BMP5018 Project Management Assessment 2 Brief 2026 | UoB

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Published: 22 Apr, 2026

Category	Assignment	Subject	Management
University	University of Bolton	Module Title	BMP5018 Project Management

Assessment Type	Practical Skills Assessment: Practical Presentation 50%(20 Mins Presentation)
Assessment Title	Programme Management Presentation
Academic Year	2026

BMP5018 Project Management Assessment 2 Brief

Learning Outcomes Assessed:

LO2:Develop and justify a project plan for a given scenario.
LO4: Analyse project management control techniques.

Assessment Brief

Assessment Task

You are required to deliver a 15-minute presentation based on the following project scenario:

Project Scenario: Your university has decided to host a week-long sustainability fair to promote environmental awareness and sustainable practices among students and staff. The fair will include workshops, guest speakers, exhibitions, and interactive activities. You have been appointed as the project manager for this event. Your presentation should cover the following aspects:

1. Project Plan Development (7-8 minutes)

Project Objectives: Define the main objectives of the sustainability fair.
Project Scope: Outline the scope of the project, including key deliverables and activities.
Project Schedule: Develop a timeline for the project, highlighting major milestones and deadlines.
Resource Allocation: Identify and justify the resources (human, financial, material) required for the project and how they will be allocated.
Risk Management: Identify potential risks and propose mitigation strategies.

2. Project Management Control Techniques (7-8 minutes)

Monitoring and Control: Explain how you will monitor and control the project’s progress to ensure it stays on track.
Quality Management: Critically analyse the quality management techniques you will use to ensure the project meets its objectives.
Communication Plan: Outline the communication plan to keep stakeholders informed and engaged throughout the project.

Presentation Guidelines

Format: The presentation should be delivered using PowerPoint or similar software.
Slides: Use clear and concise slides with appropriate visuals (charts, graphs, images) to support your points.
Delivery: Ensure your presentation is well-structured and rehearsed. Speak clearly and confidently.
References: Include a slide with references for any sources cited, following theHarvard referencing style.

Submission Guidelines

Submission: Submit your presentation slides via Canvas by the submission date above.
Duration: Ensure your presentation does not exceed 15 minutes.

After the task, add:

Declaration: At the end of the assessment, you should also include a declaration of any software tools, including Generative AI (GAI) applications that you used in developing and completing the assessment.

Minimum Secondary Research Source Requirements:

Level HE5 - It is expected that the Reference List will contain between ten and fifteen sources. As a minimum, the Reference List should include two refereed academic journals and four academic books

Specific Assessment Criteria:

Excellent (70%+): This piece of work shows evidence of wider research with reference to many differing academic viewpoints. The assignment has recognised key issues and discussed them in detail. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to two or more academic models is clear, relevant and informative. Presentation is of a high standard and in the appropriate assignment style. The high number of appropriate sources has been referenced accurately and to a high standard.

Very Good (60-69%): A very clear and informative piece of work with evidence of wider research and discussion. Some reasoned arguments have been developed and supported by a very good number of sources. Reference to two academic models is clear. Presentation is of a very good standard, in the appropriate assignment style. Avery good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Good (50-59%): A clear and informative piece of work with evidence of wider research and discussion. Some reasoned arguments have been developed and supported by a good number of sources. Reference to two academic models is clear. Presentation is of a good standard, in the appropriate assignment style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Satisfactory (40-49%): A reasonable attempt has been made at researching the assignment, but greater in-depth discussion and academic debate are required. Discussion is superficial and lacking in any depth. Reference to two academic models has been attempted. The presentation is limited, and only a minimum of 5 sources has been provided, with at least one academic text and two academic journals included.

Unsatisfactory (Below 40%): Students who do not meet the requirements of a pass grade (40% or above) will not have completed the assessment activity.

