U14521 Relationships and Sex Education Assessment 1 Brief 2026

Assessments Brief 

It is important that you meet your assessment deadline to help manage your workload and ensure your timely progression to your next level of study. However, we understand that in exceptional cases you may be unable to submit your work on time or do well in your exams due to unexpected events which are short-term in nature and beyond your control. Find out more about what to do in situations such as these here. 

A coursework extension or a chance to re-take your exam is not an automatic right; to ensure fairness and transparency, exceptional circumstances requests will only be approved if they meet the criteria, are submitted on time and – where relevant – include appropriate professional evidence.

U14521 Assessment 1 Brief

learning Outcomes

By the end of this module students should be able to:

1. Communicate sensitively on matters concerning sexual health to young people, recognising their own sexual belief system and how this may affect quality of communication.
2. Evaluate initiatives which have been used to teach relationships and sex education to young people both in and out of school settings.
3. Analyse critically the internal and external influences which contribute to the complexities of young people’s sexual health and emotional well-being.
4. Explore and implement innovative ways in which all young people’s sexual and relationship health can be maintained.

Assessment 1: Produce a ‘relationship and sex education resource’ which is aimed at a specific group of young people, equivalent to 1600 words, weighted at 40% (learning outcomes 1, 2, 3 and 4).

Submission Requirements:

• Use an accessibility friendly front, such as Arial or Candara, size 11 or 12, 1.5 or double space, and enough space on the edges of the page for marking annotations if needed.
• Make sure that you proofread, look for mistakes and let someone read your work if you are unsure or have English as a second language.
• There is an automatic 10 points penalty for exceeding the word count by more than 10%.
• It is your responsibility to be able to supply written evidence of submitting your work, were you to be asked for it.

Formative Opportunities 

On week 5, following the completion of the core basic subjects, and as part of your development week, you will be expected to make a decision on your topic and target group. After that, progress will be expected on a weekly basis, and support will be provided on a weekly basis as part of the sessions. 

Peer and tutor feedback for your resource and essay will be provided in the last session on the 8th of December 2025. You can bring a draft of your resource or your complete work, and an A4 summary of your essay (bullet points only!) with references. 

Assignment Guidelines

Your resource must be creative, detailed, well-linked with your “audience” (we must be able to identify at a glance who they are), professional, and thought through.

Potential ideas: A physical/online class game; resource to facilitate a 1-2-1 conversation; a session’s outline/protocol; A course plan (for either schools or community actions); A leaflet; A poster; An online campaign ad etc. 

Your accompanying essay could follow this suggested structure:

• Introduction: the challenge, the audience, the essay plan.
• Literature review: what the literature says about the topic, in relation to the audience, and what is already provided to that audience.
• The audience’s abilities and needs: Link with development theories and theories of behavioural change.
• The communication challenges of your audience: how is it best to communicate with them, where and by whom.
• How your resource answers all of these in the best way and where it does not: show critical thinking about your work.
• Reflect on your creative and analytical process in creating your resource, examine your own values, bias, and beliefs (400 words).
• A conclusion.
  Please note that it must contain a reflective section of 400 words that describes your own journey.

Submission requirements: 

• Use an accessibility friendly front, such as Arial or Candara, size 11 or 12, 1.5 or double space, and enough space on the edges of the page for marking annotations if needed. 
• Make sure that you proofread, look for mistakes and let someone read your work if you are unsure or have English as a second language. 
• There is an automatic 10 points penalty for exceeding the word count by more than 10%.
• It is your responsibility to be able to supply written evidence of submitting your work, were you to be asked for it.

Generative Artificial Intelligence (GenAI) and Assessments

Before approaching any assessment you should read the student guidance on the use of GenAI: Welcome to your generative AI guidance 

This will ensure you are aware of the ethical, legal and learning aspects of using GenAI for your studies. 

Each module’s assessments will require a different approach to the use of Generative Artificial Intelligence (GenAI). Your Module Lead has evaluated this module’s assessment(s) using the Artificial Intelligence Assessment Scale (AIAS).  

You can learn more about the AIAS at aiassessmentscale.com. 
If you would like to understand more about how CCCU’s staff understand the use of GenAI in your learning, you can read the Staff Guidance. 

Your Module Lead has evaluated this module’s assessments as requiring the following level of interaction with Gen AI:

Assessment 1: AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.

You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

At CCCU all assessments require a declaration regarding the level of GenAI use.  

Under CCCU’s Academic Integrity Policy unacknowledged inclusion of GenAI is considered academic misconduct. See the Academic Integrity and Misconduct webpages for more information. 

Please select the most appropriate statement from the choice below and insert it at the start of your work:  

a. No GenAI was used in the preparation, planning or creation of this work. [AIAS Level 1] 

b .I acknowledge the use of outputs from [insert the name of generative AI tool(s) used] in the learning, preparation, planning or proofreading of this work. [AIAS Level 2] 

c. I acknowledge collaboration with [insert the name of generative AI tool(s) used] in this work, and the inclusion of outputs in modified form. [AIAS Level 3] 

d. I acknowledge [insert the name of generative AI tool(s) used] as partner(s) in the creation of this work. [AIAS Levels 4 & 5] 

Referencing Gen AI 

If your assessment is rated at levels 2, 3 or 4, you are required to reference where you have used Gen AI outputs in the body of your work. For guidance on how to reference Gen AI in your work see Cite Them Right 13th Edn, or later. You can use the textbook or visit the Cite Them Right website – both are accessible via Library Search (for the web version, login using your CCCU email).  

You can speak to your module tutor, module lead, subject Librarian or Learning Developer [job titles subject to change] for more guidance on the use of GenAI in your learning and assessment.  

Reassessment Information:

Some students may not pass an assessment the first time and will be invited to take reassessment for the module, following a decision from a Board of Examiners. Do check the Your Guide to Assessment and Award Processes and seek advice from your Personal Academic Tutor if this is the case for you. Your module team will offer support in preparation for your reassessment. 

In this case, the nature of the reassessment will be:

The AI Assessment Scale (Perkins, Furze, Roe & McVaugh, 2024)

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