CAP795 SMS OR CAP1223 SeMS in an aviation organisation Task 1 Brief | SHU

Published: 11 Nov, 2025

Category	Assignment	Subject	Management
University	Sheffield Hallam University (SHU)	Module Title	CAP795 SMS OR CAP1223 SeMS Safety Management Systems

Task 1 Brief – Safety and Security Management in Aviation

Assessment title:	Critically assess the practical suitability of either CAP795 SMS OR CAP1223 SeMS in an aviation organisation. Submission; Tuesday, 18th November 2025 @ 15.00
Individual/group:	Individual
Format:	Essay
Word count / Length of 1,500:	One of the tools for aviation safety and security management is the introduction of management systems such Safety Management Systems (SMS) and Security Management Systems (SeMS). The UK Department for Transport (DfT) and the UK Civil Aviation Authority (UK CAA) have issued Civil Air Publications, CAP795 and CAP1223 to provide guidance to the aviation industry. Write a 1500 word essay that critically assesses the practical suitability of either CAP795 SMS OR CAP1223 SeMS in an aviation organisation. The essay will address the following. Highlight the similarities and differences between the overarching strategies contained in these two documents and the practical suitability of the one that you have selected. Consider how application of the individual CAP to an airport and airline can be accomplished. Evaluate the difficulties that may be encountered and how these can be overcome. Work count +/- 10% Markers will stop reading after the + 10% point and the grade will be based on what the marker has read up to this point. Tables and Appendices should be used to provide data and information as reference points. They should not be used to present new information.
Weighting:	30%
In-Module Retrieval (No)	In-module retrieval is not available.

Further Instructions

A seminar will be held to support you in essay writing and expectations. You will agree your essay outline with me as a formative piece of work by end of week 6.

Your essay with be expected to include the following elements.

Introduction
Context
Conceptual set of frameworks / body of literature
Industry examples historical and contemporary
Contrasting arguments
Take a stance
Conclusion

APA referencing used throughout

Learning Outcomes Addressed by This Task:

Demonstrate understanding of the dynamic nature of safety and security issues in the aviation industry (part assessed).
Through risk assessment analyse and evaluate aviation hazards and risks (Exam not assessed in this task).
Critically assess the strategies and tools for aviation safety and security management (assessed).

Submission of this Coursework

You must submit your work via BOTH the Assignment Submission Point and Turnitin on the Blackboard site.

In the Assessment folder, you will find

Online submission: The submission point will be available for you to upload your work.
Turnitin submission: You can upload your work as many times as necessary to Turnitin to check your referencing before you upload the final version by the submission deadline.

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Assessment Feedback

Before the Assignment Submission

The module has several designated assessment support sessions (please check the Schedule of Study). There will be a briefing on your assessment at the beginning of the module, and this will be revisited throughout the module. There are formative opportunities to gain feedback on your airline proposal before submission of your report.

After the Assignment Submission

You can expect feedback to be provided to you within three weeks of the submission date, in keeping with university guidelines. Feedback is provided electronically via the Blackboard site on an assessment grid in which you can see your performance against each of the criteria. The feedback will also include a narrative of comments which should help you understand how and why the mark was derived.

Artificial Intelligence and Academic Integrity – AI&AI

It is important that if you use AI tools to generate an assignment that you do not submit it as if it were your own work. You must check the AI Transparency Scale (AITS) to determine what level of AI use is allowed.

Our regulations state:

Contract cheating/concerns over authorship: This form of misconduct involves another person (or artificial intelligence) creating the assignment which you then submit as your own. Examples of this sort of misconduct include: buying an assignment from an ‘essay mill’/professional writer; submitting an assignment which you have downloaded from a file-sharing site; acquiring an essay from another student or family member and submitting it as your own; attempting to pass off work created by artificial intelligence as your own. These activities show a clear intention to deceive the marker and are treated as misconduct.

AI Transparency Scale (AITS)

For this assessment, the use of Artificial Intelligence (AI) tools is permitted up to AITS 2 of the Artificial Intelligence Transparency Scale (AITS). As part of your assessment submission, you are required to include a brief AI Transparency Statement that clearly communicates how you have used Artificial Intelligence (AI) in completing this work. Use the Artificial Intelligence Transparency Scale (AITS) to select the descriptor that best describes your use of AI, from AITS 1 – No AI to AITS 2 – AI for Shaping.

Your statement should:

Indicate the AITS descriptor you are using.
Briefly describe how AI was used (if applicable).
Reflect on your own contribution and how you engaged critically with AI tools.

