PUB006-1 Inclusivity and Diversity in Health As1 PR-Oral Assignment Brief AY25-26
PUB006-1 Assignment Brief |UG | AY25-26
| Assessment deadline | Marks and feedback |
| To be submitted Before 10 a.m. on: | 20 working days after deadline (L3,4, 5,6 and 7) |
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15 working days after deadline (block delivery) |
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20/04/2026 |
25/05/2026
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| Please note, for Exams the date is arranged centrally aligned to the academic calendar. Exams timetables will be released 6 weeks before the exam period. | |
| Key assignment details | |
| Unit title & code | Inclusivity and Diversity in Health PUB006-1 |
| Assignment number & title | Assessment 1 PR-Oral |
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Assignment type (including exams) Clearly indicate if an exam |
Oral Presentation |
| Weighting of assignment | 100% |
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Size or length of assessment or exam duration Clearly indicate if an exam |
15 minutes |
| Use of generative AI |
Permitted Uses: Grammar and spell-checking tools for slide text only AI for generating study questions from lecture materials Creating flashcards for key terminology and concepts Summarising personal notes (not replacing critical analysis) Basic slide template formatting assistance Creating simple bullet point structures from personal notes Pronunciation guidance for technical terminology
Prohibited Uses: Topic selection or justification writing Content generation for any presentation sections UKPHR Framework interpretation or analysis Evidence sourcing or data interpretation Recommendation development Speaking notes creation Conditional Requirements: All AI assistance limited to formatting and grammar only Manual verification of all factual content against original sources Documentation of any AI tools used for slide preparation in an appendix Maximum 10% AI input (formatting assistance only and properly attributed) Tutor approval required before using AI for any content support Students must explain how AI outputs were verified against academic sources |
| Use of self-plagiarism | Self-plagiarism which is where a student has copied material from another assignment they have submitted, is explicitly forbidden in this assignment. |
| Understanding the assignment brief | |
| Assignment brief to be discussed during an in-class session with students within the first 2 weeks of the unit. |
19/01/2026 Date this discussion is to take place |
| Uploaded screen/podcast explaining the assessment, the rubric and marking criteria. | Enter link on the BREO shell |
What am I required to do in this assignment?
Deliver a 15-minute oral presentation on a topic of choice relating to the Equality, Diversity and Inclusion of public health environment in Week 13 and submit slides in Week 12. Students are required to choose a topic of personal interest and present to their peer group using a range of supportive evidence. The visual aid for the presentation must be uploaded to BREO in advance of the presentation on the submission date specified above.
The UKPHR Framework and Standards will be an important resource as for your completion of this assignment. The framework and standards can be found in the link below and on BREO.
Your presentation must follow the structure outlined below. The outline has four main sections: introduction, body, conclusion, and references. Each section has some sub-sections and points to cover as follows:
Introduction (3 minutes): The introduction should provide an overview of the presentation, and include the following sub-sections:
Topic: State the topic of choice and why it is relevant and important for Equality, Diversity and Inclusion in Public Health.
Outline or Overview: Provide a brief outline of the main points or arguments that you will cover in the main body of the presentation.
Aim or Argument: State the aim or purpose of the presentation, and what you hope to achieve or demonstrate.
Body (10 minutes): The main body should present and discuss the key points or arguments related to the topic of choice, and include the following sub-sections:
Background: Provide some background information or context on the topic of choice, such as definitions, concepts, issues, challenges, legislations, policies etc that are relevant to your topic.
Analysis: Analyse the current state of your chosen issue in public health or health care.
Evidence: Provide some evidence or data to support or illustrate your points or arguments, such as statistics, facts, examples, cases, etc.
UKPHR Framework and Standards: Demonstrate how your points or arguments relate to the relevant principles, standards and functions of the UKPHR Framework and Standards on inclusivity and diversity, and how they apply to public health or health care. Refer to legislations and policies too where relevant.
Recommendation: Provide recommendations or solutions to the topic of choice, based on your evidence and analysis, and how it can improve equality, diversity and inclusion in public health. Present and discuss concrete strategies for challenging these forms of discrimination. Consider power dynamics and institutional structures that perpetuate inequities.
Conclusion (2 minutes): The conclusion should summarise and synthesise the main points or arguments of the presentation, and include the following sub-section:
Summary: Provide a summary of the main points or arguments that you have covered in the main body of the presentation, and how they relate to the aim or purpose of the presentation. End with a powerful statement or question that leaves a lasting impression.
References: The references should provide a list of the sources that you have cited in your presentation and follow the university’s Harvard referencing style. A minimum of ten sources must be cited in your work.
What do I need to do to pass? How do I achieve a good grade?
The Unit Information Form states the Threshold Expectations that inform both you and markers what is the minimum needed to be demonstrated to pass the assessment. They should, therefore, answer the question “What do I need to do pass?”. During the assessment introductory session, you should be given the opportunity to check your understanding of the threshold statements and what you need to do to surpass them.
The assessment marking criteria listed below show how your work is assessed. The assessment criteria are informed by the unit’s learning outcomes and the assessment task. Carefully reading the assessment criteria should help you understand the aspects that will be used to judge your progress and achievement of the learning outcomes and offer guidance on “how do I achieve a good grade”.
In order to pass assessment one, you will need to:
- Demonstrate knowledge and understanding of the key concepts and issues related to inclusivity and diversity.
- Demonstrate knowledge of the key features of the UKPHR framework and standards on inclusivity and diversity.
- Demonstrate the ability to challenge racism and other forms of discrimination within a public health or healthcare setting.
How will my assignment be marked?
Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.
