Rhedir gan School of History, Law and Social Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Teresa Crew
This module is optional at Level 6/Year 3 (Semester 1 only), and is open to all single and joint honours students whose degree programmes are wholly within SHiPSS. It is also open to external joint honours students, with the proviso that taking this will still allow them to meet their degree programme requirements.
In many cases students will identify and arrange their own placements. In some cases staff will assist in this process, where arrangements already exist with partner agencies.
The purpose of the module is to provide the opportunity for work-based learning, by means of placements with a range of agencies. 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).
Some placement providers may have their own service level student placement agreements in place which specify appropriate roles and relationships for students, teaching staff and agencies.
The general aim of the module is to provide students with experience of working in agencies, and to help to prepare them for future work-based contexts. The placement providers (named representative/s) will have a clear role in supervising the work of the students and liaising with academic staff in the School with regard to learning outcomes for students, although they will not be directly involved in the assessment process. The specific aims of the module are to provide School-based preparation and support for the placement through individual and small group tutorials; a programme of independent study and guided reading; and intensive placement learning opportunities.
The work-based placement agencies include archive record offices in North Wales (for History and Archaeology students), and Victim Support and Citizens Advice Bureau for Social Sciences students. Work-based placements involve a commitment of around 70 hours in total, although some students begin and end their placements outside of the duration of the module. The module is work-based and experiential and so there is relatively little formal teaching contact. However, a number of formal sessions (lecture-style) are incorporated into the curriculum, and some of these are provided by the Bangor Employability Award 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 one-to-one and small group tutorials. 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, for example in relation to equality and diversity training, or addressing the needs of vulnerable social groups. 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 report on one or more 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, and so reading and tutorials will be tailored to specific student needs.
C- to B+ For the oral presentation - evidence of a good standard of both oral and written communication abilities, as demonstrated in a PowerPoint presentation (or similar format). 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 report on the student’s work with the agency - shows good or very good ability to integrate each of the following elements in providing a competent report: awareness of the nature of the agency’s work; the ability to place this work in a wider theoretical and/or applied context; and commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.
A- to A* For the oral presentation - evidence of a high level of both written and oral communication abilities, as demonstrated in a PowerPoint presentation (or similar format). 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 report on the student’s work with the agency – shows excellent ability to integrate each of the following elements in providing a coherent and skilled report: awareness of the nature of the agency’s work; the ability to place this work in a wider theoretical and/or applied context; and critical commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.
For the oral presentation - evidence of a satisfactory level of both written and oral communication abilities, as demonstrated in a PowerPoint presentation (or similar format). 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 report on the student’s work with the agency - shows satisfactory ability to integrate at least two of the following elements in providing a basic report: awareness of the nature of the agency’s work; the ability to place this work in a wider theoretical and/or applied context; and basic commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.
Identify and implement a range of professional and academic skills which are relevant to the workplace.
Develop and critically reflect on the acquisition of a range of work-based skills.
Report on and critically evaluate one or more aspects of the student’s own work within the agency.
Understand the links between academic studies and the work practices of agencies. Be able to apply this understanding to the workplace.
Establish effective working relationships with staff and client groups within the agency.
|GWAITH CWRS||Reflective placement diary||
A written assignment of 1,500 words. This is linked to the first assignment, which is an oral presentation of the student's work with their chosen agency. Both the oral presentation and the diary reflect on the work-based learning experience.
An oral presentation of 10 minutes plus 5 minutes of discussion time. Presentation may be supported by PowerPoint or poster displays.
Strategaeth addysgu a dysgu
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.
Independent study: reading related to chosen topic and agency; preparation and completion of the two assignments.
Lectures on the value of work-based learning; benefits of such learning in terms of student employability.
Seminars or workshops in which students engage in reflective learning practice, and develop report-writing and presentation skills.
Tutorials will be held in small groups and one-to-one to prepare students for the placement; also held during the placement to support the process; and at the end of the placement to reflect on the learning process.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/hac-3001.html
Cyrsiau sy’n cynnwys y modiwl hwn
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