Newcastle University Careers Service Placement Year Module NCL3000 Student Handbook 2019-20
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Useful Information The name of your module tutor will be indicated on Blackboard and by email. You should check your University email and the announcements page on Blackboard regularly for updates about the module. Please note if emailing your tutor with a query that the Careers Service has a policy of responding to all emails within three working days.
Newcastle University Careers Placement Year Module Careers Service,
E-mail: cs.placementyear@ncl.ac.uk
Level 1, King’s Gate,
Web:
https://www.ncl.ac.uk/careers/modules/careersserviceplacementyearmodule/
Newcastle University,
Telephone: 0191 208 2003
Newcastle-upon-Tyne,
Fax: 0191 208 7780
NE1 7RU.
Module Code NCL3000
Who does it?
Assessment Requirements
Placement Year for penultimate stage students
Reflective Blogs/Report Supervisor Evaluation 1131 hours (min)completed at placement
The handbook and working documents are available electronically in Blackboard. If you require any resources in a different format such as larger print please contact the Careers Service.
Name Placement Organisation Placement Supervisor (at organisation) Module Tutor Placement Adviser
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Contents
Page
1 Module Introduction
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1.1 The Module
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1.2 Starting the NCL3000 Module
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1.3 Year Planner
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1.4 What teaching and support is available?
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1.5 What are you (students) required to do?
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1.6 What are staff at the placement expected to do?
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1.7 What will University staff do?
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1.8 Personal and Professional Development
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1.9 Tell us what you think
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2 Your Placement
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2.1 Preparing for Your Placement
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2.2 Attending Your Placement
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2.3 Management of module learning resources
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2.4 Individual Tutorials
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3 Skills Development, Assessment and Feedback
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3.1 Assessment Overview
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3.2 Assessment Guidance and Regulations
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3.3 External Examiner
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3.4 Graduate Skills Framework
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3.5 Assessment Criteria
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3.6 Assessment Glossary
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4 Essential Documents 4.1 Preparation for Placement form
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4.2 Placement Learning Agreement (PLA)
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4.3 Mid-year Review form
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4.4 Conclusion of Placement form
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4.5 Evaluation by placement supervisor (additional copy)
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4.6 Criteria for placement supervisor evaluation form
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4.7 Record of Activities form
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Module Introduction
Welcome to your Module Handbook. This is yours to keep and, together with Blackboard, provides the information you need to get started and help you throughout the module. At your placement you will be working with others to achieve significant personal and placement goals, develop your graduate skills and achieve the assessment criteria for the module. In this handbook you will find assessment guidance, the criteria you are working towards and copies of important documents. You should keep your handbook with you at your placement as it will support you through this module. To get the most from this module and understand what is required of you, you should take time to familiarise yourself with your handbook and with Blackboard before starting your placement, and refer back to them regularly!
1.1 The Module This is an academic module which, upon successful completion, provides students with a degree title that includes ‘with placement year’ ‘with year in industry’ or ‘with professional placement’, and expectations of students completing this module are in line with other modules of the same weighting. All university placement year modules incorporate directed and self-directed study totalling 1200 hours for a 120 credit module. For all students on the Careers Placement Year module each student is required to undertake about 6 hours of scheduled learning (pre-placement workshop), 1131 hours of placement attendance time and 60 hours of guided independent learning, and 3 hours of Drop-in surgeries.
1.2 Starting the NCL3000 Module All students taking the placement year module should have their placement(s) agreed before the start of the module and you can start to count hours towards completing the module after: •
attending two Placement Preparation workshops;
•
formally completing the current academic year;
•
being formally enrolled onto Blackboard for the module (usually beginning of July).
See the accompanying diagram on the next page. If you have any queries about any of these elements you should contact the placements team in the first instance.
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1.3 Year Planner •
University calendars and individual start dates may vary.
•
All assessment deadlines (bold) are fixed.
Semester 1 Planner Date
Teaching events and important reminders
22/07 Blackboard Materials released 18/11 Latest submission date for Formative Assignment 1 (Blogs 1&2) 20/12 Latest date for 1 to 1 with module tutor (telephone, skype, Facetime) Students required to arrange 1 to 1 appointment with module tutor between 9th December and 20th December 2019. Appointment will be made available through eportfolio bookings.
