Module SXL-3600:
Work Placement Module

Module Facts

Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Sarah Nason

Overall aims and purpose

This module provides the opportunity for work-based learning, by means of placements with agencies suitable for Law students. The general aim of the module is to help to prepare students for future work-based contexts, particularly those which include the delivery of advice services. Students will identify and arrange their own placements, but all students will have the opportunity to apply for a placement with the North and Mid-Wales Law Clinic. If the student has any difficulties staff will assist in this process.

*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

Work-based placements involve a commitment of 70 hours in total. A number of employability sessions are incorporated into the curriculum, some of which are provided by the Bangor Careers and Employability team. Each individual student’s experience of the module will therefore be different, mediated by the nature and location of the placement, and their defined roles within this work context. All students will begin their studies with an individual orientation to their placement by means of small group tutorials or one-to-one supervisions. They will embark on a guided reading and study programme, facilitated by the module convenor and teaching team. Their grounding will include reading and discussion aimed at understanding the links between academic study and agency work practice. These will then be linked to the specific undertakings of the placement agency such as providing legal or other advice services, research, policy and campaigning work. The module incorporates structures for reflection on the learning process within a work-based context. Recommended reading will include texts on the value and role of such reflection, and this will be an integral part of the first assignment. Students are also required to present on two aspects of their work-based learning within their chosen agency (second assignment). Topics for this aspect of the module will vary according to the individual placement.

Assessment Criteria

C- to C+

C- to C+ (50-59%)

For the reflective report - shows reasonably good ability to reflect on the work-based learning experience; provides a satisfactory to reasonably good commentary on the student’s own experiences of the placement. Demonstrates a reasonable awareness of the literature on employability.

For the presentation on the student’s work with the agency – satisfactory to reasonably good presentation on the student’s work with the agency

  • Satisfactory to reasonably good description of the work placement
  • Satisfactory to reasonably good evaluation of one aspect of the work undertaken during the placement.
  • Uses some research related to the subject.
  • Satisfactory to reasonably good delivery, but two to three improvements were needed relating to delivery e.g speech patterns, presentation slides, more research; preparation for the questions
  • Satisfactory to reasonably good presentation slides but two to three improvements needed e.g relating to use of bullet points, text colour, font & size
  • Satisfactory to reasonably good responses in discussion, but much more understanding of the subject area was needed
  • Satisfactory time-keeping (somewhat over or under time)

threshold

D- to D+ (40-49%) For the reflective report - 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 employability.

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 at least three improvements were needed relating to delivery e.g speech patterns, presentation slides, more research; preparation for the questions
  • Satisfactory presentation slides but at least three improvements needed e.g relating to use of bullet points, text colour, font & size
  • Satisfactory responses in discussion, but much more understanding of the subject area was needed
  • Satisfactory time-keeping (somewhat over or under time)

excellent

A- to A* (70%+)

For the reflective report – 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 employability. Provides clear recommendations for the employer for further placements

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

  • An excellent description of the work placement
  • An excellent outline of any relevant government policies relating to the organisation
  • An excellent evaluation of two aspects of the work undertaken during the placement.
  • Has an excellent understanding of research related to the subject, specifically the key people.
  • Key recommendations for the organisation
  • Enthusiastic and engaging delivery;
  • Excellent presentation slides that complement the oral presentation
  • Perceptive and interesting responses in discussion.
  • Excellent time keeping (keeps to specific time limit)

good

B- to B+ (60-69% For the reflective report - 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 employability.

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 – a good/very good presentation that discusses the placement in an informed and perceptive way.

  • 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, presentation slides, more research; preparation for the questions
  • Good/very good presentation slides but one or two improvements needed e.g
  • Good/very good responses in discussion but more preparation needed
  • Good time keeping (only marginally over or under specific time)

Learning outcomes

  1. Report and critically reflect on two aspects of the student’s own work within the agency.

  2. Identify, implement and critically evaluate the implementation of a range of professional and academic skills which are relevant to the workplace.

  3. Engage constructively and critically in a learning environment.

  4. Establish good working relationships with staff and client groups within the agency.

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

Assessment Methods

Type Name Description Weight
COURSEWORK 3,500 Word Reflective Report of Experience

Report to contain the following:

  • An overview of the organisation and the students placement tasks
  • Evidence of tasks completed during the placement
  • An explanation of the relationship between the organisation's aims/objectives/services provided and the legal system
  • What worked well in the placement
  • Any difficulties encountered and how these were overcome
  • Employability skills developed (referring to an employability model)

This is an academic piece of work so use research and statistics wherever possible e.g. if you are going to talk about how 'we' as a country rely on volunteers, provide UK statistics on volunteering. If you are going to talk about the place of the organisation in the legal services market, provide relevant statistics from the Law Society or Legal Services Board.

 50.00
INDIVIDUAL PRESENTATION Individual presentation on student's work with the agency

This presentation should include:

  • An overview of the organisation and the students placement tasks
  • Relationship of the organisation (its aims, objectives, services provided) to the legal system
  • Report on and evaluate one aspect of the student’s own work within the agency e.g. what did/did not work well and how student overcame this
  • Employability skills developed (referring to an employability model)
  • Challenges and opportunities for the organisation to consider specifically taking into account the current legal context
 50.00

Teaching and Learning Strategy

Hours
Lecture

Lectures in which students engage in reflective learning practice, and develop report-writing and presentation skills. These would also include placement prep as well as such subjects as writing your reflective report, health & safety in the workplace and data compliance.

 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
  • 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
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • 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

Subject specific skills

  • Develop the ability to analyse complex legal issues, set against the background of the political, social, economic or cultural contexts in which they may arise
  • Develop those skills which are necessary for scholarship and research in legal subjects, namely the ability to identify relevant primary and secondary legal sources and to retrieve accurate legal information using paper and electronic sources

Work placement based skills that may contribute to some of the professional competences for solicitors.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/sxl-3600.html

Reading list

  • John Mumford and Simon Roodhouse, Understanding Work-Based Learning (Gower 2010)

  • Jennifer A Mood, A handbook of reflective and experiential learning: theory and practice (Routledge Falmer 2004)

  • Ruth Helyer, The work-based learning student handbook (Macmillan 2015)

Courses including this module

Optional in courses: