NCL2007 Module Handbook 2020-2021

Career Development Module NCL2007 Student Handbook 2020-21

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Table of Contents

Welcome to the Career Development Module ................................................................................................................ 3 At a Glance .................................................................................................................................................................... 3 Key Contacts.................................................................................................................................................................. 3 Useful Links ................................................................................................................................................................... 3 Module Overview.............................................................................................................................................................. 4 NCL2007 Learning Outcomes ............................................................................................................................................ 5 Your Year Planner ............................................................................................................................................................. 6 Semester One ................................................................................................................................................................ 6 Semester Two ............................................................................................................................................................... 7 Assessment Overview ....................................................................................................................................................... 9 Module Engagement Tasks ............................................................................................................................................. 10 Task and Criteria for Personal Development Plan .......................................................................................................... 11 Content Criteria........................................................................................................................................................... 11 Organisation and Presentation Criteria ...................................................................................................................... 11 Understanding your PDP marking sheet ......................................................................................................................... 12 How to read the feedback .............................................................................................................................................. 12 Content ....................................................................................................................................................................... 12 Organisation and Presentation ................................................................................................................................... 12 Personal Development Plan (1250 words max) .............................................................................................................. 13 Task and criteria: Assessed Presentation (AP) ................................................................................................................ 15 ‘The most significant learning from my placement’ ................................................................................................... 15 Understanding your AP marking sheet ........................................................................................................................... 16 Essential Documents ....................................................................................................................................................... 17 Safeguarding Overview ................................................................................................................................................... 19 Initial Meeting Part 1: Health and Safety Checklist ........................................................................................................ 20 Initial Meeting Part 2: Preparation/Agenda ................................................................................................................... 22 Learning Agreement ....................................................................................................................................................... 24 Progress Reviews ............................................................................................................................................................ 26 End of Placement Review ............................................................................................................................................... 28 Record of Activities ......................................................................................................................................................... 30 Assessment Policies ........................................................................................................................................................ 32 Attendance ...................................................................................................................................................................... 33 2

Welcome to the Career Development Module Welcome to the Career Development Module. This handbook is designed to guide you through some of the basic information you need to complete the module.

It is not intended to be a comprehensive guide to the module as there are many resources available online on Canvas. Please make yourself familiar with Canvas as this is where detailed materials, resources and assessments sit.

If you would like this or any of our resources in a different format, please contact your module tutor and we will be happy to provide these where possible.

At Contacts a Glance Key The Module (CDM):  Career ModuleDevelopment Leader/Tutor:  Gillian provides you(gillian.mabbitt@ncl.ac.uk) with the opportunity to develop the skills graduate employers look for Mabbitt by undertaking work-related learning. is likeTutor: other modules you take in that it counts towards your final degree   Module classification.

It is worth 20 credits.

Gayle Leach (gayle.leach@newcastle.ac.uk)  provides you with a selection of tools and resources you can use for the module assessments and beyond.  General Enquiries: The general email account for enquiries (csmodules@ncl.ac.uk) Useful Links    

Canvas Our Student Voice area (Canvas; NCL2007; Student Voice section) Personal Extenuating Circumstances form (https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm ) Our web pages (https://www.ncl.ac.uk/careers/modules/ )

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Module Overview Newcastle University Careers Service offers work-related modules for academic credit to students from a wide range of degree programmes. The aim is to develop students like you who can independently selfmanage, proactively interact and ethically apply their knowledge and skills within the workplace.

Placement These modules include a 35 hour professional experience which typically takes place between November and May. The placement settings are grouped into three routes:   

Student Tutoring: in North-East schools and colleges Student Volunteering: in the local community and the University Students’ Union Learning from Work: in part-time term-time work on or off campus

You negotiate your role at your placement and work alongside staff to achieve the organisation’s aims whilst also developing your own knowledge and skills.

You will consider your skills set and ambitions at the start of the module and are expected to develop these through a reflective cycle of plan-do-review.*

Assessment Module assessment varies according to stage of degree, but for NCL2007 breaks down as:   

Personal Development Plan (40%) Presentation (50%) Module Engagement tasks (Canvas based) (10%)

Graduate Skills Please see Canvas for the set of graduate skills we will be focussing on during this module. They will form the basis for your planned development.

*See Kolb, D and others for research on Learning Cycles, Experiential Learning etc.

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NCL2007 Learning Outcomes Knowledge Outcomes By the end of this module students will know how to: 1. Use appropriate sources to identify occupational standards and organisation information to understand and inform articulation of the broader professional experience context. [Organisational awareness] 2. Explore and expand graduate career ideas using module tools and research, to inform personal and professional development. [Occupational awareness].

3. Use appropriate tools to establish a personal skills baseline to inform the development of graduate skills relevant to their professional experience and future career ideas. [Self-Awareness].

Skills Outcomes By the end of this module, students will be able to: 1. Use techniques for structured reflection, to plan and manage their own learning and development, during their professional experience and to progress graduate career ideas. [Reflection] 2. Identify and describe their competence in specific graduate skills and implementing planned actions to improve their performance during their professional experience. [Professional development] 3. Articulate examples of personal development through professional experience, which are related to their graduate career aspirations. [Articulation]

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Your Year Planner Semester One   

All assessment deadlines are highlighted in bold and are fixed.

All other dates may be subject to change so please ensure you check your personal timetable before scheduled sessions.

Placement visits should be made between the beginning of November and the end of May.

Date 12/10

19/10

26/10 02/11

09/11

16/11 23/11 30/11

07/12 14/12 21/12

Events and Reminders

Induction Week To do: Canvas: Register placement details/preferences (including any route specific requirements); read through the ‘Getting Started’ section.

Module 1 Week 1: Introduction to the module.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 1 Week 2.

All students to have registered placement details/preferences on Canvas by the end of this week.

Module 1 Week 2: What do you hope to gain from the module.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 2 Week 1.

Module 2 Week 1: How to learn by reflecting on your experience and develop your career aspirations.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 2 Week 2.

Module 2 Week 2: Career planning: What might your career look like and how can you explore options?

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 3 Week 1.

Enrichment Week – No Career Development teaching this week.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 3 Week 1.

Module 3 Week 1: Graduate Skills in the Workplace To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 3 Week 2.

Module 3 Week 2: Graduate Skills in the Workplace (reflection and forward planning: How well do you use your skills and how do you plan to develop?).

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 4 Week 1.

Module 4 Week 1: Preparation for the Personal Development Plan.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 4 Week 2.

Module 4 Week 2: Personal Development Plan: Drop-in support.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 5 Week 1.

Newcastle University Christmas Holidays

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28/12

Newcastle University Christmas Holidays

04/01

Newcastle University Christmas Holidays

11/01

Module 5 Week 1: Professional conversations and use of feedback To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 6 Week 1.

Please note there is no week 2 for this module.

Submit Personal Development Plan 11/01/21 23:59.

Semester Two   

All assessment deadlines are highlighted in bold and are fixed.

All other dates may be subject to change so please ensure you check your personal timetable before scheduled seminars.

Placement visits should be made between the beginning of October (after seminar 1) and the end of May.

Date 18/01

Enrichment Week

25/01

Semester 2 Induction Week

01/02

Module 6 Week 1: Employer Café To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 6 Week 2.

Module 6 Week 2: Employer Café Reflections To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 7 Week 1.

Module 7 Week 1: Your next steps (Building on Career Planning from module 2) To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 7 Week 2.

Module 7 Week 2: Personal Branding and Building a Linkedin Profile.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 8 Week 1.

Enrichment Week – No Career Development teaching this week.

To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 8 Week 1.

Module 8 Week 1: Preparation for your presentation - content To do: Engagement Tasks on Canvas; complete the Learning Resources for Module 8 Week 2.

Module 8 Week 2: Preparation for your presentation – Skills, technology and delivery.

08/02 15/02

22/02 01/03 08/03 15/03

Events and Reminders

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To do: Engagement Tasks on Canvas; complete the Learning Resources – preparation for 1-1 tutorial.

22/03

Attend one individual tutorial (as booked)

29/03

Newcastle University Easter Holidays

05/04

Newcastle University Easter Holidays

12/04

Newcastle University Easter Holidays

19/04

Newcastle University Easter Holidays

26/04

Attend one individual tutorial (as booked)

03/05

Attend one individual tutorial (as booked) To do: Arrange a final review meeting at your placement to complete your Placement Evaluation and conclude visits

10/05

Revision Week – No Career Development teaching this week.

Submit Assessed Presentation 10/05/21 23:59

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Assessment Overview This overview provides you with an explanation of each assessment component. Templates and assessment criteria follow and are also available on Canvas. Further explanation and support will be given during seminars.

