UK's No.1 Assignment Help, Trusted Since 2018
Get Expert-crafted assignments
Looking for Plagiarism-Free Answers for Your US, UK, Singapore, New Zealand, and Ireland College/University Assignments?
Talk to an Expert| Category | Assignment | Subject | Healthcare |
|---|---|---|---|
| University | University of Wales Trinity Saint David | Module Title | BMHP5021 Protecting and Supporting Families in Health and Care |
|
Programme: |
BSc Health and Social Care |
||
|
Module: |
Protecting and Supporting Families in Health and Care |
||
|
Module code: |
BMHP5021 |
Contribution to Overall Module Assessment (%): |
50% |
|
Lecturer: |
|
Internal Verifier: |
Chloe Harries |
|
Assignment Title: |
Component 1: Presentation (Round-The-Table Group Discussion) |
Word count (or equivalent): |
15 minutes (per student) |
|
Submission deadline: |
Individual Reference List: Monday 22nd June 2026 |
Return date of provisional marks & written feedback: |
Monday 20th July 2026 |
|
|
14:00 (2PM) - (Week 7) |
|
|
|
|
Presentations Week |
|
|
|
|
Commencing: |
|
|
|
|
Monday 22nd June 2026 |
|
|
|
|
(during scheduled session |
|
|
|
|
time). |
|
|
|
Submission method: |
All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): N/A Late submission of the assessment will result in a late penalty mark: Work which is submitted up to 1 week late will be capped at 40% for the first attempt and will be awarded a mark of 0% for re-assessment. Late submission penalties may be lifted only if there is an approved extenuating circumstances claim. Work submitted more than 1 week late will be considered as a non-submission and will not be marked. The work may be considered as a submission for reassessment if offered by an Examining Board or if there is an approved extenuating circumstances claim. |
||
|
Academic honesty / referencing: |
Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment. |
Work over the word limit:
To support fairness and good academic writing, each assessment has a set word limit. It’s important that you stay within this limit. The word limit helps ensure:
If You Go Over the Word Limit
If your work exceeds the word limit, the following penalties will normally apply. These deductions cannot take your mark below the pass mark for the module.
| Amount Over Limit | Penalty Applied |
|---|---|
| Up to 10% over | No penalty |
| 10%–25% over | 5 mark deduction or reduction to the capped mark (whichever is the smaller penalty) |
| 26%–50% over | 10 mark deduction or reduction to the capped mark (whichever is the smaller penalty) |
| Over 50% | Mark capped at the pass mark |
Examples (Undergraduate):
If You Are Under the Word Limit
If your work is significantly under the word limit, you may lose marks because your submission may not contain enough detail to meet the learning outcomes.
If a word-limit penalty is applied, this will be stated clearly in your feedback, along with the reason.
|
Module Learning Outcomes (from module syllabus) |
|
Upon the successful completion of this module, the student should be able to: LO 1: Examine and evaluate multi and inter disciplinary responses and partnership working within the support offered to children, young people and families in the health and care professions. LO 2: Examine and analyse the protective services offered to all members of the family by professionals in the health and social care sectors. |
|
Assessment Grid |
||||
|
Type of assessment |
Module Learning Outcome(s) |
Word count or equivalent |
Pass mark |
Weighting |
|
Presentation (Round-the-Table Group Discussion) |
LO1, LO2 |
2,000 words (+/- 10%) |
40 |
50% |
Looking Plagiarism Free Answers For BMHP5021 Protecting and Supporting Families in Health and Care Assignment Before Deadline?
Chat With Experts & Get Assignment NowComponent 1 – Presentation (Round-The-Table Group Discussion) - 50% weighting – 2,000 words (+/-10%)
This task aims to enhance student’s understanding of child protection issues, Adverse Childhood Experiences (ACES), critical analysis skills, related UK legislation, and the ability to discuss complex, real-life scenarios with their peers.
Task - Students will work in groups of 3 or 4 people. As a group select one of the case review documents from the choice of five provided and present a panel discussion as partners/stakeholders for deciding the care, support, and action plan for your selected case study. Throughout your discussion, you should refer to relevant UK legislation, statutory guidance and policy.
This is a ‘round the table’ discussion, as such you can prepare notes but no slides are required.
Choices of case review documents are located in the Assignment Brief Tile on the module Moodle page.
