Module HPS-2001:
Work placement

Module Facts

Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Hefin Gwilym

Overall aims and purpose

This module provides the opportunity for work-based learning, by means of placements with a range of agencies suitable for History, Philosophy or Social Sciences students. The aim of the module is to help to prepare students for future work-based contexts.

Students will identify and arrange their own placements. If the student has any difficulties staff will assist in this process. Students are allowed to undertake placements either locally to the university, or term time address

*If you are interested in this module, please contact the module convenor prior to choosing it as an option.

Such experiential and career-oriented learning is consistent with the university’s commitment to employability enhancement. The module complies with the University Code of Practice on Placement Learning (https://www.bangor.ac.uk/regulations/codes/code07.php.en).

Course content

Sessions may include, but are not limited to: - Work placement (times/days arranged with organisation) - Employability sessions - Assignment support - Drop in

Assessment Criteria

threshold

For the reflective placement diary - shows satisfactory ability to reflect on the work-based learning experience; provides a satisfactory commentary on the student’s own experiences of the placement. Demonstrates a basic awareness of the literature on reflective and experiential learning.

For the presentation on the student’s work with the agency - satisfactory presentation on the student’s work with the agency

  • Satisfactory description of the work placement
  • Satisfactory evaluation of one aspect of the work undertaken during the placement.
  • Uses little or no research related to the subject.
  • Satisfactory delivery, but one or two improvements were needed relating to delivery e.g speech patterns, eye contact, presentation slides, more research; preparation for the questions
  • Satisfactory presentation slides but one or two improvements needed e.g no more than 5 bullet points & text, mixture of texture of picture, only Time or Ariel font, design is clear
  • Satisfactory responses in discussion, but much more understanding of the subject area was needed

excellent

A- to A For the reflective placement diary* – shows excellent ability to reflect on the work-based learning experience; provides an insightful and skilled commentary on the student’s own experiences of the placement. Demonstrates excellent awareness of the literature on reflective and experiential learning.

For the presentation on the student’s work with the agency – an excellent presentation that discusses the placement in an informed and perceptive way.

  • Excellent description of the work placement
  • Excellent evaluation of one aspect of the work undertaken during the placement.
  • Has an excellent understanding of research related to the subject.
  • Enthusiastic and engaged delivery that makes the audience want to listen;
  • Excellent presentation slides that compliment the oral presentation e.g no more than 5 bullet points & text, mixture of texture of picture, only Time or Ariel font, design is clear
  • Perceptive and interesting responses in discussion.

good

C- to B+ For the reflective placement diary - shows a good or very good ability to reflect on the work-based learning experience; provides a thorough commentary on the student’s own experiences of the placement. Demonstrates good or very good awareness of the literature on reflective and experiential learning.

For the presentation on the student’s work with the agency - a good or very good presentation on the student’s work with the agency –

  • Good/very good description of the work placement
  • Good/very good evaluation of one aspect of the work undertaken during the placement.
  • Uses some research related to the subject.
  • Overall, a good/very good delivery, but one or two improvements were needed relating to delivery e.g speech patterns, eye contact, presentation slides, more research; preparation for the questions
  • Good/very good presentation slides but one or two improvements needed e.g no more than 5 bullet points & text, mixture of texture of picture, only Time or Ariel font, design is clear
  • Good/very good responses in discussion but more preparation needed

Learning outcomes

  1. Establish effective working relationships with staff and client groups within the agency.

  2. Develop and reflect on the acquisition of a range of work-based skills.

  3. Engage constructively in a learning environment.

  4. Identify a range of professional and academic skills which are relevant to the workplace.

  5. Report on and evaluate one aspect of the student’s own work within the agency.

Assessment Methods

Type Name Description Weight
2,500 word Reflective Report 50.00
Individual presentation on student's work with the agency 50.00

Teaching and Learning Strategy

Hours
Practical classes and workshops

Sessions such as:

  • Looking for employment, postgraduate opportunities and self employment
  • Completing an application form
  • Assessment Centre
  • Panel interview and presentation
  • Developing reflective learning practice,
  • Report-writing and presentation skills.
 10
Work-based learning

Work-based placement – work-based learning under the joint supervision of the agency and the School. A learning agreement (between student, university and agency) will be in place to cover all aspects of this work-based learning.

 70
Private study

Independent study: reading related to chosen topic and agency; preparation and completion of the two assignments.

 120

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • Articulacy in identifying underlying issues in a wide variety of debates.
  • Ability to formulate and investigate sociologically informed questions.
  • Competence to carry out a piece of sociological research using either primary or secondary data, or both.
  • Be able to recognize how social data and sociological knowledge apply to questions of public policy.
  • The capacity to analyse, assess and communicate empirical information about crime, victimisation, responses to crime and deviance, and representations of crime
  • being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
  • demonstrating a positive and can-do approach to practical problems
  • presenting effective oral presentations for different kinds of audiences, including academic and/or audiences with little knowledge of history
  • making effective and appropriate use of relevant information technology
  • collaborating effectively in a team via experience of working in a group
  • the ability to formulate and investigate sociologically informed questions
  • the capacity to analyse, assess and communicate empirical sociological information
  • the ability to undertake and present scholarly work
  • the ability to understand the ethical implications of sociological enquiry
  • the ability to recognise the relevance of sociological knowledge to social, public and civic policy.
  • how to develop a reflective approach and a critical awareness of the values of local cultures and local politics, and of the student's own values, biography and social identity, and how to bring these skills to bear in an informed response to crime and victimisation
  • how to use empirical evidence - both quantitative and qualitative - about the distribution of crime, deviance, offending and victimisation of all kinds to explore
  • trends in crime, harm and victimisation
  • relationships of crime, deviance and offending, and victimisation to social divisions such as: age, gender, sexuality, social class, race, ethnicity and religious faith
  • the social and historical development of the main institutions involved in crime control in different locations

Resources

Resource implications for students

Travel costs associated with the placement will usually be met by the agency concerned. Where relevant, agencies will also cover other costs, such as telephone calls made from home.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/hps-2001.html

Courses including this module

Compulsory in courses:

Optional in courses: