Career Development Module NCL3007 handbook 22-23

Career

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 a Glance

The Career Development Module (CDM):

Provides you with the opportunity to develop the attributes (skills and qualities) graduate employers look for by undertaking work related learning.

Is like other modules you take in that it counts towards your final degree classification. It is worth 20 credits.

Provides you with a selection of tools and resources you can use for the module assessments and beyond.

Key Contacts:

Module Leaders:

Jessica Jung (Jessica.Jung@newcastle.ac.uk)

Darrin Beattie (Darrin.Beattie@newcastle.ac.uk)

Module Tutor: Salome Bolton (Salome.Bolton@newcastle.ac.uk

General Enquiries:

The general email account for enquiries (csmodules@ncl.ac.uk)

You will be contacted by your module tutor by email at the start of the academic year, they should be your main point of contact for any queries about the module. As we all continue to work remotely, if you need to make contact with your module tutor you should do so by email or Microsoft Teams in the first instance.

Useful Links:

Canvas: https://canvas.ncl.ac.uk/

Our web pages: https://www.ncl.ac.uk/careers/modules/cdm/

Personal Extenuating Circumstances guidance and form: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm

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 who can independently self manage, proactively interact and ethically apply their knowledge and skills within the workplace.

Placement

These modules include a 50 hour work placement which typically takes place between November and May. Placement visits should be spread across at least eight weeks, with at least 30 hours completed in semester 2. The placement settings are grouped into three routes:

Student Tutoring: in North-East schools and colleges, or with alternative education providers

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 will 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 NCL3007 breaks down as:

Professional Portfolio Part 1 (50%) due Wednesday 11 January 16:00

Professional Portfolio Part 2 (50%) due Wednesday 10 May 16:00

Both portfolio assessment should include copies of module Engagement Tasks you will make across the year in the form of Discussion Board posts.

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

NCL3007 Learning Outcomes

Knowledge Outcomes

By the end of this module students will know how to:

1. Analyse the graduate labour market in order to determine or further explore a suitable career destination, research this role and the sector of which it is part, compile a portfolio of skills, knowledge and experiences relating to this [Occupational awareness].

2. Assess their readiness for graduate employment, contrast this with the expectations of a suitable career destination, and determine graduate skill development needs for progression towards or within an occupation of choice [Self awareness].

Skill Outcomes

By the end of this module, students will be able to:

3. Apply techniques for structured reflection in order to create meaning from planned purposeful experiences and adopt new attitudes and behaviours that will benefit themselves, their placement, and/or aspired future roles [Reflection].

4. Evaluate the skills needed to be successful within a specific professional setting; plan and implement actions that develop and apply these skill needs within the professional setting specified. [Professional development].

5. Evidence improvement in specific graduate skills and attributes, and progression toward a graduate career of choice, through a professional experience undertaken as part of the module. Present this evidence in a way that reflects current graduate recruitment and selection practices [Articulation]

Your Year Planner Semester One

All assessment deadlines are highlighted in bold and are fixed.

All other dates are subject to change so please ensure you check your personal timetable before scheduled classes and Canvas for any updates during the semester.

You should attend all teaching sessions you have been allocated to, as identified in your personal timetable.

Placement hours (minimum 50) should be completed between November and May, spread across a minimum of eight weeks, and with at least 30 hours completed in semester 2, in order to benefit from module learning and teaching

Date (week beginning)

19/09/22

26/09/22

03/10/22

10/10/22

17/10/22

24/10/22

31/11/22

Events and Reminders

To do: Register placement details/preferences (including any route specific requirements); read through ‘Getting Started’ and ‘Legal Requirements’ modules on Canvas and complete related actions.

Learning Unit 1, Week 1 (lecture, in person on campus) Introduction to the module, and orientation.

To do: familiarise yourself with Canvas and the material in this handbook and the Placement Handbook.

To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 1, week 2 (seminar, in person on campus): Introduction to the module, and orientation

To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 2, week 1 (lecture, in person on campus): Occupational Awareness

To do: Engagement Tasks on Canvas and related Discussion Board post

Learning Unit 2, week 2 (seminar, in person on campus: Occupational Awareness

To do: comment/provide feedback on peers’ Discussion Board posts.

Learning Unit 3, week 1 (lecture, in person on campus): Self Awareness

School half term: Student Tutors informed of allocated placements to make contact for an initial visit before 14/11.