-Case 1 – Child A
-Case 2 – Child F
-Case 3 – Child HN
-Case 4 – Adult A/Child A
-Case 5 – Theo
All cases are taken from the NSPCC’s case studies from the following link: https://learning.nspcc.org.uk/case-reviews/national-case-review-repository
Further Guidance for this Assessment:
1.The group panel discussion of the chosen case study will be recorded.
2.The students in each group should decide among them which professional role each of them will adopt during the panel discussion, relevant to the case study selected (e.g. healthcare professional, social worker, mental health specialist, counsellor, support worker, police officer, etc.)
3.All students will be expected to contribute equally to the planning and implementation of the panel discussion and collaborate efficiently.
4.The panel discussion of each group should be maximum 1 hour in total.
Please note that:
In this discussion, students will be expected to address the following aspects in relation to their selected case study:
a)Children, Young People and Families’ perception of well-being.
b)The importance of partnership working and communication, and linking these to the case study.
c)Critical analysis of the case study and the information which has been provided including relevant policies and professional intervention which may be outlined in order to measure and enhance the health and well-being of children, young people and families.
d)Draw conclusions on current policy and the roles of multi-disciplinary services within the case study and the impact of their responses on the children, young people, and families.
e)Provide recommendations to improve the multi and inter-disciplinary nature of health and social care services.
General Submission Guidance for this Assessment:
1.All written submissions must include a title page that clearly states your name, your student number, the module code and title, and your assignment title.
2.Written submissions should be typed in Arial font, size 11 with 1.5 line spacing.
3.The reference list should have an appropriate structure, include page numbers.
4.The UWTSD’s Harvard Referencing style should be applied for all references in your submission.
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.
1.Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work.
Guidance specific to this assessment:
2.Knowledge and Understanding Skills
At level 5, you should be able to demonstrate: sound knowledge and critical understanding of the well-established concepts and principles of the subject area and the way in which those principles have developed; knowledge of the main methods of enquiry in the discipline. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.
Guidance specific to this assessment:
3.Cognitive and Intellectual Skills
You should be able to critically analyse information, and propose solutions to problems arising from that analysis, including the critical evaluation of the appropriateness of different approaches to solving problems. Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At all times, you must provide justification/evidence for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts, with an understanding of the limits of knowledge, and how this influences analyses and interpretations. Sound, valid conclusions are necessary and must be derived from the content of your work. Where relevant, alternative solutions and recommendations may be proposed.
Guidance specific to this assessment:
4.Practical Skills
At level 5, you should be able to use/deploy a range of established techniques within the discipline, and apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of which may be creative. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
Guidance specific to this assessment:
5.Transferable Skills for Life and Professional Practice
Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. This includes demonstrating: professional development to advance existing skills and acquire new competences that will enable you to assume significant responsibility within organisations; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; that you can use appropriate media to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.
Guidance specific to this assessment:
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement
|
Generic Assessment Criteria |
Marks available |
Marks awarde d |
|
1. Engagement with Literature Skills |
|
|
|
· An individual reference list (of minimum 8 sources) from each student will be submitted individually to Turnitin as evidence of your research and preparation. The reference list should be presented using the University’s Harvard Referencing; make use of the University’s guidance to help you ensure the correct formats are used. · Students must provide a relevant and credible references throughout this submission. · These should include a variety of contemporary research material from credible sources comprising of a range of books, articles, governance documents, and digital sources. · When using an idea from someone else's work, students should cite the original author to make it clear where that idea came from. |
20 |
|
|
2. Knowledge and Understanding Skills |
|
|
|
· Students should demonstrate knowledge and understanding of factors influencing the experiences of children young people and families, including process of assessment of children’s needs and interventions carried out by the relevant health and social care agencies within the case study examined. |
20 |
|
|
3. Cognitive and Intellectual Skills |
|
|
|
· Engage in sound critical thinking and develop logical judgement and argument. · Critically evaluate factors which impact on the multi and inter disciplinary responses and partnership working with families’ practice, including current legislation and national policy related to safeguarding. · Students should draw conclusions on current policy and the roles of multi-disciplinary services within the case study examined and the impact of their responses on the children, young people, and family. |