Semester 2 Planner Date
Planned activity and reminders
27/01 Latest submission date for Formative Assignment 2 (Blog 3) 23/03 Latest submission date for Formative Assignment 3 (Blog 4) 15/05
Latest date for 1 to 1 with module tutor (telephone, skype, Facetime) 4th May and 15th May 2020. Appointment will be made available through e-portfolio bookings.
29/05
Final Submission date for reflective report, record of activities and supervisor evaluation direct to Blackboard.
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1.4 What teaching and support is available? There is lots of support available to help you to perform effectively on placement and in module assessment. You should make the most of this by engaging with all blackboard materials and through the two one to one sessions that are available to you as well as supplementing these with your own research and reflection. Module Tutor All students are assigned a module tutor at the beginning of the year (check University email for a message from your tutor at the start of term). You can contact them at any time for advice and support, to book additional meetings or tutorials, or just to let them know how you’re getting on! One to One seminars Due to the diversity of locations for placement year students there are a variety of options available for one to one module tutor support including scheduled appointments at the University, Skype and Facetime meetings or telephone meetings. Two essential appointments will be between 9th -20th December 2019 and 4th-13th May 2020. Independent Research and Reflection In addition to the support we offer, you are expected to set challenging personal goals to contribute to your placement and develop your graduate skills, reflect on your progress towards these and use resources from the library and elsewhere to research your career aspirations, placement policies and practice, and relevant graduate skills techniques and theory to help you to achieve your goals. You should record individual goals and reflection on your progress using blackboard journal blog entries. You will learn more about blackboard journal at the placement preparation event and also on blackboard. Placement Team Support In addition to academic contact with your module tutor, you will be assigned a Placement Adviser who will be available to support you with anything that is not related to the module. You will receive an email from your Placement Adviser before you start your placement. They will also contact you as follows:
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1.5 What are you (students) required to do?
Attend the formal induction meeting arranged by your placement to discuss goals and expectations, and submit your completed Placement Learning Agreement form (PLA) (4.2) via Blackboard within two weeks of being added to the module – your Placement Adviser will notify you when this has happened.
Complete the required number of hours of work at your placement (1131 hours of placement activity by 29th May 2020).
Ensure that the placement supervisor evaluation form (4.5) is completed by your supervisor and is submitted via a Blackboard submission by the deadline date of 29 May 2020.
Ensure your Record of Activities form (4.7) is signed by your Placement Supervisor and submitted via Blackboard by 29th May 2020.
1.6 What are staff at the placement expected to do? (For information only)
At the beginning of the placement arrange a formal induction meeting for students to attend to discuss placement and student expectations and goals. They will also complete the Placement Learning Agreement with you and sign.
At the end of the placement complete and sign the Supervisor evaluation form (4.5) which the student will submit via Blackboard by 29th May 2020. Discuss the Supervisor Evaluation form with the student during and before the 29th May 2020, and provide a formal evaluation of the work of the student by completing this form.
Provide regular support and feedback, at a minimum including a mid-year review. The student should be proactive in identifying problems, issues and needs that arise during their placement.
Sign the student’s Record of Activities Form (4.7) to verify their attendance and completion of the required number of hours. (This may be completed retrospectively during review meetings).
Contact the University if there is anything that can’t be resolved through discussion with the student.
Ensure that students work within relevant statutory guidelines and that a nominated member of staff is clearly responsible for the work that the students do at all times.
1.7 What will University staff do?
Provide appropriate support for individual students and liaise with other university staff to facilitate recruitment and registration of students onto modules.
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Support students to enable them to develop personally and to be successful in assessment for the module.
Establish and maintain working relationships with placement providers to resolve issues and maximise benefits for all participants.
Assess and moderate students’ work, provide formative feedback, enter marks onto university systems, and manage resit procedures.
Comply with all university Quality Assurance procedures for assessment.
Use feedback from all participants to evaluate and improve procedures.
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1.8 Personal and Professional Development The placement year module allows you to gain work experience for “Over half of recruiters caution that graduates who have had no previous work experience at all are unlikely to be successful during the selection process and have little or no chance of receiving a job offer for their organisations’ graduate programmes.” High Fliers Report.
credit as part of your degree. It also introduces you to concepts, techniques and resources that will help you to define and achieve personal goals and improve your skills to get the most from your placement and open up opportunities and career ambitions for you. Research has highlighted that workplace success is more likely if you are equipped to understand your development needs, and set goals and targets to improve your personal performance and professional practice. 1
This module will give you the skills and knowledge you will need to set challenging and significant personal goals, plan actions to achieve these, and monitor your progress, as well as developing your Graduate Skills and the ability to present your skills, attributes and achievements to potential employers. “My advice for graduates is to make sure you reflect on what you have learnt, both at university and in an extra-curricular capacity, and be able to articulate it in your applications and at interviews; think about what transferrable skills you might have gained and how you would apply your knowledge and experience to different situations. If you are able to get into that mode of thinking, you will be immediately more attractive to employers.” Carl Gilleard, Former Chief Executive of the Association of Graduate Recruiters.
1.9 Tell us what you think Your perceptions of and feedback on the module are extremely valuable in developing the placement year module for future years. We monitor this through 1 to 1 module leader/student conversations, end-of-module evaluation, and other methods.
1
http://gsehd.gwu.edu/sites/default/files/documents/PUBLISHED_Kurose.pdf (accessed 09/08/2016)
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Your Placement
All students must attend the formal induction meeting at their placement to meet with their supervisor and discuss personal goals and expectations for the module. You should prepare for your initial visit/induction using the guidelines below. You are also expected to meet with your supervisor throughout your placement to review your progress. Understanding the policies and practice of your placement and aligning your personal goals with these will allow you to improve your knowledge of the services offered by your placement and direct your skills and creativity accordingly, developing your occupational awareness as you do so. You should familiarise yourself with the full range of activities available through your placement, and offer support accordingly.
2.1
Preparing for Your Placement
Before your initial visit you should have:
Completed the two Placement Preparation workshops. Complete your Preparation for Placement form (4.1);
At your induction:
With your placement supervisor, use the Preparation for Placement form (4.1) to initiate discussion about experiences you would like to gain, activities you’d like to try, skills you’d like to develop, and your anticipated personal goals for the placement;
Work through the Placement Learning Agreement form (PLA) (4.2). Use the Placement Supervisor Handbook to explain the assessment to your supervisor and what it will involve, give this to the member of staff you will be working with the most;
Find out what you can do to be successful on your placement including your role there and how this relates to your placement’s policies and practice;
Submit your completed Placement Learning Agreement form (4.2) promptly via Blackboard within two weeks of being added to the module;
Tell your placement if you have any medical conditions or other requirements that might be relevant.
2.2 Attending your Placement
Complete the required number of hours (1131 placement hours before the 29th May 2020). Verify your attendance using the Record of Activities form (4.7).
Use the documents and tools available to you for this module (see Blackboard) to help you to perform more effectively.
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Manage your relationship with your placement supervisor to receive regular feedback on your performance, and re-negotiate your role if appropriate.
Arrange a mid-year review with your supervisor to discuss your achievements and progress at placement and review your Placement Learning Agreement form (4.2), and conclude your placement appropriately. Use the Mid-Year Review and Conclusion of Placement forms (4.3/4.4) to plan for these.
Arrange a meeting to discuss and complete the Supervisor Evaluation (4.5), and submit via blackboard by 29th May.
2.3 Management of Module Learning Resources
It is essential that students engage in the learning units that are developed to support learning with transferable skills whilst at placement. These resources are also grouped together to support each of the required formative blog submissions
2.4 Individual Tutorials
Two individual academic tutorials are available to students over the placement to ensure that students are both engaging with learning materials and applying this information at placement.
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3.1 Assessment Overview Your overall mark for this 120 credit module is formed from a number of assessment components. Each assessment component is marked on a pass/fail basis against assessment criteria: •
Blogs and final submission A series of formative blogs are expected across the academic year which will support the production of the final summative submission. All blogs will receive feedback from one of the module leaders to help guide students for the final submission.