Module Engagement tasks (10%) You will be directed to engagement tasks such as reflections, quizzes, skills audits and other resources throughout the teaching programme which will help you contribute to sessions and maximise the value of your learning. Completion of the tasks will result in a combined score which will form 10% of your module score.

Personal Development Plan (PDP) (40%) Your Personal Development Plan is a template document that will enable you to determine what you would like to achieve during your professional experience in relation to your future career aspirations. Your Personal Development Plan will be assessed in terms of content and presentation. There are three aspects within the criteria for you to address, and we will discuss/prepare ‘How to fulfil’ each one further during the teaching programme. To simulate a personal development review process, a scoring sheet will be used by the assessors in Canvas and you will be able to see how you scored for each aspect, along with a summative feedback comment to help your future development.

Presentation (50%) Title: The most significant learning from my placement Your 15 minute presentation, at the end of the module, allows you to summarise and articulate your development throughout the module and your professional experience and will be assessed in terms of content and presentation skills. There are four aspects within the criteria for you to address, and we will discuss/prepare ‘How to fulfil’ each one during the teaching programme.

Again, to simulate a recruitment and selection process, a scoring sheet will be used by the assessors in Canvas and you will be able to see how you scored for each aspect, along with a summative feedback comment to help your future development.

Please see Canvas for further details on all assessment components.

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Module Engagement Tasks The purpose of the engagement task component is to acknowledge and encourage engagement with material that should enhance learning and contribution to sessions.

1 2 3 4 5 6 7 8 9 10 11 12 13 14

What? (summary only, see Canvas for details) Hopes and Fears questions Reflection task Prospects quiz Complete skills audits Read theory and task question/do Belbin test Reflection task Personal Development Plan (PDP) draft Feedback examples Questions for the Employer CafĂŠ Reflection task Exploring next steps task/Progress reflection Review a LinkedIn profile Summary of key examples for presentation Read article and identify paragraph to read

Where to find it on Canvas Module 1 Week 2 Module 2 Week 1 Module 2 Week 2 Module 3 Week 1 Module 3 Week 2 Module 4 Week 1 Module 4 Week 2 Module 5 Week 1 Module 6 Week 1 Module 6 Week 2 Module 7 Week 1 Module 7 Week 2 Module 8 Week 1 Module 8 Week 2

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Complete tutorial preparation sheet

Tutorials

**NB - you must complete at least 12 of the available tasks to be eligible for the full range of marks available for this assessment component** Marks will be allocated on a percentage of tasks completed basis, which allows students to accumulate marks per task and to not be penalised for just missing 1 or 2. To assist this approach, more tasks than points available are offered e.g. 15 tasks offered, completing 12 tasks will equate to gaining the full 10% available.

No PECS will be allowed for individual tasks as this component is seen as an overall group of tasks, but if a student misses several tasks due to illness/absence from studies etc. a PEC can be sought for the whole 10% component.

Feedback will be provided on all engagement tasks and can be done by 1 or combination of the following ways: 1. Auto feedback e.g. from a test/quiz 2. Via module tutor (individual or cohort level) 3. During session discussion/peer to peer

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Task and Criteria for Personal Development Plan What’s this assessment all about? Your Personal Development Plan will enable you to determine what you would like to achieve at your placement or during your professional experience and how that will help you towards your future career aspirations. It will be assessed in terms of content and presentation. There are four criteria for you to demonstrate, and we will prepare ‘How to fulfil’ each one during sessions.

Why and how are you assessing me in this way? It is a useful life skill to be able to set yourself goals and action plans whatever career path you take. By setting yourself realistic goals that can be referred back to, you have a much greater chance in succeeding and being able to recall how and why you have been successful. A scoring sheet will be used by the assessors in Canvas and you will be able to see how you scored for each criteria, along with a summative feedback comment to help your future development.

Content Criteria 1. Uses appropriate tools to establish a personal skills baseline to inform the development of graduate skills relevant to their placement role and future career ideas.

How to fulfil this: Refer to use of e.g. skills audits, other skills quizzes (referenced), Graduate Skills Framework, other professional skills frameworks (referenced) and your own research to outline what you have found from these sources that will inform your development of your placement role and your future career ideas. Demonstrate use of an appropriate planning tool (e.g. SMART) to frame your plans within your Personal Development Plan.