20 |
|
|
4. Practical Application Skills |
|
|
|
· Clearly identify and explore the context of the case study examined. · Show the ability to identify and analyse problems/issues and propose possible recommendations for improvements required, which are appropriate to improve the multi and inter disciplinary nature of health and social care services. · Demonstrate knowledge of the application of concepts and theories into practice. |
20 |
|
|
5. Transferable Skills for Life and Professional Practice |
|
|
|
· Demonstrate adequate oral presentations skills during the presentation. |
20 |
|
|
· Demonstrate the ability to complete the task individually and in collaboration with others effectively. · Use of evidence-based arguments with appropriate language and terminology on the selected topic. · Clarity of expression. · Student’s presentation should be written in a fluent and logical manner and be presented at an academic level appropriate for level 5. |
|
|
|
Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
100% |
|
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed. They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. |
|
Level 5 |
FAIL |
MARGINAL FAIL |
SATISFACTORY (3rd / Pass) |
GOOD (2.2 / Pass) |
VERY GOOD (2.1 / Merit) |
EXCELLENT (1st / Distinction) |
EXCEPTIONAL (1st / Distinction) |
|
Category |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-84% |
85-100% |
|
Engagement with literature (including reading, referencing, academic conventions and academic honesty) |
Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non-authoritative. Referencing conventions used incoherently or largely absent. |
Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. |
Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently. |
Engagement with an appropriate range of literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies. |
Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. |
Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. |
Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied. |
|
Knowledge and understanding (Sound knowledge and |
Major gaps in knowledge with unsatisfactory, uncritical understanding of |
Fragmentary knowledge, with only superficial critical understanding. |
Limited but adequate knowledge and critical understanding of |
Knowledge is reasonably detailed and accurate. A good critical |
Knowledge is reasonably extensive. Exhibits very competent |
Excellent, detailed knowledge and highly critical understanding of |
Exceptionally detailed knowledge and outstanding critical |
|
Level 5 |
FAIL |
MARGINAL FAIL |
SATISFACTORY (3rd / Pass) |
GOOD (2.2 / Pass) |
VERY GOOD (2.1 / Merit) |
EXCELLENT (1st / Distinction) |
EXCEPTIONAL (1st / Distinction) |
|
Category |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-84% |
85-100% |
|
critical understanding of the well-established concepts and principles in their field of study; knowledge of the main methods of enquiry in the discipline.) |
the subject matter. Much irrelevant material. Substantial inaccuracies. Significantly flawed understanding of the main methods of enquiry in the discipline. |
Some significant inaccuracies and/or irrelevant material. Incomplete or partially flawed understanding of the main methods of enquiry in the discipline. |
the well-established concepts and principles within the subject area, with a few gaps in the selection of material. A narrow critical understanding of the main methods of enquiry. |
understanding of the well-established concepts and principles and the main methods of enquiry, with minor gaps in the selection of material. |
critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. Breadth and depth of knowledge. |
the well-established concepts and principles of the subject and the main methods of enquiry. |
understanding of the well-established concepts and principles of the subject and the main methods of enquiry. May go beyond established theories. |
|
Cognitive and intellectual skills (Critical evaluation and analysis of concepts and principles; argument and judgement; the limits of their knowledge, and how this influences their analyses and interpretations.) |
Wholly or almost wholly descriptive work. Little or no critical evaluation and analysis of concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations or opinion, made without use of any credible evidence. |
Largely descriptive work, with superficial use of critical evaluation and analysis of concepts and principles. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. |
Limited attempt at critical evaluation and analysis of concepts and principles, tending towards description. Some evidence to support arguments and judgements but these may be underdeveloped, with a little inconsistency / mis-interpretation or failure to fully recognise limits of knowledge. |
Some critical evaluation and analysis of concepts and principles, though descriptive in parts. An emerging awareness the limits of their knowledge and ability to use evidence to support the argument though with some tendency to assert/state opinion rather than argue on the basis of reason and evidence. Mostly valid arguments and logical judgements. |
Sound critical evaluation and analysis of concepts. Is selective in the range of evidence used and synthesises rather than describes. Ability to devise arguments that show awareness of different stances, and use evidence convincingly, to support appropriate and valid judgements. |
Excellent critical evaluation and analysis of concepts and principles leading to logical, evidence-based, reasoned arguments and judgements. Explicit recognition of other stances and a strong awareness of the limits of their knowledge. A capacity for independent thought and ability to ‘see beyond the question’, suggesting some grasp of the broader field and wider concepts. |