•
Record of hours All hours at placement need to be recorded accurately. Please ensure the Record of Activities form (4.7) is signed on a regular basis by your supervisor. Failure to have accrued 1,131 hours will mean that module requirements have not been completed and students would not be able to progress to assessed work submission.
•
Evaluation by Placement Supervisor (all students) This allows staff at your placement to comment on your performance, graduate skills development and how your work has contributed to the placement as a whole. You should follow the guidance on the Supervisor Evaluation form (4.5) to ensure it is completed correctly. It should then be submitted via Blackboard by the 29th May. Section 4 includes a spare copy of the supervisor evaluation form if required.
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3.2 Assessment Guidance and Regulations You are expected to:
Be familiar with the definitions of the module Graduate Skills and assessment criteria which you can find on Blackboard;
Consult with your placement supervisor to develop and work towards significant personal goals to improve your performance in your role and develop your career aspirations;
Work proactively to collect evidence that will enable you to provide examples that meet the criteria at the highest levels;
Inform your module tutor immediately if you are concerned about collecting enough evidence from your placement to discuss at your final assessment;
Direct formal requests for extensions to any assessment deadlines to your academic school or department’s Personal Extenuating Circumstances (PEC) committee.
In accordance with University regulations:
Marks and feedback will be available on Blackboard (Blackboard Tools; My Grades) within four weeks (20 working days) of the submission deadline;
All assessment deadlines are final. Assignments submitted after the advertised deadline (29th May 2020) will be treated as unauthorised late submissions. Late blog submissions will require a PEC from your school to be assessed.
Failing this module may require you to complete and return a “take away” resit task during the formal university resit examination period.
You should also note:
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The module is subject to university regulations on plagiarism and collusion;
Plagiarism is defined as the use of the work of others without acknowledgement. This includes, for example, concepts, ideas, data, designs and images. Note in particular that it refers to ideas, not just to words, so even if you express someone else’s ideas in your own words, the source of the idea must still be acknowledged;
Collusion is defined as the submission by two or more students of the same or similar pieces of work (or parts of pieces of work) which are presented as the individual’s own solely authored work. This could arise from students working together to complete the work, or by one student allowing another to copy his/her work. 2 Whilst you may work jointly on some placement tasks, you should ensure that all submitted work is completed individually and presented from the perspective of your individual input; not someone else’s.
https://www.ncl.ac.uk/right-cite/ (accessed 16/07/2019)
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3.3 External Examiner In order to help ensure the quality of education it provides and maintain the standards of its awards, Newcastle University places significant reliance on its external examiners by: 
Requiring them to provide independent and impartial advice, as well as informative comment on the university’s standards and on student achievement in relation to these standards;

Drawing upon their professional advice and expertise and giving full and serious consideration to their reports.
The external examiner for the Careers Service Placement Year module is Mr Andrew Ferguson
Profile Mr Andrew Ferguson is an experienced member of staff at York University. His role as Assistant Director for Careers & Placements at York has enabled him to engage with the development and incremental improvement of work-based learning for over ten years. He holds the position of Chair of the University of York's Placement Coordinators Group that is responsible for maintaining and improving the QA aspects of all the institution's placement and overseas learning which includes representing the role of work-based and service learning at York to the QAA at periodic visits. Mr Andrew Ferguson has recently project managed the introduction of York's equivalent of the Careers Service Placement Year module and so is familiar with the challenges of designing, managing and assessing a module that is credible across a range of academic disciplines. He has extensive experience in the design and delivery of blended curriculum through his role in Careers but also from his time with the White Rose Centre for Teaching and Learning in Enterprise.
For further information see the University Policy for External Examiners of Taught Programmes.