2. Explores and expands graduate career ideas using module tools to inform personal and professional development and outline your career aspirations.

How to fulfil this: Refer to use of e.g. skills audits, Prospects, experience, initial meetings, tutorials and your own research to outline what you have found from these sources that will inform your development. Make clear connections between exploring and developing careers ideas and how this will help you set focus for your development whilst on the module.

3. Uses appropriate sources to identify occupational standards and placement information to clarify role and articulate placement context.

How to fulfil this: Explain use of e.g. National Occupational Standards, job descriptions from Prospects or other websites (referenced) and your own research and outline how these have helped you to identify the skills and abilities required for your placement role and details about your placement context. Relate this self-learning to your planned placement activity and your future plans. If you do not currently have a placement role or identified professional experience you should use one of the career outcomes from your Prospects quiz results or identify a graduate role that interests you to explore further.

Organisation and Presentation Criteria 4. Presents a well organised Development Plan and adheres to template and task requirements.

How to fulfil this: Present work in the required style and format. Make appropriate use of the word limit (+/10%). Ensure that work is checked for spelling, punctuation, and grammar errors. Submit work that adheres to the requirements for the task.

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Understanding your PDP marking sheet There are 4 weighted assessment criteria. There are ten marks available for each of the four criteria.

Criteria 1-3 are equally weighted (30%) and relate to the quality of the academic skill evident in providing the Personal Development Plan content. Criteria 4 (10%) relates to how well the Personal Development Plan has been organised and presented.

How to read the feedback • • •

Your Personal Development Plan will be assessed on the quality of evidence presented for each of the four assessment criteria The table provides a key for understanding which numerical mark is awarded for each criteria A summative feedback statement is included at the end of the sheet and will highlight how you can make some improvements

Content Score <=3 4 5 6 7 8 >=9

Level met by criteria Unstructured and lacking focused content Completely descriptive of experience/plans/ideas Mainly descriptive, but engages with some use of module tools to inform planning (self and/or placement awareness) Mostly uses module tools to inform planning, and includes some evaluation of options and plans (self and placement awareness) Use of modules tools applied throughout, includes evaluation and some analysis within some of the content, may include use of independent research.

In addition, consistent use of analysis and some evaluation within some of the content, may include use of independent research.

In addition, consistent use of analysis and evaluation throughout, may include use of independent research.

Organisation and Presentation Score <=3 4 5 6 7 8 >=9

Level met by criteria Fails to observe format/style required. Significant and/or numerous spelling/punctuation/grammar errors; exceeds/under word count by 25% or more.

Presents work in incorrect format; work is poorly structured and/or difficult to follow; exceeds or is under word count by between 15% and 24%.

Required style/format used; some spelling/punctuation/grammar errors; structure could be improved; descriptive; appropriate use of the word limit.

Required style/format used, appropriate use of word limit. Few spelling/punctuation/grammar errors; work is generally well-written.

Work is appropriately presented and well-written throughout, appropriate length and minimal errors. Some use of active verbs to describe plans.

As above, but with active verbs used throughout to describe plans and no errors.

Addresses all criteria at a high standard.

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Personal Development Plan (1250 words max) Part One: Personal Goals Reflection: Reflect upon your graduate skills and identify what you would like to achieve over the course of the module. What are your strengths and weaknesses?

What are your key skills areas for development? What plans can you make to improve your skills?

Part Two: Career Aspirations Reflection: Reflect upon what you are aiming towards. Explore and expand on your graduate career ideas and outline your career aspirations. Which sectors/jobs have you already identified as potential interests? If you are undecided, then what interests you? What motivates you?

Part Three: Placement or Professional Experience Reflection: Reflect upon what you would like to achieve during your professional experience or placement activity? What difference can you make at your placement or organisation while developing your own skills? How can your work at the placement benefit the placement? (If you do not currently have a placement role or identified professional experience you should use one of the career outcomes from your Prospects quiz results, or identify a graduate role that interests you to explore further).

Part Four: Plans for specific action to develop personal skills in the context of benefitting the Placement (revisit the Action planning session and resources for further information). The SMART outline has been included to help you to develop your plans, however, you may also use other appropriately researched planning methods.

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Communication SMART plan: (What specific element of communication you are planning to develop while at your placement).

S M A R T Team work SMART plan: (What specific element of teamwork you are planning to develop while at your placement).

