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

Posted on May 29, 2026 | by Linus | Leave a Comment

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

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
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

Posted on May 29, 2026 | by Linus | Leave a Comment

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.

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 to*8.1 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 to*10.1 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 to*11.1 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

Posted on May 29, 2026 | by Linus | Leave a Comment

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

Posted on May 29, 2026 | by Linus | Leave a Comment

NAM 5018 Sexual Health Assignment Brief

Assignment Task

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.

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

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

Posted on May 29, 2026 | by Linus | Leave a Comment

Assignment Task

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.

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

Assessment Criteria

Digital Strategy and Innovation Assignment Brief 2026 | University of Hull

Posted on April 20, 2026 | by Linus | Leave a Comment

Digital Strategy and Innovation Assignment Brief
In this assignment, titled Reflective Report (50% of total mark), you need to submit a single reflective report based on the specification below.

Assignment Description
In this assignment you are conducting a Learning Reflection (1500 words maximum), due in Week 12.

Learning Reflection (1500 words)
Reflection is an important part of making connections between theory and practice. When asked to reflect upon your experience, do not simply describe it – you need to make sure you evaluate your experience based on ideas from class (refer to the Week 1 – Week 11 materials).

You can assess a theory or approach based on your observations and practice, and evaluate your own knowledge and skills within your professional field.

This opportunity to take the time to think about your choices, actions, successes and failures is best done within a specific framework, which allows abstract concepts to become concrete and real to you. This is particularly true when considered within your own experiences – reflection on your experiences allows you to make plans for improvement.1

Assignment Structure
This assignment is structured as follows: Reflective Report (50%).

Submission Instructions
Please submit electronically as an MS Word document.

Make sure the submissions are submitted to the correct submission area. This will be the submission area for the assignment titled ‘Reflective Report’. DO NOT submit any parts of this particular assignment to any other submission area.

Finally, clearly title and name your assignments correctly so your tutor can identify which part of which assignment is being submitted. For instance, Reflective Report.

Assignment Word Count and Format
The total word count for this assignment is 1500 words, which includes all content, excluding the reference list.
Your work must use Calibri font, 12pt with 1.5 line spacing.
Your work must be presented and referenced using the Harvard Reference System. Carefully read the University guidelines on how to present and submit an assignment. Additional information can also be found on the Student Hub.
Do not use abbreviations in your assignments.
If you are going to use acronyms, ensure you provide an initial explanation the first time you use it, for example: PA (people analytics).
Overlength Assignments
Please note: The following penalties will be applied to work that is over the specified limit.

Up to 10% over the specified limit, no penalty applied.
10-20% over the specified limit, a penalty of 10% of the available marks for the assessment or reduction to pass mark, whichever is higher.
20-50% over the specified limit, the maximum mark awarded will be the pass mark.
More than 50% over the specified limit, the work will not be marked and a mark of zero will be recorded.
Additional Assignment Best Practices
You should not reference course content as it is unpublished. If a point is made in the context of the course content, you should seek an original source for this.
Limit use of direct quotes – these count towards your word count. They generally just offer a description or definition, whereas you need to present analysis and synthesis.
Ensure you proofread your work carefully before submission, for clarity and consistency.
Finally, you must ensure you pay close attention to the assignment guidelines. IT IS CRUCIAL you check you have answered what has been asked of you, and have met the learning outcomes for the module.

Criteria For Assessment
Please see the Marking and Assessment page of the Course Hub for more information on marks and outcomes.

For the Learning Reflection
Our marking of the personal reflection will be guided by:

Ash, S. L. and Clayton, P. H., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), pp.137-154.

The authors describe the structure of a reflective essay as follows:

Students

Describe the experience.
Analyse the experience(s) from different categories of perspectives based on the learning objective:
Personal
Academic
Civic / professional
Identify learning in each category
Articulate learning by developing a well-developed statement of learning, using the four guiding questions that structure articulated learning:
What did I learn?
How, specifically, did I learn it?
Why does this learning matter, or why is it significant?
In what ways will I use this learning?
Analyse / revise articulated learning statements by applying standards of critical thinking through:
Student self-assessment
Instructor feedback
Finalise the articulated learning statements, aiming to fulfil all learning objectives in each categories and meet standards of critical thinking.
Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
Continue the reflection process, articulating additional complexity of the learning in articulated learning statements, when possible.
Ash and Clayton provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:

Element Description
Mechanics Consistently avoids typographical, spelling and grammatical errors -> of course
Connection to Experience Makes clear the connection(s) between the experience and the dimension being discussed -> avoid stream of consciousness writing; order your thoughts
Accuracy Makes statements of fact that are accurate and supported with evidence; for academic articulated learning statements, accurately identifies, describes and applies appropriate academic principle(s) -> make evidence-based statements and share the evidence
Clarity Consistently expands on and expresses ideas in alternative ways, provides examples / illustrations.
Relevance Describes learning relevant to the articulated learning statement category and keeps the discussion specific to the learning being articulated -> focus on strategy and digital transformation
Depth Addresses the complexity of the problem; answers important question(s) that are raised; avoids over-simplifying when making connections.
Breadth Gives meaningful consideration to alternative points of view and interpretations.
Logic Demonstrates a line of reasoning that is logical, with conclusions or goals that follow clearly from it -> this is VERY important, connect your dots and arrive at an overall consistent discussion towards the end.
Significance Draws conclusions, sets goals that address a (the) major issue(s) raised by the experience.