Newcastle University

Aims

The Module provides students with the opportunity to apply their knowledge and develop skills in a work-related context whilst gaining an understanding of ethical, legal and governance frameworks in the work environment. The module aims to develop students’ ability to critically reflect on skills development and to evaluate issues arising during placements with reference to the broader literature and develop appropriate responses.

Outline Of Syllabus

The Module allows students to undertake work-related learning in a variety of different environments both on and off the University Campus. Support by the Module leader and sessions organised and led by the Careers service, students will reflect on and manage their own learning and development.

Available placements will be advertised during the summer term before the Module begins; students selecting the module will be required to submit an expression of interest for placement opportunities and may be required to undertake an interview with the host organisation before being accepted into the placement. Students may need to complete appropriate pre-requisites for their particular choice of context e.g. ISA registration and CRB clearance.

At the start of the academic year students will attend two induction/training workshops and will have an induction meeting with their allocation placement provider arranged.

Students are required to complete at least 70 hours of direct engagement at the placement over the autumn and spring terms with the placement work complete by the end of April. During the year, students will be directed to a number of on-going seminars and events offered through the Career Service; they are able to select an appropriate number and mix of these events to support their skills development.

During each semester students are expected to:
•       Complete at least 30 hours of direct engagement with the host organisation spread over at least 5 weeks, including regular review meetings with the placement host
•       Carry out primary and secondary research into issues relevant to the host organisation
•       Reflect, analyse and develop skills and work-related competencies
•       Attend relevant workshops and seminars
•       Meet with the Module leader or personal tutor to discuss progress on at least one occasion

At the end of the placement, the host organisation will provide an assessment of the engagement and development of the student during the placement

During the examination period in Semester 2, students submit a learning log (drawn from their own personal Eportfolio records during the year) which presents and evaluates at least 2 key issues arising during their placement with reference to the broader literature, outlines their responses and critically reflects on their personal skills development with reference to the Graduate Skills Framework.
In scheduled assessment sessions, students also summarise and develop this written information by making an oral presentation (15 minutes) in which they present information and show materials (including audio/video as appropriate) to the assessor and a small group of students (5-6).

Teaching Rationale And Relationship

Small group teaching is used to provide training and induction is provided at the beginning of the Module to support students in developing an effective approach and skilled behaviour while attending their work placement and introduce underpinning theories of personal and professional development. The Eportfolio system will be introduced and recommended to students to support on going reflection.

Small group teaching in Semester 2 support student reflection and critical engagement with placement issues and facilitate discussion of the assessment criteria in relation to students’ experiences and to help them prepare for assessment.

The work placement opportunities are chosen with local providers to provide a range of opportunities and experience relevant to work in the environmental sector. Practical activity on placement provides students with a context within which they are supported to practise active learning and personal development through reflection and critical analysis.

Self-directed learning resources are available through Blackboard which are designed to fit together with the range of workshops available through the Careers Service and which provide a comprehensive framework to support progress through the Module. Students have 1 to 1 tutorials twice during the Module to focus on their own skills audit (Sem 1) and then on skills development at the placement (Sem 2)
Students work to develop the skills outlined in the Graduate Skills Framework though full engagement with placement opportunities.

Assessment Rationale And Relationship

The Learning log drawn from Eportfolio presents and evaluates at least 2 key issues arising during their placement with reference to the broader literature, outlines their responses and critically reflects on their personal skills development with reference to the Graduate Skills Framework.

The placement agreement sets the context for the student’s work on the placement and requires them to take responsibility for their role on placement from the outset (Outcome 4) and be aware of the framework within which the placement is set (Outcome 1).

The placement agreement will provide the background for the host organisation supervisor’s evaluation of student competence. This allows the student’s application of outcomes (particularly Outcomes 3, 5 and 6) to be assessed in situ and be considered as part of the overall Module Mark.

Students are expected to maintain a reflective record throughout the Module, students will select and compile evidence from this personal record to present a learning log which shows their learning and development in relation to the Graduate Skills Framework and theories of personal development (Outcomes 2, 4, 6).

The presentation to the assessor and a small group of students during the examination period in Semester 2, requires students to summarise and develop information on skills development and impact of students at their placement and they can also choose to present a wider variety of materials put together throughout the module.

RESIT: Where placement has taken place successfully resit is a directed reflective essay on the development of skills (70%) where the focus is identified from the student’s placement and submitted work and a set of slides /podcast (for a 10 minutes presentation) suitable for use with students preparing to study the Module on how to gain the most from a placement opportunity.