To do: Engagement Tasks on Canvas and related Discussion Board post.

Learning Unit 3, week 2 (seminar, in person on campus): Self Awareness

To do: comment/provide feedback on peers’ Discussion Board posts.

07/11/22

14/11/22

Enrichment Week No Career Development module teaching this week.

Learning Unit 4, week 1 (lecture, in person on campus): Goal Setting and Action Planning

All students to have had an initial visit/meeting at their placements.

To do: Engagement tasks on Canvas and related Discussion Board post.

18 November 16:00 (via Canvas) Placement Learning Agreement submission deadline.

21/11/22

Learning Unit 4, week 2 (seminar, in person on campus): Goal Setting and Action Planning

To do: comment/provide feedback on peers’ Discussion Board posts.

28/11/22

05/12/22

Learning Unit 5 (seminar, in person on campus): Preparing for Assignment 1

No timetabled teaching drop in support available for assignment 1 queries.

12/12/22 No timetabled teaching drop in support available for assignment 1 queries.

19/12/2208/01/23

Newcastle University Christmas Holidays

09/01/23 Drop in support for assignment 1

10 January 16:00 (via Canvas) Professional Portfolio One submission deadline.

Semester Two

All assessment deadlines are highlighted in bold and are fixed.

All other dates and planned present in person classes are subject to change, please ensure you check your personal timetable before scheduled classes and Canvas for any updates during the semester.

You should attend all teaching sessions you have been allocated to, as identified in your personal timetable

Placement hours (minimum 50) should be completed between November and May, spread across a minimum of eight weeks, and with at least 30 hours completed in semester 2, in order to benefit from module learning and teaching

Date (week beginning)

23/01/23 Inter semester break

30/01/23

06/02/23

13/02/23

Events and Reminders

Learning Unit 6, week 1 (lecture, in person on campus): Giving and Receiving Feedback

To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 6, week 2 (seminar, in person on campus): Giving and Receiving Feedback

To do: comment/provide feedback on peers’ Discussion Board posts.

Learning Unit 7, week 1 (lecture, in person on campus): Networking

To do: Engagement tasks on Canvas and related Discussion Board post.

20/02/23 Learning Unit 7, week 2 (seminar, in person on campus): Networking

To do: comment/provide feedback on peers’ Discussion Board posts.

27/02/23

Learning Unit 8, week 1 (Synchronous online): Employer Panel (two hour session)

To do: Engagement tasks on Canvas and related Discussion Board post.

06/03/23 Learning Unit 8, week 2 (seminar, in person on campus): Employer Panel

To do: comment/provide feedback on peers’ Discussion Board posts.

13/03/23

20/03/23

Learning Unit 9, week 1 (lecture, in person on campus): Conclusion and Preparing for Assignment 2

Learning Unit 9, week 2 (seminar, in person on campus): Conclusion and Preparing for Assignment 2.

To do: Arrange a final review meeting at your placement to conclude visits and gain feedback on your performance.

27/03/2321/04/23

Newcastle University Easter Holidays

24/04/23

One to one tutorials (book via Canvas)

To do: Arrange a final review meeting at your placement to conclude visits and gain feedback on your performance.

01/05/23

One to one tutorials (book via Canvas)

09/05/22 10 May 16:00 (via Canvas) – Professional Portfolio Two submission deadline, Record of Activities Form submission deadline.

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.

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.

Covid-19 Specific Guidance

You and your placement provider are advised to discuss any new measures in place as a result of Covid 19, 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.

Safeguarding Overview

Within anyplacement 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.

Professional Portfolio Assessment Part One

What’s this assessment all about?

Part One of your professional portfolio submission for NCL3007 is an opportunity for you to present, explain and justify the personal development goals and related action plans you have developed during semester 1 of your study. This is a written submission with a word limit of 1500 words (+/- 10%). More information about the structure of this piece of written work is provided below and will be discussed during module teaching.

Why are you assessing me in this way?

Taking responsibility for your continuing personal development and keeping a record of this are things you will need to do when you begin your professional life. Being able to reflect upon your strengths, weaknesses, development needs, and progress towards goals you have set yourself or which have been set for you as part of your role is a key factor in progressing within or beyond the role you take up after graduation. It is also key to success in further training or study you may undertake to progress towards your longer term aspirations.