S M A R T Problem Solving SMART plan: (What specific element of creative problem solving you are planning to develop while at your placement).

S M A R T Part Five: What next? What will be your first steps of action towards personal development?

Provide further details including which skill you intend to address first and why, and what tools or resources you may use:

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Task and criteria: Assessed Presentation (AP) ‘The most significant learning from my placement’ What’s this assessment all about? Your presentation will be assessed in terms of content and presentation skills. It is a chance for you to summarise the most significant learning from your individual placement or professional experience.

Why and how are you assessing me in this way? Presenting your ideas and information to others in a professional setting is a skill that you will develop over time and require in your future. There are 4 criteria for you to demonstrate, and we will discuss/prepare ‘How to fulfil’ each one during sessions. You will have 15 minutes to present. To simulate a recruitment and selection process, a scoring sheet will be used by the assessors on Canvas and you will see how you scored for each criteria, with a summative feedback comment for your future development.

Content Criteria 1. Explores and expands graduate career ideas using module tools to inform personal and professional development.

How to fulfil this: Refer to use of e.g. skills audits, Prospects, experience, initial meetings and tutorials and what you have found from these sources and applied. Make clear connections between developing careers ideas and how this helped set focus for your development whilst on the module.

2. Uses techniques for structured reflection to plan and manage own learning and development at the placement and for future career ideas.

How to fulfil this: Explain use of e.g. ePortfolio, reflective methods (referenced) and how this has helped you to record regular reflection and capture how you feel your skills, attributes and activities have developed. How has this awareness fed into your planned action? Relate this self-learning/self-awareness to your future plans; what have you learnt about yourself that will help you in your future roles?

3. Articulates examples of personal development which are related to their graduate career ideas and placement experience.

How to fulfil this: Provide specific examples of how you feel you have most developed throughout the module, based on your original personal goals. You might explain how goals have evolved, what challenged you most or which skills you have enhanced. Link these outcomes to your ongoing development, have they given you a basis to confirm a career direction or discover new preferences to explore further?

Organisation and Presentation Criteria.

4. Delivers a professional presentation that is well organised and uses visual aids to enhance impact and is appropriate to a voice-over Powerpoint format.

How to fulfil this: You should aim to present your presentation in a style that is enhanced by your use of the voice-over PowerPoint format. You should aim to indicate a high level of preparation to allow familiarity with content. It should also contain well considered content (meeting the criteria for ‘content criteria’ fully), make effective use of time (using the 15 minutes available) and use visual aids to enhance the message and impact (interesting, clear and relevant images, not too much written content).

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Understanding your AP marking sheet There are 4 assessment criteria. There are 10 marks available for each of the criteria. Criteria 1-3 relate to the quality of the academic skill evident in providing the presentation content and are weighted at 30% each. Criteria 4 relates to how well the presentation has been organised and delivered and is weighted at 10%.

How to read the feedback â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Your presentation will be assessed on the quality of evidence presented for each of the four assessment criteria The table provides a key for understanding which numerical mark is awarded for each criteria A summative feedback statement is included at the end of the sheet and will highlight how you can make some improvements

Content Score <=3 4 5 6 7 8 >=9

Level met by criteria Unstructured and lacking focused content Completely descriptive of experience/generalised content without specific examples Mainly descriptive, but engages with some reflection indicating self or placement awareness Some reflection and some evaluation indicating self and placement awareness Consistent reflection and some analysis and some evaluation within the content Consistent reflection, analysis and evaluation within the content Consistent use of reflection, analysis and evaluation through in-depth examples

Delivery Score <=3 4 5 6 7 8 >=9

Level met by criteria Presents assignments in a style that is unsuited to the chosen format of the submission: may include complete reliance on notes and/or uses less than half time available Presents assignments in a style that is unsuited to the chosen format of the submission: may include lack of delivery/visual aids to enhance content, and/or under-utilises time (58min) Present the assignment in a style that is matched to the chosen format of your submission: may include some reliance on notes or lack of visual aids but does deliver a presentation addressing the task, whilst using time effectively.

Present the assignment in a style that is matched to the chosen format of your submission: Balanced use of notes/engagement with audience and well organised content delivered whilst managing time effectively.

Present the assignment in a style that is enhanced by the format chosen for your submission: In addition, uses visual aids to enhance impact and illustrate content Present the assignment in a style that is enhanced by the format chosen for your submission: In addition, makes full use of time available, and delivers with polish and fluency Present the assignment in a style that is enhanced by the format chosen for your submission: In addition, performs at a professional level throughout

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Essential Documents Your Health and Safety on Placement Because you are still registered as a student throughout your placement, both the University and your placement provider have a duty of care for your safety and you do as well. Your placement provider should make sure everything is in place to ensure your health, safety and wellbeing. It’s down to you to follow these guidelines to make sure you are safe. If you don’t feel comfortable with anything you’re asked to do in terms of health and safety, then please contact us and let us know what it is which is making you feel uncomfortable. We constantly review our Health and Safety checklist to monitor hazards and risks.

What do we expect from your placement provider?        

Appoint you with a supervisor Provide Health and Safety policy and induction Hold insurance that covers you as an employee Ensure risks are assessed and managed Provide access to first aid materials and a trained first aider Outline emergency procedures for dealing with imminent danger (e.g. fire evacuation) Maintain a record of accidents which occurred at work Provide training for use of equipment or for any high-risk activity

What do we expect from you?  

Follow instructions and training and act sensibly to protect own health & safety and that of others Raise any concerns or questions immediately with your supervisor or placement advisor

If you are given any specific training around higher risk activities, make sure you always follow it. Your placement provider is responsible for your health, safety and wellbeing, you have a part to play too to keep yourself and your fellow colleagues.

If you have any doubts or concerns around any tasks which you’re asked to undertake, make sure you highlight this to your supervisor or manager it. Don’t be tempted to deal with this yourself, particularly when dealing with unfamiliar equipment or procedure.

There is some useful information on the Health and Safety Executive (HSE) website: http://www.hse.gov.uk/youngpeople/workexperience/students-and-young-people.htm

Looking After Yourself We expect students to demonstrate a reasonable degree of self-management and initiative. However, we also recognise it can be challenging to try to fit into a new professional organisational environment and where sometimes things can go wrong. Being aware of your own wellbeing is very important. If you encounter any of the following unusual difficulties, uncomfortable or distressing behaviour or other concerning issues you should contact your module tutor as soon as possible to discuss.

Similarly, if you are experiencing personal difficulties which affect your engagement during your placement or with the module please let us know. Often these challenges can be talked through and adjustments put in place.

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Covid-19 Specific Guidance

You and your placement provider are advised to discuss any new measures in place as a result of Covid19, please see checklist for prompt questions. In addition to the guidance above, you should ensure you are aware of and are comfortable with the ways the risks are being managed. If you/your placement provider have any concerns about your ability to carry out in person activity, please alert us as soon as possible at csmodules@ncl.ac.uk.

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Safeguarding Overview

Within any placement setting you may work with individuals including children and/or vulnerable adults. Children and vulnerable adults have a right to protection, and everyone working with these people, in whatever capacity, has a responsibility for their protection. Safeguarding issues are to be regarded as a top priority and everyone is reminded the welfare of children and vulnerable adults is of primary concern.

To protect others and to protect you, Newcastle University and all placements where you are working with children and/or vulnerable adults should have Safeguarding and Child Protection policies. You must read at the advice and guidance related to Safeguarding and Child Protection provided in Legal Requirements on Canvas, and ensure you discuss these issues during your initial visit to your placement. In summary:

To protect others: If an individual discloses something to you:  If it indicates harm to the individual or someone else, it is a Child Protection matter.  Do not promise confidentiality as Child Protection overrides data protection.  You must make this a top priority.  You are a member of staff and must pass information on to your placement provider and to the University.

To protect you:    

Avoid one-to-one situations and conduct all conversations in a public place.

Always avoid physical contact.

Seek further advice from module tutor and/or Designated Safeguarding Officers.

Avoid any social networking contact and do not give or take mobile phone numbers.

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Initial Meeting Part 1: Health and Safety Checklist An electronic version of this Health and Safety Checklist will be emailed to the Placement Supervisor by the Careers Service, to be and completed and submitted by them.

Copies are provided in Placement and Student Handbooks for reference during initial meeting discussions to ensure all parties are aware of Health and Safety measures in place.

We are required to ensure all our students are working in a safe and healthy environment.