Please note you should not contact the External Examiner directly, particularly in relation to individual performance in assessments. Feedback about the module should be passed to your student-staff committee rep, and queries about assessment methods or performance directed to your module tutor in the first instance
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3.4 Graduate Skills Framework Graduate employers usually ask for appropriate knowledge, technical competence and general or specific personal transferable skills. The particular skills (also known as competences or competencies) identified by employers may vary but many can be summarised into broad areas of competence. The Graduate Skills (part of Newcastle University’s Graduate Skills Framework) represent competences that are relevant as learning outcomes for undergraduate and postgraduate work experience programmes and which are also directly transferable into a wide range of graduate employment contexts. See www.prospects.ac.uk for more information on graduate skills and careers advice and guidance. You should undertake research (into relevant theories and techniques) to help you to develop your Graduate Skills and to provide evidence of how you have developed the skills at your placement – the Blackboard learning units will give you a starting point for doing this (see planner for dates). You should record and reflect upon your development of the skills throughout your placement. The skills inter-relate and should be viewed holistically. For module assessment, you are expected to provide specific examples of how you have demonstrated skills of communication, teamwork and personal enterprise at a high level whilst at your placement for the module. The table below includes definitions of Planning and Organising, Communication, Teamwork and Personal Enterprise (creative problem solving). Alongside these are descriptions of behaviours associated with different levels of competence in each of the skills. These map the descriptions your supervisor will use when completing their evaluation and are referenced in the module assessment criteria. These standards should be used, along with the assessment criteria to help you provide explicit examples of how you have used and developed your skills on placement during review meetings with your supervisor, and in module assessment. Additional Graduate Skills of Self-Awareness and Reflection and Occupational Awareness are developed through teaching and assessment for the module:
Self Awareness and Reflection
Engage in activities to recognise own knowledge, values, qualities and skills in order to inform and guide personal and professional development.
Occupational Awareness
Understand the nature, requirements and context of a work role in order to inform and guide professional development.
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Graduate Skills Framework
Indicators of Unsatisfactory competence include:
Indicators of satisfactory competence include inconsistent and/or ineffective use of skills resulting in: 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.
To demonstrate Good competence you will use skills to:
To demonstrate Very Good competence you will consistently and effectively use skills to:
Set and communicate personal goals; Plan actions; Manage time and resources to improve your own performance and contribute to placement goals.
Set challenging personal goals; Plan SMART actions: Specific, Measurable, Achievable (considering placement policies and practice), Realistic (considering own strengths and weaknesses), Timebound; Record and reflect on progress.
Exceed personal and placement goals e.g. deliver results early or using fewer resources than anticipated; Develop your career aspirations and professional practice.
Evaluate and select from a range of methods; Communicate with a diverse range of audiences; Communicate for different purposes. Perform a variety of team roles, including appropriate leadership; Make a substantial contribution to achieving team goals.
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 your development of the other Graduate Skills.
Not setting personal goals; Frequently not following instructions; Not learning from feedback; Poor time and resource management.
Communication Use speech, writing, nonverbal methods and technology to present and exchange opinions, ideas and information effectively.
Frequently not engaging in appropriate communication; Not listening.
Providing inaccurate or confusing messages; Failing to meet the needs of the audience.
Produce accurate and coherent messages that meet the needs of the audience; Encourage dialogue with others.
Use a range of appropriate communication methods; Meet the needs of different audiences; Actively listen to others.
Teamwork Build effective working relationships and collaborate with other people.
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.
Agree your role and responsibilities with your supervisor and other colleagues; Form working relationships across teams; Contribute to achieving team goals. Identify some problems and opportunities; Generate and share solutions to some problems for yourself or your team.
Regularly consult with colleagues and other stakeholders; Develop and adapt your role within the team; Make an important contribution to achieving team goals.
Personal Enterprise Not actively seeking Use creative problem opportunities; solving to respond to Not anticipating opportunities to improve problems; own performance and work Avoiding processes. challenges.
Not identifying opportunities or problems that are relevant to role; Not generating ideas to solve problems.
Identify problems and opportunities that are relevant to the role; Apply creative problem solving techniques to generate ideas; Select and implement appropriate actions.
To demonstrate Excellent competence you will consistently and effectively use skills to:
Generate, evaluate, and implement innovative ideas that improve own performance and work processes.
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3.5 Assessment Criteria
module skill/
Careers Service Placement Year Module
Assessment Criteria
NCL3000
Criteria Descriptor
Pass Indicators
Fail Indicators
Evidences self-awareness through analysis of own strengths and
Discussion explains why a specific skill is significant,
Identifies generic skill(s) only,
weaknesses across core module graduate skills
how this has impacted or supported past performance,
description without analysis, reflection
evidences effective engagement with reflective
or evaluation (e.g., what but not why
learning, is supported with reference to appropriate
or how)
knowledge outcome
SO1
sources (e.g., module skill audits or other appropriate self-assessment instruments).