Throughout NCL3007 you will build a portfolio of evidence based on the engagement tasks you will complete and your reflection upon these, as well as what you have learned from module teaching sessions and learning resources, and feedback you have received from others. The Assessed Portfolio (part one) comprises copies of the Engagement Tasks you have completed and submitted during term 1 along with a written reflective piece, presented within a template provided on Canvas, which explores how and why you have set the personal development goals and related action plans you have chosen to focus on, allowing you to practise the skill of reflective writing.

How will Part One of the Portfolio be marked?

The marking criteria overleaf identify what the marker will be looking for when assessing part one of your portfolio, with some examples of what to refer to in order to address these topics. Further detail will be covered in teaching sessions and learning resources on Canvas

As this is a reflective portfolio based on your planned personal development, you are expected to critically analyse and evaluate what you say as well as describing it that is to explain why you have chosen the areas you are focusing on rather than others that you considered, and to synthesise, or make meaningful links between, aspects of your personal development planning, your career aspirations, the professional experience you plan to undertake for this module, and your existing strengths and weaknesses.

You will be given a score for each criterion. The total points achieved will then be converted to form a percentage. Each of the first three criteria will be given a score based on how fully you have met the criterion, and the level of critical analysis and evaluation included. We will also consider the presentation of your work and your attention to detail (avoiding typos, spelling, punctuation and grammar mistakes etc). We have included descriptors below for guidance as to how these scores will be awarded.

Criterion Description To fulfil this

1. Occupational Awareness

A discussion of an explicit future professional position of interest to you after graduation and a demonstration that you have conducted independent research into the requirements of this.

You will research and make reference to a range of available information sources e.g. job descriptions and professional or occupational standards, to critically analyse and evaluate specific skills, attributes, knowledge and/or experience required to perform the functions of this role at the expected level.

2. Self Awareness

A consideration of the steps taken to establish your current personal strengths and weaknesses within graduate professional skills and attributes

You will compare and contrast the results of skills audits, other diagnostic or self awareness tools e.g., SWOT analysis, and recent experiences, in order to establish current strengths and weaknesses

3. Goal Setting and Action Planning

A synthesis of self and occupational awareness to prioritise your single most significant personal development need and your specific plan for how you will achieve this

You will compare and contrast your strengths and weakness with the skills and attributes required to perform your chosen professional role effectively to prioritise your single most significant development need. This will be your personal development goal.

You will make reference to a recognised action planning tool e.g., SMART to illustrate how you will achieve your established development goal. Your action plan will:

• Identify a new tool, technique or knowledge found through independent research, that you will apply to achieve your goal

• Give full consideration to how you will collect data from a combination of qualitative and quantitative sources that will enable you to measure the effectiveness of this new tool, technique or knowledge in achieving your goal after your plan has been concluded.

4. Module Engagement Tasks

The effective application of the product of submitted module engagement tasks.

You will complete all module engagement tasks (Discussion Board posts) within the identified deadlines and refer to the content of these as appropriate within your portfolio.

Descriptors used for marking criteria 1-3

Score Descriptor

1-3

4

Does not address any aspects of the criterion.

Partially addresses the criterion. Account is entirely descriptive or opinion based with no evidence of new knowledge or supporting data

5

Partially addresses the criterion. Account is mainly descriptive or opinion based with some analysis and some evidence of new knowledge.

6

Mostly addresses the criterion with some critical analysis. Includes some evidence of new knowledge being applied.

7 Fully addresses all aspects of criterion with critical analysis and some evaluation. Includes some evidence of new knowledge being constructed from limited sources and applied.

8 Fully addresses all aspects of criterion with consistent critical analysis and evaluation. Includes consistent evidence of new knowledge being constructed from multiple sources and applied effectively.

9 10 Fully addresses all aspects of criterion with consistent critical analysis and evaluation, synthesises information from different sources to construct and apply new knowledge effectively.

Presentation

You will present your work professionally, within the template provided on Canvas, and will proof read your work carefully to correct spelling, grammar and punctuation errors and typos.

NB Presentation will be considered across strands 1 3 of your marking criteria and will make up around 9% of your overall mark.

Name Student ID

Placement name

Word count

Please note:

▪

NCL3007 assessments are compliant with the Newcastle University Policy on Assessment and Feedback2 and students should consult this policy for assessment and feedback queries e.g., requesting extensions and making late submissions (missed deadlines).

