Module HPS-3001:
Work Placement - Semester 1

Module Facts

Run by School of History, Philosophy and Social Sciences

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Teresa Crew

Overall aims and purpose

This module provides the opportunity for work-based learning, by means of placements with a range of agencies. The general aim of the module is to help to prepare students 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. In most cases students will identify and arrange their own placements. If the student has any difficulties staff will assist in this process, where arrangements already exist with partner agencies.

Students will develop various employability skills through the work placement, most notably

  • Communication - verbal and written communication, and listening e.g being clear, concise and focused; being able to tailor your message for the audience and listening to the views of others.
  • Organisation - learning to prioritise, work efficiently and productively, and manage your time in order to meet deadlines.
  • Problem solving - analysing facts and situations and coming up with appropriate solutions.

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

The work-based placement agencies include archive record offices in North Wales (for History and Archaeology students), and voluntary sector agencies 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.

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 outline of any relevant government policies relating to the organisation
  • 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 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 – 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, 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. Engage constructively in a learning environment.

  2. Report on and critically evaluate Two aspects of the student’s own work within the agency.

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

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

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

Assessment Methods

Type Name Description Weight
COURSEWORK Reflective placement diary

A written assignment of 3,500 words. This assignment encourages you to make observations about your experiences during your work placement and link these with research in your subject. The Blackboard site will provide some examples of how this assignment has been structured in previous years. But for now, take a look at the following regarding reflexive writing.

http://www2.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Reflective-writing---a-basic-introduction.pdf

https://intranet.birmingham.ac.uk/as/libraryservices/library/skills/asc/documents/public/Short-Guide-Reflective-Writing.pdf

 60
INDIVIDUAL PRESENTATION Individual presentation on student's work with the agency

Fifteen minute presentation on the student’s work placement, with 5 minutes for questions. 40% of module total.

The presentation should describe the placement and the day to day work. Then evaluate two aspects of the work undertaken during the placement.

If students have any concerns regarding the presentation chat to Dr Crew at the start of the semester.

 40

Teaching and Learning Strategy

Hours
Workshop

Seminars or workshops in which students engage in reflective learning practice, and develop report-writing and presentation skills.

 5
Tutorial

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.

 5
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.

 115
Lecture

Lectures on the value of work-based learning; benefits of such learning in terms of student employability.

 5

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 sensitevely with others
  • 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

  • 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
  • the social and historical development of the main institutions involved in crime control in different locations
  • 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

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-3001.html

Courses including this module

Compulsory in courses:

Optional in courses: