Business Law Coursework Assignment Semester: Autumn 2016 Module Code: PM103 Module Title: Business Law Programme BSc (Hons) Level: Level 4 Awarding Body: Plymouth University Module Leader Tina Cutler Format: Written Report Presentation: No Submission requirements: The written report must be submitted on the Student Portal Word Limit: 2,500 words for written report (with 10% plus or minus leeway) Deadline date for submission: 2pm on Wednesday 21st November 2016. Please note that the portal records the date and time of submission Learning outcomes to be examined in these assessments PLEASE NOTE: THESE LEARNING OUTCOMES ARE NOT THE ASSESSMENT TASKS. THEY BEGIN ON PAGE 2 Outline and explain the contents of employment contracts and the legal liabilities of managers and directors. Demonstrate the ways in which European Union law affects the conduct of business in the United Kingdom. Identify and explain the main sources of law affecting businesses and policies relating to customers, related companies and employment. Percentage of marks awarded for This assignment is worth 100% of the marks for the module. 2 module Assessment criteria for written report Assessment criteria for the report are on pages 3 & 4. Assignment Task: All three parts must be completed. 2,500 word Written Report. 1) Identify and explain the following: - A) The main sources of UK law - B) Why the Equality Act 2010 was brought about and its aims - C) The impact of the Equality Act on business operations Total: 33% of the marks for the report 2) Describe the following and explain how they differ from one another: - A) A contract for service - B) A contract of service Total: 33% of the marks for the report 3) A directive sets out a goal that all EU countries must achieve. Explain how the Working Time Directive (2003/88/EC) affects the conduct of business in the United Kingdom. Total: 34% of the marks for the report 3 (BLANK) 4 Assessment Criteria Assessment categories 0-25 (Fail XXXXXXXXXXFail XXXXXXXXXX3rd XXXXXXXXXX XXXXXXXXXX1st XXXXXXXXXX1st) Knowledge & Understanding of Subject Major gaps in knowledge and understanding. Significant inaccuracies. Gaps in knowledge and superficial understanding. Some inaccuracies. Threshold level. Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident. Sound, routine knowledge and understanding of the material, main concepts, laws and legal rules. Some flaws may be evident. Good, consistent knowledge and understanding of the material, main concepts, laws and legal rules at this level. Detailed knowledge and understanding of the material, main concepts, laws and legal rules at this level. Beginning to show awareness of the limitations of the knowledge base. Highly detailed knowledge and understanding of the material, the main concepts, laws and legal rules at this level. Awareness of the ambiguities and limitations of knowledge. Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) Brief and irrelevant. Descriptive. Only personal views offered. Unsubstantiated generalisations. Little or no attempt to draw conclusions. For the most part descriptive. Views/ findings sometimes illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity. Threshold level. Some awareness of issues. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions Issues identified within given areas. An emerging awareness of different stances and ability to use evidence to support a coherent argument. Broadly valid conclusions. Good analytical ability. Acknowledgement of views of others. Arguments generally logical, coherently expressed, well organised and supported. Sound conclusions. Very good analysis throughout. Perceptive and persuasive points made within given area. Explicit acknowledgement of other stances. Arguments well- articulated, and logically developed with a range of evidence. Strong conclusions. Logical, articulate analysis a consistent feature. Persuasive points made throughout the work within a highly articulate, balanced argument. Judiciously selected evidence, drawn from relevant research. Convincing conclusions. Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty) No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored. Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly. Threshold level. Some evidence of reading, with superficial linking to given text(s). Some academic conventions evident and largely consistent, but with some weaknesses. Knowledge of literature beyond core text(s). Literature used accurately but descriptively. Academic skills generally sound. Knowledge of the field of literature appropriately used to support views. Research-informed literature integrated into the work. Good use of academic conventions. Critical engagement with appropriate reading. Knowledge of research-informed literature embedded in the work. Consistently accurate use of academic conventions. Exceptionally wide range of relevant literature used critically to inform argument, balance discussion and/or inform problem- solving. Consistently accurate and assured use of academic conventions. 5 LEVEL 4 cont… Graduate Skills for Life and Employment (e.g. research- related skills; written, communication skills) Little or no evidence of the required skills in any of the skills areas. Limited evidence of skills in the range identified for the assessment at this level. Significant weaknesses evident, which suggest that the candidate is not currently on course to gain skills necessary for graduate-level employment. Research skills: Some evidence of ability to collect appropriate data/ information and undertake straightforward research tasks with external guidance. Written communication is appropriate to the discipline(s), but with evident weaknesses. Research skills: Can collect and interpret appropriate data/ information and undertake straightforward research tasks with external guidance. Written communication is appropriate to the discipline(s). Research skills: Can collect and interpret appropriate data/ information and successfully undertake straightforward research tasks with limited external guidance. Can communicate well and consistently, in writing, in a format appropriate to the discipline(s). Research skills: Can collect and interpret appropriate data and successfully undertake research tasks with a degree of autonomy. Can communicate very effectively, in writing, in a format appropriate to the discipline(s). Research skills: Can collect and interpret appropriate data/ information and undertake research tasks with autonomy and exceptional success. Can communicate highly effectively, in writing, in a format appropriate to the discipline(s).