▪

The deadline for this assessment is Wednesday11th January 2023 at 4pm. Students are encouraged to plan to submit assessments before the deadline to enable any technical issues to be resolved in good time (see Policy on Assessment and Feedback).

▪ Where multiple submission attempts have been made on Canvas, the most recent attempt received before the deadline will be marked.

▪ Assessments must be written within the template provided below and submitted in this format. They must be converted to PDF files before submission. To convert a Word document to PDF format simply select “file” “save as” then select ‘PDF’ from the drop down file format options box.

▪

The NCL3007 Portfolio 1 assessment criteria is the core reference document for this assessment (see above). Whilst there is guidance in the assessment template, this is to encourage engagement with the criteria and does not supplant the criteria.

▪

The word limit for this assessment is 1500 words. There are approximate word counts given for each section of the assessment template below. These are for guidance only but do emphasise the importance of giving equal consideration to each of the three content criteria.

▪

Please note submissions which exceed the word limit by more than 10% (150 words) will attract a penalty of 5% of the mark awarded. Bibliographies and appendices are excluded from the word count.

▪ Students are expected to provide evidence of their independent research and record the sources they have consulted in the bibliography section (part 7).

▪

Students may refer to the result of skills audits and other self diagnostic tools and tests. The results of any tests referred to in the body of the assignment must be provided as appendices. Appendices should be copied and pasted into the template underneath the “appendices” heading (part 8).

▪

The bibliography and appendices are not marked. Information submitted in the bibliography and appendices must be summarised and applied effectively within the main body of the assignment.

Criterion 1: Occupational Awareness

Part 1 (approximately 100 words)

Assignment 1 Template

Criterion 2: Self Awareness

With reference to your independent research (for example using the person specification section of a job description), list the core skills and attributes required by a career destination or aspiration of interest to you after graduation.

Part 2 (approximately 400 words)

With reference to role description/s, core competencies, professional or occupational standards or similar research, critically analyse and evaluate how the core skills and attributes included in part 1 above might be used in the specific role you aspire to.

Part 3 (approximately 100 words)

Summarise key learning points you have drawn from the results of skills audits and other self diagnostic tools used within the module (Self Awareness Learning Unit) to identify personal strengths and weaknesses.

Part 4 (approximately 400 words)

Critically analyse and evaluate the results of the skills audits and self-diagnostic tests you have included in part 3.

As part of this you should refer to two recent experiences to illustrate a time when you used a weakness unsuccessfully and another when you used a strength successfully.

Criterion 3: Goal Setting and Action Planning

Part 5 (approximately 250 words)

Compare and contrast the core skill and attribute requirements of the career destination or aspiration identified in part 1 with the personal strengths and weaknesses identified in part 3 to establish your most significant development needs for success in this career. This discussion should identify your most significant personal development goal (i.e., the development

Bibliography

need that is most urgent for your current career planning, is personally challenging for you, and which can be achieved at your module placement) to explain why this is the highest priority for you.

Part 6 (approximately 250 words)

Apply a recognised action planning technique - e.g., SMART - to set out an explicit, well structured and robust action plan for progressing towards the significant personal development goal established above.

Your plan should specify the tool, technique or knowledge found through independent research, that you will apply to achieve your goal and detail of how you will collect data from a combination of qualitative and quantitative sources to measure the success of your planned actions.

Part 7 Use this section to provide a list of resources consulted using the referencing format you are most familiar with from your degree programme. See https://libguides.ncl.ac.uk/managing/referencing_styl es for further information regarding referencing. Please note that the content of references must be summarised and applied in the body of the assignment.

Appendices

Part 8 Use this section to include data that provides further context to discussions contained within your assignment.

Please note that appendices must be summarised and discussed in the body of the assignment.

Professional Portfolio Assessment Part Two

What’s this assessment all about?

Professional Portfolio Assessment 2 is an opportunity for you to present evidence of your personal development through the module and through the professional experience/placement you have undertaken, and to reflect on what you have learned through this process.

Why are you assessing me in this way?

Compiling a portfolio showcasing examples and evidence of your progress, personal development, and achievements will benefit your future career and professional development. It will also provide you with a valuable resource to revisit when applying for future opportunities, completing application forms, and preparing for interviews and assessment centres. Spending time reflecting on what you have learned from this process that you can apply in the future will help you with your personal and professional development as you start your career after graduation.

