Overview

The Professional Placement year may only be taken at the end of the second (i.e. level 5) year. Students are away for the whole of the academic year. All sandwich year placements have to be approved by SNS. The minimum period in placement (at one or more locations) is seven calendar months; more usually students spend 10-12 months with a placement provider. Students normally start sometime in the period June to September of their second year and finish between June and September the following year. You should be willing to accept a placement in any part of the UK or abroad.

The practical element of the module comprises a block placement (of 7 to 12 months) taken at the end of the level 5 year. Students will register for the programme in the spring of their second year and will be provided with guidance on locating and applying for a placement. They will attend a series of work experience workshops during the spring to prepare them for the job search, creating applications and CVs, and preparing for the workplace environment. The student may begin their work placement at a date to be agreed between the student and employer, but not until the end of teaching for their current semester. The student will spend 7 to 12 months at the place of work and under the supervision of their employer.

Assessment Strategy

Threshold (Grade D or C; mark range 40-59%) There are weaknesses in the way that the report is structured, resulting in repetition and/or lack of clarity. It contains descriptive text relating to the knowledge acquired by the student but with evidence that the descriptions have not been fully developed. Knowledge directly related to the student’s degree subject is described but with little emphasis on any other knowledge acquired. There is little analysis of the cultural influences on the interpretation and application of subject-specific knowledge and there is no evidence of critical evaluation. The report includes content in which the student evaluates the learning experience, mainly as a retrospective description of the placement experience with little emphasis on how the experiences might shape future learning.

Good (Grade B; mark range 60-69%) The report is logically structured. It contains detailed descriptive text relating to the knowledge acquired by the student. Knowledge directly and indirectly related to the student’s degree subject is described. There is some analysis of the cultural influences on the interpretation and application of subject-specific knowledge but there is little critical evaluation. The report includes substantial content in which the student evaluates the learning experience, mainly as a retrospective description of the placement experience with only some emphasis on how the experiences might shape future learning.

Excellent (Grade A; mark range 70-100%) The report is logically structured and with threads that create a holistic, coherent whole. It contains detailed and insightful descriptive text relating to the knowledge acquired by the student. Knowledge directly and indirectly related to the student’s degree subject is described with some exploration of the synergies between the various sources of knowledge. There is a well argued, critical analysis of the cultural influences on the interpretation and application of subject-specific knowledge. The report includes substantial content in which the student evaluates the learning experience, both as a retrospective description of the placement experience and as a critical reflection on how the experiences might shape future learning.

Learning Outcomes

• Describe in detail one area of the organisation's activities (if possible, one in which they were directly involved during the placement) and make suggestions for improvements in this area

• Evaluate the position of the placement organisation in its sector

• Explain the history, current activities and current structure of the organisation in which they spent their placement

• Reflect on their placement performance in terms of their strengths, weaknesses, personal skills and skills deficiencies

• Review their own contribution to this area of activity and to the organisation more generally