KO1
Evidences analysis of the skills and knowledge required for
Identifies specific skills, explains how and why these
General assertion of importance of
effective performance in placement role
are relevant to effective performance in specific
generic skill set, little or no evidence
dimensions of the role, supports these with reference
of understanding of specific duties in
to appropriate source (e.g., person specification,
role at placement.
graduate scheme requirements, occupational or professional standards).
SO1
Evidences analysis of skills and knowledge required to enter
Identifies specific skills required to gain entry to a
General assertion of importance of
graduate level role in a career or occupation of interest
graduate role. Supports with reference to specific
generic skill set, little or no specific
appropriate sources (e.g., person specification,
evidence of understanding of the skills
graduate scheme requirements, occupational or
required to gain entry to specific
professional standards). Demonstrates concise
graduate roles, schemes or careers.
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understanding of the importance of these skills in a professional context.
SO1
Demonstrates effective application of appropriate goal-setting
Builds on reflection on own strengths and weaknesses
Does not identify a clear, specific goal.
strategies to establish personal and professional development
across the core graduate skills as they relate to both
Identifies a goal but does not provide
objectives
the skillset required for effective performance in
evidence of analysis to explain why
specific dimensions of the placement role and those
this was established as a professional
required for future graduate roles to explain how they
development priority (e.g., no clear,
have established professional development priorities.
coherent rationale). Identifies a generic development goal (e.g., improving communication skills) without supporting depth and specificity (e.g., developing professional presentation skills).
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SO1/KO2
Demonstrates effective application of appropriate action-planning
Discussion provides concise and coherent
Effective application of SMART criteria
tools (e.g., SMART action planning)
demonstration of effective application of all criteria in
not evident in discussion of action
the SMART framework to structure and evaluate
plan. Criteria mentioned but
specific planned actions in relation to a clearly
discussion does not evidence effective
identified goal. Discusses specific dimensions of
application of all criteria (e.g., planned
policy, practice, or procedure as it has informed a
actions are not actually specific;
clearly defined planned action. Demonstrates analysis
planned measures not concrete or not
and understanding of organisational context.
appropriate; planned timescale is generic or does not allow for appropriate milestones or checkpoints.)Does not demonstrate consideration or consultation of relevant organisation policy, practice, procedures or resource. Mentions policies (and etc.) but without indication as to why these were relevant in relation to the specific planned action (e.g., no or limited analysis or evaluation). Policies (and etc.) mentioned but not clearly related or relevant in relation to the specific planned actions.
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SO2
Provides evidence of appropriate use of independent research to
Identifies specific and appropriate sources consulted
Does not evidence further research or
develop own knowledge and/or skills in relation to effective
in order to develop skills and understanding of
independent learning. Mentions some
performance at placement
effective performance in specific dimensions of the
sources but does not indicate specific
placement role. Demonstrates effective application of
learning drawn from the source or how
this new knowledge in practice.
this was applied in practice or how this new knowledge informed planned actions or professional behaviour.
SO3
Evidences good, very good or excellent competence in a specific
Discussion demonstrates use of skilful judgement and
Discussion does not evidence use of
core module graduate skill (as defined in the module GSF)
adaptability with respect to professional behaviours
analysis or evaluation in relation to the
and practices required for effective performance in
actions discussed. Discussion
specific dimensions of the job role. Explains how and
provides evidence for effective
why specific actions were taken.
performance/behaviour in a limited context(s) (e.g., little to no evidence of adaptability or breadth).
SO3
SO3
Discussion evidences positive impact of actions and is supported
Supports discussion with specific and appropriate
Asserts positive outcomes but does
by appropriate quantitative or qualitative evidence
empirical, observable or quantifiable evidence of
not support with clear measure or
impact. Discussion provides analysis relating impact to
other empirical evidence. Empirical
organisational aims and objectives. Outcomes and
evidence is mentioned but not clearly
measures are clearly and coherently related to the
and coherently related to the actions
specific actions discussed.
discussed.