This Portfolio is based on personal reflection on your progress and presenting evidence of this, and what you have learned through the processes of goal setting, action planning, and using new knowledge to develop areas you have identified as being of high priority. The formats available for presentation of this assessment encourage you to engage with different ways of articulating and presenting examples of what you have achieved whilst using technology effectively and creatively.

How should I present this Portfolio?

You can choose between two formats:

a. A voiceover PowerPoint presentation. The presentation should include slides with a pre recorded voiceover to accompany this which is no longer than ten minutes long. You can include images, hyperlinks and/or screenshots and may also choose to embed short video clips (the length of these should be included in the overall ten minutes duration).

b. A video of no longer than ten minutes. This can be recorded and edited using a video camera or video functionality of a computer, smartphone, or tablet. The majority of the video should be narrated by you, but you can choose how you want to present evidence to meet the criteria, this could include images, interviews with others, etc.

The portfolio must be uploaded to Canvas by the deadline and must be submitted as either a PowerPoint or video (MP4) file. Please check that any recording/voiceover plays correctly before uploading the file.

How will the Portfolio be marked?

The below overleaf identify what the marker will be looking for when assessing your portfolio, with some examples of what to refer to in order to address these. Further detail will be covered in the teaching sessions and learning resources related to each topic.

As this is a reflective portfolio based on your planned personal development, you are expected to critically analyse and evaluate what you say as well as describing it that is to explain why you have chosen the areas you are focusing on rather than others that you considered, and to synthesise, or make meaningful links between, your personal development progress, your achievements, and aspects of your personal development planning, the professional experience you plan to undertake for this module, and your career ambitions.

You will be given a score on each criterion, with the total mark converted to a percentage. The total mark will appear as a percentage based on the marks achieved out of the total points possible. The first two criteria will be given a score based on how fully you have met the criterion, and the level of critical analysis and evaluation included.

Criterion Description

1. Personal Development Progress

You will analyse the planned actions taken to progress towards a significant personal development goal, and demonstrate the scale of the personal development produced by this planned action.

How to fulfil this

By critically analysing and evaluating data collected from the combination of quantitative and qualitative sources established in your action plan, specifically to assess the effectiveness of the new tool, technique or knowledge used for achieving your development goal. You should not rely on personal opinion as your sole measure of success.

You will contrast your level of performance prior to implementing your action plan with that after your action plan to demonstrate the significance and scale of the personal development achieved.

2. Module Outcomes

You will review both portfolio assignments to demonstrate the extent of your understanding of the personal development process and how you will benefit from this in your future career path.

This is an overview of your personal development journey over the course of the module.

You will reflect upon the process followed to establish and accomplish a meaningful personal development goal, giving particular regard to new understandings reached of the personal development process

You will conclude with a discussion of how you intend to incorporate this new understanding in your continued professional development.

3. Module Engagement Tasks

4. Presentation

The effective application of the product of submitted module engagement tasks.

You will communicate effectively and use audio visual technology appropriately to enhance your portfolio.

You will complete all module engagement tasks (Discussion Board posts) within the identified deadlines and refer to the content of these as appropriate within your portfolio

By responding fully to the requirements for this assessment and using technology and communication skills (verbal and non verbal) to communicate these professionally and compellingly.

NB: This assessment will be marked out of 100, in line with the University common marking scale. The criteria are weighted as follows:

Criteria 1 and 2: 40 marks each (combined to produce 80% of total score);

Criteria 3 (Engagement Tasks): 10 marks (10% of total score).

Criteria 4 (Presentation): 10 marks (10% of total score).

Score Descriptor

1 3 Does not address any aspects of the criterion.

4

Partially addresses the criterion. Account is entirely descriptive or opinion based with no evidence of new knowledge or supporting data

5

Partially addresses the criterion. Account is mainly descriptive or opinion based with some analysis and some evidence of new knowledge.

6

Mostly addresses the criterion with some critical analysis. Includes some evidence of new knowledge being applied.

7 Fully addresses all aspects of criterion with critical analysis and some evaluation. Includes some evidence of new knowledge being constructed from limited sources and applied.

8 Fully addresses all aspects of criterion with consistent critical analysis and evaluation. Includes consistent evidence of new knowledge being constructed from multiple sources and applied effectively.

9 10 Fully addresses all aspects of criterion with consistent critical analysis and evaluation, synthesises information from different sources to construct and apply new knowledge effectively.

