software. Turnitin checks student work for possible textual matches against internet available resources and its own proprietary database.

N.B Work emailed directly to your tutor will not be marked.

Late submission of work

For first sits, if an item of assessment is submitted late and an extension has not been granted, the following will apply:

  • Submission within one week of the original deadline – work will be marked and returned with full feedback, and awarded a maximum bare pass grade (D-).
  • Submission more than one week from original deadline – fail grade (LG, L indicating late). For resits there are no allowances for late submissions.

Extensions

The University of Northampton’s general policy with regard to extensions is to be supportive of students who have genuine difficulties, but not against pressures of work that could have reasonably been anticipated.

For full details please refer to the Extensions Policy. Extensions are only available for first sits – they are not available for resits.

Mitigating Circumstances

For guidance on mitigating circumstances please go to Mitigating Circumstances VLE area where you will find detailed guidance on the policy as well as guidance and the form for making an application.

Please note, however, that an application to defer an assessment on the grounds of mitigating circumstances should normally be made in advance of the submission deadline or examination date.

Marking Rubric

This is what you will be marked against. You need to check it regularly against your work to ensure you are on the right track. Task 1: Using Erikson’s theory of psychosocial development, discuss the different stages of the lifespan in relation Alison. Using Erikson’s theory, identify and discuss Alison’s lifespan stages to date. Explain the concept of nature and nurture. Identify and discuss the relevant stages of development.

Learning Outcome (LO)

Distinction

(A)

Merit

(B)

Commended

(C)

Pass

(D)

Fail

(F)

UONL Learning Outcomes – Level 5

Work that is distinguished is of very high quality, with a broad knowledge base and demonstrates a sustained ability to analyse key aspects of the assessment tasks.

Work of commendable quality demonstrating a strong conceptual grasp of assessment tasks in relation to learning outcomes.

Work that is of sound quality, demonstrating a good understanding of learning outcomes which is sufficient and appropriate to the task or activity.

Work of a broadly satisfactory quality demonstrates evidence of achieving the requirements of the learning outcomes.

Work falls short of the threshold standards. Work addresses the assessment task to some extent but overall is limited in its approach and is outweighed by major deficiencies in the work.

LO A. Identify and describe the typical life stages throughout the lifespan

Correct life stages have been

identified and described in detail, reflecting an excellent grasp of the progressive development through the life stages.

Answers are communicated accurately and effectively.

Wider supporting material used is also applied with rigor appropriate to the subject in relation to the task as outlined in the assessment brief.

Exceptionally clear and coherent account provided

overall.

Correct life stages have been

identified and described, reflecting a very good grasp of the progressive development through the life stages.

Consistent use of relevant subject based supporting material, such as theories and studies to illustrate points in relation to the tasks outlined in the assignment brief. Accurate examples provided.

Key life stages identified and

described in substantial detail. Work provided a sound description of nature or nurture in relation to development within the life stages. Inclusion of key elements of development.

Answers supported by evidence including key theorists and/or studies.

Some life stages identified and

described. Work provided a satisfactory description of nature or nurture in relation to development within the life stages. Some inclusion of key elements of development.

Minimal inclusion of key theorists and/or studies. Some points are not supported.

Limited life stages identified

and described. Work provided a limited description of nature or nurture in relation to development within the life stages. .

Limited inclusion of key theorists and/or studies.

L.O D. Compare,

contrast, and evaluate different theoretical approaches to lifespan development

An excellent understanding and

well-developed comparison explanation of the selected theories. The work is based on the task as outlined in the assessment brief. Content is exceptional and consistent throughout the work in relation to comparative elements, in

A very good understanding and well-developed comparison provided. The work is based on the task as outlined in the assessment brief. A strong conceptual grasp is also evident from commendable levels of understanding in comparative elements, in addition to the evaluation, where strengths &

A good explanation and

understanding provided in relation to the comparison and is relevant to the task in the assessment brief. Relevant examples used to illustrate points and a good understanding of the selected theories for a comparison. A

A basic/descriptive comparison provided in relation to the task as outlined in the assessment brief. However, elements of the content are minimal or irrelevant, and a descriptive/basic account has been provided in relation to the comparison. Descriptive/basic

A limited/illogical comparison provided. The work is based on the task as outlined in the assessment brief provided however, limited understanding of the selected theories demonstrated. Some parts of the comparison may be missing. Overall, work falls short of threshold standards with

 

addition to the evaluation, where strengths & limitations were consistently supported by evidence.

limitations were supported by evidence.

substantial, evaluation provided and overview of at least one strength and limitation, of which some were supported by evidence.

evaluation provided in relation to strengths and limitations.

limited reference made to evidence and includes a limited account of at least one strength or limitation.

L.O F: Communicate clearly and argue information in a well written format appropriate for the purpose and topic in the area

Outstanding presentation of arguments and references in the Harvard system. Well written, clearly communicating information.

Excellent presentation of arguments and references in the Harvard system. May contain minor errors in referencing.

Good presentation of arguments, written in a coherent report format. References written in the Harvard system. May contain isolated errors in referencing and presentation.

Satisfactory presentation of arguments and references. May contain frequent errors in referencing and/or grammar. Odd sentence may be hard to follow.

Little evidence of clear arguments and references. Poor referencing and grammar.

Sections may not be coherent.

 

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