Placement Name: Student Name(s):

Please provide a summary of tasks the student is likely to carry out:

Yes 1

We have a written Health and Safety policy

2

The student will undergo an induction and receive other safety-related training necessary to undertake the placement

3

The student will be provided with any necessary safety equipment or protective clothing

4

The student will be supervised during the placement

5

Risk assessments are available that cover the work the student will be undertaking

6

Does your organisation have a policy and/or risk assessment in place to navigate the Covid19 guidelines and ensure the safety of the student?

7

Has the student been informed of any required measures in relation to Covid-19 guidelines to keep both them and the organisation safe?

8

Arrangements are in place in the event of an emergency 20

No

9

The University will be informed of any accident involving the student

10

There is a formal procedure for reporting and recording accidents and incidents

11

If the role involves working with children or vulnerable adults, then the student will be provided with the relevant Child Protection documentation and briefed on the placement procedures

The above statements are true to the best of my knowledge and belief and have been discussed with the student(s) placed with us.

Supervisor Name

Signature

Job title

Date

The online version of this checklist will be returned by the placement to Newcastle University Careers Service where our team will process the details to confirm Health and Safety requirements are being met.

For office use only: Yes This Health and Safety Checklist is deemed fit for purpose (comments below)

No

Signature

Position Curriculum Team Administrator Assistant Director of Careers Service

Date

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Initial Meeting Part 2: Preparation/Agenda To be completed by student to inform initial meeting and kept for reference throughout module.

This document is designed to help you (the student) identify the range of opportunities arising from this module. Think about:    

How this module will benefit your future career.

What you want to experience.

Skills and knowledge you want to develop.

How you can contribute to the placement using all your abilities and talents.

These ideas should then be discussed with your placement supervisor during your initial meeting as you explore and agree your role.

Use the space below to record your initial thoughts on what you would like to achieve from this module and what you aspire to:

Prior to your initial meeting you should also undertake research into your placement and begin to identify relevant information such as policies and practice or current issues for the organisation/sector. Record this information below and consider it along with your aspirations before and during your initial meeting:

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You should also consider and note any questions you want to ask or practical considerations (e.g. key contacts and phone numbers, other students, travel arrangements):

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Learning Agreement To be completed by student and kept for reference throughout module.

A learning agreement should be a collaboration between the student and placement supervisor. You (the student) should clearly state you have discussed and agreed expectations of the work-based learning activities and outcomes you will achieve during your placement. You should keep this as a personal record of content agreed to aid your progress and future discussions.

Use this space to record agreement of activities/projects you will be carrying out at your placement, and how these relate to the personal goals you have set for yourself as the result of module seminars:

How will these activities allow development of your graduate skills in Planning and Organising, Communication, Team work and Problem Solving?

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What development/further action is required to enable progress of this learning agreement?

25

Progress Reviews To be completed by student during progress reviews and kept for reference.

You should seek timely feedback from your placement supervisor to discuss your performance throughout your time with the organisation. You can use the points below as a prompt/record whenever you ask for feedback.

Module content will help you prepare effectively to discuss progress and how to ask for, receive, and act upon feedback in a workplace context. Using such feedback to reflect upon your own development is a crucial part of the learning on this module.

Review your progress towards the personal goals you have identified. To what extent have these goals changed or evolved? How have your actions towards these goals benefitted you and your placement so far? What are your next steps and what is your timescale?

How do you/your supervisor think you have demonstrated and developed your Graduate Skills? Planning and Organising, Communication, Teamwork and Problem Solving.

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What further development is needed as the result of feedback received (in relation to personal goals and/or the Graduate Skills?) What actions will you take to ensure this development?

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End of Placement Review To be used by Placement Supervisor and student before and during end of placement review, with a record kept by the student for reference.

This template is intended to help shape the discussion you have at the end of the experience to help the student reflect upon their time working with you/the organisation. The following questions are suggested areas to cover, but the student may have specific questions they wish to focus on depending on agreed goals at the outset.

How has the student contributed to team/organisational goals?

To what level has the student displayed competence in any of the graduate skills you have seen evidence of? (You might want to focus on areas the student identified as areas for development)

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Following this experience, what areas for development would you recommend to the student?

If the student wishes to pursue work in your sector, what advice might you share?

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Record of Activities Student Name

Module Code

Placement Name

You should use this form to record your hours spent on placement and include:  Initial visit to placement;  Placement visits;  Placement supervisor review meetings;  Mid-year and final review meetings with placement supervisor; It is your responsibility to ensure that you have completed the required number of hours on placement. You must complete 35 placement hours across the academic year.