Engagement Tasks and Discussion Boards

Across the module you will be expected to complete a number of tasks which have been designed to prepare you for scheduled teaching sessions, to consolidate your learning, or to apply tools you have been introduced to in practice. These tasks are designed to encourage timely engagement with the tools, resources and strategies introduced through module learning and teaching and to help you maximise your professional development.

To encourage interaction and to help facilitate the valuable process of learning from others by giving and receiving feedback, you will be asked to make a short post on a Canvas Discussion Board reflecting on your learning from completing some of the required engagement tasks. You will be required to make one post for each of the ‘themes’ covered in learning and teaching for the module onto a Discussion Board linked to that theme. You will also be required to comment and give constructive feedback on two posts by your coursemates for each Discussion Board theme.

Full instructions and links to all Discussion Boards can be found on Canvas in ‘Assignments’ as well as within each of the themed Learning Units (see ‘modules’). Your posts should be up to 100 words long and your comments/feedback up to 75 words long (each) please note these words limits are for guidance only. Discussion Boards should be completed before attending your seminar for that learning unit, and feedback to others given after attending your seminar.

Your Discussion Board posts and the feedback you receive on these will form a key part of the portfolio assessments you are required to submit for the module, and you will be asked to submit screenshots of these as part of your assessment.

Completing these tasks within the deadlines provided will contribute directly towards your marks in your portfolio assessments for this module – please see assessment criteria for each of the portfolio tasks for full details.

Essential Documents

Initial Meeting 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 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 of our students are working in a safe and healthy environment.

Data Protection Statement

This form will be kept by the Careers Service for the duration of the placement. The data collected will be available to Newcastle University staff and will not be distributed externally. It will only be used in connection with Newcastle University student placements. This privacy notice explains how the University processes your personal data as well as your rights in relation to the personal data we hold about you and contact details of the University’s Data Protection Officer: https://www.ncl.ac.uk/data.protection/dataprotectionpolicy/privacynotice/

Name of Placement Organisation:

Name of Student(s): (please list if there is more than one)

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

Yes No

1 Do you have a written Health and Safety Policy?

2 Will the student undergo an induction and receive other safety related training necessary to undertake the placement?

3 Will the student be provided with any necessary safety equipment or protective clothing?

4 Will the student be supervised during the placement?

5 Are there risk assessments 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 ongoing Covid-19 guidelines and ensure the safety of the student?

7 Has the student been informed of any required measures in relation to Covid19 guidelines to keep both them and the organisation safe?

8 Are arrangements in place in the event of an emergency?

9 Will the University be informed of any accident involving the student?

1 0 Is there a formal procedure for reporting and recording accidents and incidents?

1 1 If the role involves working with children or vulnerable adults, will the student be provided with the relevant Child Protection documentation and briefed on the placement procedures?

If you answered ‘no’ to any of the questions, please provide further details here:

Declaration:

I confirm that I am authorised to respond on behalf of my organisation and that the above statements are true to the best of my knowledge and belief and have been discussed with the student(s) placed with us.

Name

Job Title

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.

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:

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):

Placement Learning Agreement

To be completed by the student, discussed and agreed with the placement supervisor, and kept for reference.

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.

Name of Placement Organisation:

Use this space to record the agreed activities/projects you will be carrying out at your placement, and how these relate to the personal development goals you have set for yourself:

How will these activities allow development of your graduate skills in Planning and Organising, Communication, Teamwork and Problem Solving? (see Graduate Skills Framework Descriptors available on Canvas):

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

Agreed with Placement Supervisor (name): Date of meeting:

Once you have completed the learning agreement and discussed this with your supervisor it must be uploaded to Canvas by the deadline provided there (and see Year Planner).

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 (see Graduate Skills Descriptors on page 29).

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?

End of Placement Review

To be used by Placement Supervisor and student before and during the 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)

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?

Descriptors

Indicators of Unsatisfactory competence include:

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in:

To demonstrate Good competence the student will have:

To demonstrate Very Good competence the student will have consistently and effectively:

To demonstrate Excellent competence the student will have consistently and effectively:

Planning and Organising

Set targets, plan actions and manage time and resources effectively to achieve personal and placement goals.

Goal setting and action planning will inform development of the other Graduate Skills.

Communication

Use speech, writing, non-verbal methods and technology to present and exchange opinions, ideas and information effectively.