Outstanding critical evaluation and analysis of concepts and principles. Uses evidence exceptionally well to connect ideas, and support highly logical and persuasive, arguments and judgements. Evidence of independent thought and ability to ‘see beyond the question’, suggesting a clear grasp of the broader field and wider concepts. Perceptive recognition of |
|
Level 5 |
FAIL |
MARGINAL FAIL |
SATISFACTORY (3rd / Pass) |
GOOD (2.2 / Pass) |
VERY GOOD (2.1 / Merit) |
EXCELLENT (1st / Distinction) |
EXCEPTIONAL (1st / Distinction) |
|
Category |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-84% |
85-100% |
|
|
|
|
|
|
|
the limits of their knowledge, and how this influences their analyses and interpretations. |
|
|
Practical skills (Apply underlying concepts and principles more widely outside the context in which they were first studied; use a range of established techniques; propose solutions to problems arising from analysis.) |
Limited or no use of established methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Limited understanding of the application of theory to practice or making appropriate links between the two. Very weak problem-solving skills outside the context in which they were first studied. |
Rudimentary application of established methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills outside the context in which they were first studied. |
An adequate awareness and mostly appropriate application of established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two. Can identify problems and propose basic solutions outside the context in which they were first studied. |
A good and appropriate application of established methods, materials, tools and/or techniques. Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two. Can identify problems and propose mostly appropriate solutions outside the context in which they were first studied. |
A very good application of a range of established methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive insights. Consistent, accurate and logical application of theory to practice, making appropriate links between the two. Can identify problems and propose appropriate solutions outside the context in which they were first studied. Evidence of some creativity. |
An advanced application of a range of established methods, materials, tools and/or techniques. The context of the application is well considered, and insightful. Consistent, accurate and logical application of theory to practice, making well-developed links between the two. Can identify problems and propose excellent, creative solutions outside the context in which they were first studied. |
Exceptional levels of application and deployment skills using established methods, materials, tools and/or techniques. Consistent, accurate and logical application of theory to practice, making highly developed links between the two. Can identify routine and non-routine problems and propose quite sophisticated, creative solutions outside the context in which they were first studied. |
|
Transferable skills for life |
Communication medium is |
Communication medium is poorly |
Can communicate in |
Can communicate |
Can communicate |
Can communicate |
Can communicate |
|
Level 5 |
FAIL |
MARGINAL FAIL |
SATISFACTORY (3rd / Pass) |
GOOD (2.2 / Pass) |
VERY GOOD (2.1 / Merit) |
EXCELLENT (1st / Distinction) |
EXCEPTIONAL (1st / Distinction) |
|
Category |
0-29% |
30-39% |
40-49% |
50-59% |
60-69% |
70-84% |
85-100% |
|
and professional practice (Effectively communicate in a variety of forms to specialist and non-specialist audiences; the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.) |
inappropriate or misapplied. Work is poorly structured, disorganised and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively as part of a group. Little or no evidence of the skills for employment requiring the exercise of personal responsibility and decision-making. |
designed and/or not suitable for the audience. Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the exercise of personal responsibility and decision-making. |
a suitable medium for the audience but with some room for improvement. Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of minor weakness. |
effectively in a suitable medium for the audience, but may have minor errors. Mostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of strength and some of minor weakness. |
well, confidently and consistently in a suitable medium for the audience. Work is coherent, fluent, well-structured and organised. Can work very well autonomously and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of personal responsibility and decision-making, with just occasional minor weakness. |
professionally confidently and consistently in a suitable medium for the audience. Work is coherent, very fluent and is presented proficiently. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, and meeting obligations. Demonstrates excellent skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development. |
with an exceptionally high level of professionalism, highly suitable for the audience. Work is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well within a team, showing leadership skills. Demonstrates exceptional skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development. |
Buy Custom Answer Of BMHP5021 PSFHSC Component 1 – Presentation
Get A Free QuoteAre you struggling with your BMHP5021 Protecting and Supporting Families in Health and Care Component 1 Presentation at the University of Wales Trinity Saint David? This unit requires deep understanding of family welfare, safeguarding policies, and health care practices — all delivered in a confident and well structured presentation format. Many UK students find this genuinely overwhelming. Our dedicated team of real subject experts provides trusted Healthcare Assignment Help and reliable Online Assignment Help UK built around your exact university requirements. Download our Assignment Samples Answers PDF today and submit your presentation with complete confidence.
No hidden fees · Instant response · 100% confidential
Let's Book Your Work with Our Expert and Get High-Quality Content
