Run by School of Human and Behavioural Sciences

1.000 Credits or 0.500 ECTS Credits

Semester 1 & 2

Organiser: Dr Jonathan Moore

The International Experience Placement module provides an opportunity for students to extend their understanding of their degree subject area by a period of study or work abroad. The module will also raise students' awareness of cross-cultural and transnational issues as they apply both within and outside their degree subject. It is expected that the module, as part of their degree course, will enhance students’ experience and employment opportunities.

Each student will spend an extended period studying at a Host Institution or working overseas. During the module students will pursue studies, or other activities, relevant to the degree subject area. They will also learn about the country in which they are based, with particular emphasis on understanding and applying subject-specific knowledge in a different cultural setting. The content of the modules will be designed for each student in discussion with the Host Institution/Employer and will include elements of directed learning and/or supervision.

excellent

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 student offers insight into how the methods and processes of the host institution could impact positively on teaching and the student experience in SHES. The report includes substantial content in which the student evaluates her/his learning experience, both as a retrospective description of the placement experience and as a critical reflection on how the experiences might shape future learning. This reflective process uses a referenced reflection methodology

threshold

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 her/his learning experience, mainly as a retrospective description of the placement experience with little emphasis on how the experiences might shape future learning.

good

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 her/his learning experience, mainly as a retrospective description of the placement experience with only some emphasis on how the experiences might shape future learning.

1. Be able to evaluate their learning experience.

2. Have acquired knowledge that will contribute to their general understanding of their degree subject area and that can be applied to their studies in subsequent modules.

3. Appreciate how understanding and application of subject-specific knowledge is influenced by multi-cultural and transnational issues.

Type	Name	Description	Weight
	International Experience Year: Placement Report		100.00

		Hours
	e.g., timetabled lectures, work-placement training	260
Private study	e.g., reading time, preparing and taking assessments	940

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• 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 sensitevely 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

• apply knowledge to the solution of familiar and unfamiliar problems
• demonstrate effective written and/or oral communication and presentation skills
• work effectively independently and with others
• take and demonstrate responsibility for their own learning and continuing personal and professional development
• self-appraise and reflect on practice
• develop transferable skills of relevance to careers outside of sport, health and exercise sciences.