The SHSC generic framework for marking course work is identified below. Marking grids for each of
the academic levels 4 – 7 will be built into the VLE. You will note that the major components appear
at each level but the relative importance of the component in the work as a whole varies.
FHEQ Level 4
You should be able to demonstrate:

appropriate foundational factual knowledge
knowledge of the underlying concepts and principles associated with your area of study, and an
ability to evaluate and interpret these within the context of that area of study
an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop
lines of argument and make sound judgements in accordance with basic theories and concepts of
their subject(s) of study

LSBU Level 4:

Scope of students’ learning is within defined boundaries and uses specified range of standard
Learners operate within defined guidelines with limited autonomy.


Marking grid Level 4
At level 4 the way in which you present or organise factual knowledge is more important than your
ability to analyse it – the key criteria and the relative weighting of the total percentage available is
as follows:
Coherence, organisation and academic integrity – 40%.
Content, knowledge and evidence of reading – 40%
Conclusion and application to assessment task – 20%
This means that in the first year of undergraduate study, what you know, how you present it and
how you apply the information to practice are almost equally important.

FHEQ Level 5
You should be able to demonstrate:

that you have begun to develop the skills to undertake work that requires the ability to reflect
constructively and critically upon the material presented
knowledge and critical understanding of the principles of your area(s) of study, and of the way in
which those principles have developed
an ability to apply these concepts and principles to practice
knowledge of the main methods of enquiry and ability to evaluate critically the appropriateness
of different approaches to solving problems in the field of study
an understanding of the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge

LSBU Level 5:

The scope of students’ learning is simple and unpredictable, or complex and predictable, and demands
application of a wide range of techniques.
Learners are sufficiently organised in quality and quantity of disciple, knowledge and skills and academic
opinion, evaluate their own work, report effectively and conduct straightforward tasks autonomously.
They are ready to develop professional working relationships.


Marking grid Level 5
At level 5, factual knowledge is still important but you are developing your ability to analyse (break
down) information and begin to synthesize (reconstruct in a different form). So the weighting of
the grid reflect this shift of emphasis.
Coherence, organisation, attention to assessment purpose and academic integrity – 20%.
Content – knowledge and use of literature – 40%
Analysis, synthesis, conclusion and application to practice – 40%

FHEQ Level 6
You should be able to demonstrate:

a systematic and detailed understanding of your field of study which is informed by the professional practice


an ability to synthesise material from a number of areas and to take a critical and independent
stance towards it


an ability to deploy accurately established techniques of analysis and enquiry within a discipline
conceptual understanding that enables you to devise and sustain arguments, and/or to solve problems
an ability to describe and comment upon particular aspects of current research, or equivalent advanced
scholarship, in the discipline

LSBU Level 6:

The scope of students’ learning is complex and unpredictable, demanding selection and
application from a wide range of innovative or standard techniques using familiar and unfamiliar
Learners have comprehensive and detailed knowledge of major discipline(s) with specialisation

and depth in some areas. They are sufficiently organised to work with complex knowledge/skills
towards a specified purpose and with limited guidance.

They are reflective and have developed critical and evaluative skills. They engage effectively in
professional behaviour.


Marking grid Level 6
At level 6, factual knowledge remains important but your level of analysis, synthesis and application
to practice become even more important and this is reflected in the relative weightings shown
Coherence, organisation, attention to assessment purpose and academic integrity – 10%.
Content – knowledge and use of literature – 40%
Analysis, synthesis, conclusion and application to practice – 50%

FHEQ Level 7
You should be able to demonstrate:

a systematic understanding of knowledge which is informed by innovations in professional practice
originality in the application of knowledge, together with a practical understanding of how established
techniques of research and enquiry are used to create and interpret knowledge in the discipline
conceptual understanding that enables the student to evaluate critically current research and advanced
scholarship in the discipline
an ability to evaluate methodologies and develop critiques of them and, where appropriate, to propose new


Marking grid Level 7
At level 7, critical thinking and application to practice are the most important aspects of your ability.
This will require that you demonstrate your ability to critically evaluate a range of situations or tasks
with reference to contemporary literature and that you are able to apply this to the clinical
The marking grid for level 7 is constructed to reflect the change in emphasis in key criteria
Coherence, organisation, attention to assessment purpose and academic integrity – 10%.
Conceptualisation, content – knowledge and use of literature – 40%
Analysis, synthesis, critical thinking, conclusion and application to practice – 50%

You will see that as you progress through the levels of study it becomes increasingly important to use
literature, to develop skills of critical analysis and critical thinking, especially in relation to practice. As
it is hoped that, ultimately, you might be thinking of writing for publication, presentation is a constant
feature in all levels.
Other forms of assessment, for example presentations, will have additional criteria that will be
identified within the individual module guide.
Students registered with DDS as having a specific learning difficulty (for example, dyslexia, dyspraxia,
dyscalculia, ADHD) and who have support arrangements in place will have your work marked in
accordance with the University’s DDS Marking Policy.