Date

Start Time

End Time

Description – brief details to remind Signed you/supervisor what you did

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Hours Total of Hours

Date

Start Time

End Time

Description â&#x20AC;&#x201C; brief details to remind Signed you/supervisor what you did

Total number of hours completed on placement: 35 hours

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Hours Total of Hours

Assessment Policies Assessment submission: Unless explicitly indicated otherwise, all module assessment and required documentation (e.g., Placement Learning Agreement and Record of Activities) should be uploaded or returned via Canvas. When submitting scanned versions of handwritten documents these should be scanned into 1 pdf document.

University policy on late submission of assessed work: Late submission of assessed work after a deadline will lead to a maximum mark of 40% for work that is handed in within seven calendar days of the deadline. Assessed work submitted more than seven calendar days after a deadline will receive 0%. All assessed work that is not submitted will also receive 0%. This policy is strictly enforced.

Extensions: As a matter of University policy individual module leaders/tutors do not have the discretion to grant extensions. These can only be approved by your academic school. If you are aware in advance of a legitimate circumstances impacting your ability to meet a published submission deadline you must follow the procedures outlined by your academic school, this is usually part of the PEC process.

If your ability to meet a submission deadline is due to illness or other extenuating circumstances, you should again follow the PEC application procedure in your academic school.

Return of submitted work: All students will be informed by Canvas announcement when their assessment mark and feedback is available. With the exception of the formative 10% Engagement Tasks, marks and feedback will normally be available within 20 working days.

Marks and feedback are available via the My Grades area in Canvas.

You are strongly encouraged to engage with and reflect on your written feedback and to consider how you can feed this forward into future assessment. Once you have had sufficient time to reflect on and review your feedback you are welcome to request a meeting with your module tutor for clarification or with further questions.

Good academic conduct and discipline: Newcastle University expects students to be committed to academic honesty and provides briefing and support materials to ensure that students know what is expected of them. All breaches of the University and School rules and regulations regarding assessments (including examination rules) constitute an â&#x20AC;&#x2DC;Assessment Irregularityâ&#x20AC;&#x2122;. Any student that has breached these rules and regulations is liable to academic penalties (including deduction of marks or the award of 0% for an assignment, examination or module) and disciplinary action. No credit will be given for plagiarised work.

Disciplinary actions may range from a written warning to expulsion for serious offenders.

Information on assessment irregularities, procedures and regulations can be viewed at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/ The best site on good academic conduct, including correct referencing and avoiding plagiarism is: https://www.ncl.ac.uk/right-cite/

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These are examples of the more common assessment irregularities: Plagiarism is the use of other’s work without proper acknowledgement. This includes using the words of others, and also concepts, data, ideas, images, and music. Therefore, it is important to acknowledge the source of an idea even if you expressed the idea in your own words.

Self-plagiarism is reusing work, in whole or in part, submitted for a different assessment without indicating the original source. You may never submit the same work or part of the same work for assessment more than once and without exception.

Collusion is the submission by two or more students of the same or substantially similar pieces of work, or parts of pieces of work that are presented as a student’s individually authored work. Collusion may arise from students working together or from one student allowing others to copy his or her work. While all students are actively encouraged to work with others, students must never pass off the other’s work as their own.

Falsification of evidence or research results is to attempt to present as factually true information or other outcomes which are demonstrably false such as claiming to have completed activities, contributed to a project or delivered specific results when that has not in fact been the case.

Please note these are not the only possible assessment regularities. Further information is available at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/assessment.htm.

Attendance As per University policy ‘Students are, except for absence with good cause, expected to attend all elements of their programme of study, including lectures, seminars, tutorials, laboratory work, etc. [. . . ]. If for illness or other good reason you are unable to attend scheduled module teaching you should inform the module tutor indicating why you cannot, or could not, attend. A student who is not able to attend University should follow the procedures outlined at https://newcastle.sharepoint.com/hub/sp/Pages/internal_Attendance.aspx .

Attendance at timetable teaching and individual tutorials is monitored and poor attendance will be noted on your student record. A record of unexplained or unwarranted nonattendance will be reported to your personal tutor and your academic school and, in accordance with University policy may contribute to a judgment of unsatisfactory progress and the implementation of monitoring or the setting of additional work

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