(Also see Section 16 of the Module Guide: General Assessment Criteria for Written Assessments)

General Assessment Guidelines – LEVEL HE5

Level	Relevance	Knowledge and Understanding	Analysis, Creativity and Problem-Solving	Self-awareness and Reflection	Research/Referencing	Written English	Presentation and Structure
Class I (Exceptional Quality) 85%-100%	Work is exactly relevant and precisely addresses the requirements of the brief. Learning outcomes are met.	Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for this level. Demonstrates sophisticated conceptual understanding of specialised areas.	Presents a perceptive synthesis and critical evaluation of findings drawing on a broad range of relevant sources in order to draw clear, systematic, justified conclusions. Provides a critical insight and interprets complex matters and ideas comprehensively. Demonstrates creative flair and a high level of originality. Demonstrates exceptional problem-solving skills and initiative.	Provides insightful and effective critical self-awareness in relation to the outcomes of own work and personal responsibility.	A wide range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. An extensively well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, effective inclusion of, and reference to, figures, tables and images.
Class I (Excellent Quality) 70%-84%	Work is relevant and comprehensively addresses the requirements of the brief. Learning outcomes are met.	Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates in depth understanding of key areas in different contexts.	Presents an excellent appraisal of findings through the critical analysis of information sources. Draws clear, systematic, justified and necessary conclusions. Demonstrates creative flair, a high level of originality and demonstrates a critical understanding of problem-solving approaches and applies excellent problem-solving skills.	Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility.	A wide range of relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, effective inclusion of, and reference to, figures, tables and images.
Class II/i (Very Good Quality) 60%-69%	Work is relevant and addresses most of the requirements of the brief. Learning outcomes are met.	Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates good understanding of key areas in different contexts.	Presents a perceptive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates a very good level of creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills.	Provides very good reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	A range of appropriate reference sources selected and drawn upon. Sources cited accurately in the main body of text and the Reference List/Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, effective inclusion of, and reference to, figures, tables and images.
Class II/ii (Good Quality) 50%-59%	Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met.	Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates sound understanding of key areas in different contexts.	Presents a logical appraisal of findings through the critical analysis of information. Draws clear and justified conclusions. Demonstrates creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies effective problem-solving skills.	Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	Relevant reference sources selected and drawn upon. Most sources accurately cited both in the body of text and in the Reference List/Bibliography.	Writing style is mostly appropriate to the requirements of the assessment. Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Logically structured. Inclusion of figures, tables and images but not all relevant or referred to.
Class III (Satisfactory Quality) 40%-49%	Work addresses the requirements of the brief although superficially in places. Some irrelevant content. Learning outcomes are met.	Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates understanding of a range of key areas in different contexts.	Presents valid appraisal of findings following critical appraisal of information but with some descriptive ideas but with some descriptive passages evident which lack clear purpose. Demonstrates creativity and originality in places. Demonstrates a critical understanding of problem-solving approaches and applies some problem-solving skills.	Provides some reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	Some relevant reference sources selected and drawn upon. Some weaknesses in referencing technique.	Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used.	The presentational style and layout are largely correct for the type of assignment. Adequately structured. Inclusion of some figures, tables and images but not all clear, relevant and/or referred to.
Borderline Fail 35%-39%	Work addresses some of the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met.	Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of a range of areas in different contexts.	Presents a descriptive overview of findings following some analysis of information. Some passages lack a clear purpose. Demonstrates scant creativity or originality. Demonstrates a lack of critical understanding of problem-solving approaches and insufficient problem-solving skills.	Provides limited reflection and self-awareness in relation to the outcomes of one's own work and personal responsibility when required.	Sources selected are limited and/or lack relevance. Poor referencing technique employed.	Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation make reading difficult and arguments unclear. Paragraphs are poorly structured.	For the type of assignment, the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images, but not clear, relevant and/or referred to.
Fail <34%	Work does not address the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met.	Demonstrates inadequate knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of relevant areas.	Presents a descriptive overview of findings with little consideration of the quality of information drawn upon. Demonstrates little or no creativity. Demonstrates a lack of understanding of problem-solving approaches and limited problem-solving skills.	Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.	An absence of academic and relevant sources selected and drawn upon. Poor referencing technique employed.	The writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.	For the type of assignment, the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images but not clear, relevant and/or referred to.

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