Please include this statement at the beginning of the report – between your cover page and table of content in your assessment. Failure to comply with this requirement may be considered a breach of academic integrity under our Academic Conduct Policy.

SHU AI Transparency Scale (AITS)
AITS	Descriptor	Transparency Statement	AI Contributions	Human Contribution
1	No AI	Artificial Intelligence (AI) has not been used for any part of the activity.	AI is not used for any part of the activity.	All aspects of the activity are human generated, created, edited, and developed.
2	AI for Shaping	AI has been used to shape the initial and/or final parts of the activity.	AI is used for shaping parts of the activity. This includes initial outlining, concept development, prompting thinking, and/or improving structure/quality of the final output.	Most of the activity is human developed/generated. AI ideas and suggestions are refined and reviewed. AI outputs are used for discrete and specific goals/outcomes.
3	AI for Developing	AI has been directed for enhanced development of concepts and outputs.	AI is used to undertake detailed development of many or most aspects of an activity and outputs of that activity.	The human takes a significant role in the enhancement, refinement, and critical review of AI generated elements, combining or curating for any outputs.
4	AI for Enhancing	AI has been implemented for all elements of the task.	AI is used extensively throughout the task to achieve goals and outcomes.	The human directs the use of AI for effective outcomes within an activity. Critical thinking is evidenced for any outputs.
5	AI for Innovating	AI has been used for all elements of a task or piece of work, and it has been used in new, creative, and innovative ways through advanced techniques.	AI is implemented in an advanced and innovative way throughout all aspects of the activity.	AI is used creatively and critically by the human. The human uses AI as a co-creator with a critical thinking approach to generating novel AI activities and outputs.

Level 6 - UG Marking Grid

Criteria

1-19% Fail

(Highly insufficient)

20-39% Fail

(Insufficient)

40-49% Third

(Sufficient)

50-59% Lower Second

(Good)

60-69% Upper Second

(Very Good)

70-84% First

(Excellent)

85-100% First

(Exceptional)

Knowledge & Understanding

Highly insufficient knowledge or understanding of the subject

Insufficient knowledge and understanding of the subject

Sufficient knowledge and understanding to deal with terminology, basic facts and concepts

Good knowledge and understanding of the subject

Very good knowledge and understanding of the subject

Excellent knowledge and understanding of the subject

The student is typically able to go beyond what has been taught

Exceptional breadth and depth of knowledge and understanding of the subject

Analysis & evaluation

Taught concepts and facts are reproduced in a disjointed or irrelevant/incorrect manner

Fails to address the outcomes addressed by the brief

Overly descriptive with minimal analysis of key topics and themes

Fails to address some aspects of the brief

Arguments may be weak or poorly constructed

Sufficient but more generally descriptive

Fails to make meaningful synthesis

Arguments may be weak or poorly constructed

Good analysis and evaluation, although balanced towards the descriptive rather than critical or analytical

Very good analysis and evaluation

Student is typically able to relate facts/concepts together with some ability to apply to known/taught contexts

Critical evaluation/ synthesis/analysis

Exceptionally extensive and critical evaluation/synthesis/analysis throughout

Reading and research

Highly insufficient reading and research, typically ignores important sources in development of work and data

Inappropriate use of evidence

Insufficient, some ability to select and evaluate reading/research

Insufficient use of set sources to advance work

Sufficient ability to select and evaluate reading/research

General reliance on set sources to advance work

Good evidence of appropriate selection and evaluation of reading/research, some may be beyond the prescribed range

Generally reliant on set sources to advance work/direct arguments

Very good selection and appropriate evaluation of reading/research, some quality sources beyond the prescribed range

May rely on set sources to advance work/direct arguments

Evidence of independent reading/research

Excellent, extensive and relevant selection of reading/research beyond the prescribed range to advance work/direct arguments

Exceptionally extensive and highly relevant selection of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct arguments

Presentation, communication & referencing

Weak technical and practical competence

hampers ability to demonstrate/communicate achievement of outcomes

Very poor presentation and structure

Little or no attempt at referencing

Limited clarity in communication and incoherent structure

Poor presentation

Lack of or gaps in referencing

Generally competent communication and presentation but with some weaknesses

Adequate referencing

Good communication with clarity but structure may not always be coherent

Good presentation

Good referencing

Strong communication skills with clarity and coherence

Very good presentation

Very good referencing

Excellent communication and presentation

Excellent referencing

Performance deemed beyond expectation of the level

Exceptionally effective communication and presentation

Excellent referencing

Performance deemed to be beyond expectation

Work may achieve or be close to publishable or commercial standard

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