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70%+ (1st Class) |
60-69% (2:1) |
50-59% (2:2) |
40-49% (3rd Class) Threshold Standard |
30-39% (Fail) |
0-29% (Fail) |
| 1.Understanding of Key Concepts and Issues (20%) | The presentation covers the topic of choice in a thorough, insightful, and precise way. The presentation demonstrates an excellent knowledge and understanding of the key concepts and issues related to inclusivity and diversity, with no flaws or omissions. Excellently applies the key features of the UKPHR framework and standards. | The presentation covers the topic of choice in a detailed, comprehensive, and accurate way. The presentation demonstrates a very good knowledge and understanding of the key concepts and issues related to inclusivity and diversity, with minor flaws or omissions. A very good application of the key features of the UKPHR framework and standards. | The presentation covers the topic of choice in a clear, adequate, and mostly accurate way. The presentation demonstrates a good knowledge and understanding of the key concepts and issues related to inclusivity and diversity, but with some room for improvement. A good application of the key features of the UKPHR framework and standard. | The presentation covers the topic of choice in a basic, general, or partially accurate way. The presentation demonstrates some knowledge and understanding of the key concepts and issues related to inclusivity and diversity, but with gaps or errors. Some application of the key features of the UKPHR framework and standard. | The presentation covers the topic of choice in a superficial, incomplete, or inaccurate way. The presentation demonstrates little knowledge and understanding of the key concepts and issues related to inclusivity and diversity. Little application of the key features of the UKPHR framework and standards. | The presentation does not cover the topic of choice, or covers it in a vague, inaccurate, or irrelevant way. The presentation does not demonstrate knowledge and understanding of the key concepts and issues related to inclusivity and diversity. No application of the key features of the UKPHR framework and standards. |
| 2. Ability to Challenge Racism and Discrimination (20%) | Offers excellent specific and actionable strategies for challenging racism and other forms of discrimination within public health or healthcare settings with very good awareness of power dynamics. Provides concrete examples and demonstrates awareness of power dynamics. | Identifies very good specific and actionable strategies for challenging discrimination with good awareness of power dynamics. Examples are explored to a very good standard. | Acknowledges the importance of challenging discrimination and proposes some strategies for challenging discrimination with some awareness of power dynamics but lacks depth or clarity. Examples are explored to a good standard. |
Mentions discrimination but offers vague or superficial suggestions with limited understanding of power dynamics. Examples are explored to a limited standard.
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Minimises the role of discrimination in health inequities and fails to offer any solutions with awareness of power dynamics. Examples are explored to a basic standard. | Fails to recognise or acknowledge the existence of discrimination in healthcare settings or power dynamics. Examples are not explored at all. |
| 3. Presentation Skills (20%) | The presentation is delivered in an extremely confident, engaging, or professional manner, and uses excellent verbal and non-verbal communication skills. The presentation ran expertly to time. | The presentation is delivered in a very confident, engaging, or professional manner, and uses very good verbal and non-verbal communication skills. The presentation was well paced and ran well with the allocated time. | The presentation is delivered in a confident, engaging, or professional manner, and uses good verbal and non-verbal communication skills. The presentation was satisfactorily paced within the allocated time. |
The presentation is delivered in a moderately confident, engaging, or professional manner, and uses acceptable verbal and non-verbal communication skills. Time was under used/ overly used with presentation exceeding the allocated time.
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The presentation is delivered in a somewhat confident, engaging, or professional manner, but uses weak verbal and non-verbal communication skills. The presentation finished early or it was incomplete due to over-running of time. | The presentation is delivered in a nervous, boring, or unprofessional manner, and uses poor verbal and non-verbal communication skills. Presentation time was under or overused. |
| 4. Visual Aid and Structure (20%) |
The presentation is delivered in an extremely confident, engaging, or professional manner, and uses excellent verbal and non-verbal communication skills. The presentation ran expertly to time. The presentation uses visual aids, and in a way that supports or enhances the content, with no flaws or gaps. The presentation has an excellent structure, with a clear and coherent introduction, main body, and conclusion, with no flaws or gaps. |
The presentation uses visual aids, and in a way that supports or enhances the content, with minor flaws or gaps. The presentation has a very good structure, with a clear and coherent introduction, main body, and conclusion, with minor flaws or gaps. | The presentation uses visual aids, and in a way that supports or enhances the content, but with some flaws or gaps. The presentation has a good structure, with a clear and coherent introduction, main body, and conclusion, but with minor flaws or gaps. |
The presentation uses visual aids, but in a way that partially supports or enhances the content. The presentation has a basic or acceptable structure, with an introduction, a main body, and a conclusion, but with some flaws or gaps.
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The presentation uses visual aids, but in a way that minimally supports or enhances the content. The presentation has a basic or acceptable structure, with an introduction, a main body, and a conclusion, but with major flaws or gaps. | The presentation does not use visual aids or uses them in a way that detracts from or contradicts the content. The presentation does not have a clear or coherent structure, or lacks an introduction, a main body, or a conclusion. |
| 5. Referencing (20%) | The presentation follows the Harvard referencing style, with no errors or inconsistencies, or provides complete and accurate references for the sources used or cited in the presentation, with no flaws or omissions. | The presentation follows the Harvard referencing style, with minor errors or inconsistencies, or provides complete and accurate references for the sources used or cited in the presentation, with minor flaws or omissions. | The presentation follows the Harvard referencing style, but with some errors or inconsistencies, or provides some incomplete or inaccurate references for the sources used or cited in the presentation. |
The presentation follows the Harvard referencing style, but with several errors or inconsistencies, or provides mostly incomplete or inaccurate references for the sources used or cited in the presentation. |