Teamwork

Build effective working relationships and collaborate with other people.

▪ Not setting personal goals;

▪ Frequently not following instructions;

Not learning from feedback;

Poor time and resource management.

▪ Frequently not engaging in appropriate communication;

Not listening.

▪ Setting personal goals that are unrealistic in relation to personal strengths and weaknesses;

Setting personal goals that are not achievable in relation to placement policies and practice.

▪

Set and communicated personal goals;

▪ Planned actions;

Managed time and resources to improve own performance and contribute to placement goals.

▪

Set challenging personal goals;

▪ Planned SMART actions: Specific, Measurable, Achievable (considering placement policies and practice), Realistic (considering own strengths/weaknesses), Time bound;

▪ Recorded and reflected on progress.

Providing inaccurate or confusing messages;

Failing to meet the needs of the audience.

▪ Produced accurate and coherent messages that met the needs of the audience;

Encouraged dialogue with others.

▪ Frequently opting out of teamworking activities;

Acting in ways that adversely affect the team.

Not building and maintaining working relationships;

Making a limited contribution to achieving team goals.

Agreed their role and responsibilities with supervisor and colleagues;

Formed working relationships across teams;

Contributed to achieving team goals.

▪ Used a range of appropriate communication methods;

▪ Met the needs of different audiences;

▪ Actively listened to others.

▪ Exceeded personal and placement goals e.g. delivered results early or used fewer resources than anticipated;

Demonstrated professional practice.

Personal Enterprise

Use problem solving to respond to opportunities to improve own performance and work processes.

Not actively seeking opportunities;

Not anticipating problems;

Avoiding challenges.

Not identifying opportunities or problems that are relevant to role;

Not generating ideas to solve problems.

Identified some problems and opportunities;

Generated and shared solutions to some problems for themselves or their team.

Regularly consulted with colleagues and other stakeholders;

Developed and adapted their role within the team;

Made an important contribution to achieving team goals.

Consistently evaluated and selected from a range of methods; to communicate with different audiences, for different purposes.

Performed a variety of team roles, including appropriate leadership;

Made a substantial contribution to achieving team goals.

Proactively identified problems and opportunities that were relevant to the role;

Used problem solving techniques to generate ideas;

Selected and implemented appropriate actions.

Proactively generated, evaluated, and presented/implemented innovative ideas that improved own performance and work processes.

Record of Activities Form

This form should be completed

and uploaded to Canvas

Student Name

student,

number

by the Placement Supervisor and then

Module Code Placement Organisation Name

You should use this form to record your hours spent engaging with activity for your placement and include:

visit to placement;

visits;

supervisor review meetings;

and final review meetings

You cannot include time spent travelling to and from your placement unless you are travelling from your usual place of work to another destination

a site visit.

It is your responsibility to ensure that you have completed the required number of hours on placement. You must complete 50 placement hours across the academic year, normally spread across at least eight weeks and with at least 30 hours completed in Semester 2.

If you cannot fit all visits onto the two sides provided here, please download an additional copy from Canvas.

Date Start Time End Time Description brief details to remind you/supervisor what you did

Signed Hours Total of Hours

Total

Assessment Policies

Assessment submission: Unless explicitly indicated otherwise, all module assessment and required documentation (e.g cord 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 deadlines will attract mark penalties as detailed in the University’s policy, please see the University’s 3 for more details.

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 module Engagement Tasks, marks and feedback will normally be available within 20 working days. Marks and feedback are available via the 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 ‘Assessment Irregularity’. 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/student progress/policies/procedures/assessment%20irregularities/

The best site on good academic conduct, including correct referencing and avoiding plagiarism is: https://www.ncl.ac.uk/right cite/

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. As part of your commitment to your studies you are expected to attend all elements of your programme of study, except for absence with good cause.’ See the Student Attendance Monitoring Policy available here: https://www.ncl.ac.uk/student progress/policies/policies/attendance/

If you need to record a genuine absence from your studies, you should follow the Student Absence Procedure: https://www.ncl.ac.uk/student progress/policies/procedures/studentsicknessandabsenceprocedure/, submitting an absence request via your Academic School, rather than the Student Self Service Portal (SP3) at the moment, for absences expected to last longer than three days.

Attendance at timetable teaching is monitored and poor attendance will be noted on your student record. A record of unexplained or unwarranted non attendance 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