Overview

Each individual student’s experience of the module will 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, guided by the module convenor and teaching team. Their grounding will include reading and discussion aimed at understanding the links between academic study and social agency practice. For example, research and publications on topics such as crime and victimisation, health and social care and a range of policy issues will be addressed. 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 assessment. Students are also required to report on one or more aspects of their work-based learning within their chosen agency (second assessment). 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.

Assessment Strategy

-threshold -Threshold (40-49%)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 policy context; and basic commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.

-good -Good (50-69%)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 policy context; and commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.

-excellent -Excellent (70-95%)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 policy context; and critical commentary and reflection on the student’s own learning process both within the agency and in a wider academic context.