Discussion demonstrates clear analysis and
Does not demonstrate reflection on
evaluation of own effectiveness in relation to the
own learning. Does not discuss next
Demonstrates use of analysis to reflect on own learning outcomes
actions discussed. Clear account of own learning gain
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in relation to identified professional development
steps in relation to professional
goals. Demonstrates reflection on future learning
development plan.
needs.
SO3
Report is concise and well-written, without errors in spelling,
Work is succinct, well-presented and well-written and
Work is poorly structured. Language is
grammar, punctuation, and appropriately presented.
analytical using active voice. No or few minor errors in
descriptive and passive.
spelling, punctuation, and grammar. Demonstrates
Characterised by a number or errors
effective practical understanding.
in spelling, punctuation and grammar. Work is not presented in the correct format.
Fail-Unsatisfactory
Evidence is not present or is consistent with descriptors provided in Fail indicators. No pass indicators for the specific criteria demonstrated in work.
Pass-Very Good Pass-Excellent
achieve a Pass on *all* criteria. The descriptors provided in the Pass and Fail indicators alongside the
Fail-Weak
Pass-Good
To achieve a Pass on the Final Assessment you must
Evidence is consistent with some descriptors included in Fail indicators with only some limited evidence consistent with descriptors in Pass indicators.
descriptors provided for each standard and the formative feedback you will receive on your work for the module will help you understand what we will be
Evidence meets some standards included as descriptors in Pass Indicators but requires analysis, depth and specificity.
looking for.
Evidence meets many of the standards included in Pass Indicators and demonstrates some analysis, depth and specificity. Evidence demonstrates all of the descriptors provided in the Pass Indicators
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3.6 Assessment Glossary
Term
Definition
Benefit
Something that enhances, improves or continues placement or personal development.
Career aspirations
Occupation/s you are considering pursuing after graduation; developed through research and informing your personal goals.
Career ideas
Occupation/s of interest to you; discovered or developed through research and informing your personal goals.
Competence
Ability to use a specific graduate skill in practice, evidenced with specific examples (see the module Graduate Skills Framework).
Effective
In relation to a specific aspect of your role on placement, producing a desired result.
Innovative ideas
Methods, processes and/or systems that are new to the placement provider and/or the industry of which it is part, and effectively implemented.
Occupational/ What an individual needs to do, know and understand in order to Professional standards carry out a particular job role or function (see www.nos.ukces.org.uk, www.prospects.ac.uk or equivalent). Policies
The regulations and priorities that shape your placement’s focus and ethos (may include their aims and objectives).
Practice
The day-to-day running of your placement, including any factors that may enhance or impede the implementation or enactment of policies.
Reflection
Carefully considering an experience that you have had, using questions/prompts from one of the structured reflection models introduced in module teaching.
SMART
An action planning technique to develop targets that are Specific, Measurable, Achievable, Realistic and Timebound (see Blackboard Learning Resources).
Substantial
Important, of high value, may be unique within the placement.
Techniques
Practical means of developing your graduate skills, discovered through research and clearly related to your actions on placement.
Theory (graduate skills) Material relevant to the graduate skills, discovered through research and clearly related to your actions on placement. 23
4.1 Preparation for Placement form Preparation for induction meeting This document is designed to help you to 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 of your abilities and talents. These ideas should then be discussed with your placement supervisor during your initial visit as you explore and agree your role using your Placement Learning Agreement Form (PLA) (4.7). 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 induction visit you should also undertake research into your placement and begin to identify and record their policies and practice. Record this information below and consider it along with your aspirations before and during your initial visit:
You should also consider and note practical considerations (e.g. key contacts and phone numbers, other students, travel arrangements).
Note any other questions you want to ask at your initial visit:
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Use your Placement Learning Agreement form (PLA) as an agenda for your induction meeting to work through to explore the duties and activities planned for your placement, how these relate to the graduate skills you are developing through this module, and any further actions or development required. An extra space to record notes from this discussion, and any other important practicalities at your placement:
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4.2 Placement Learning Agreement form (PLA) All students to complete with work/placement supervisor A learning agreement must be signed off in collaboration with your placement Supervisor, clearly stating you have discussed and agreed expectations of the work-based learning activities and outcomes you will achieve during your placement. NB You should keep a personal record of content agreed to aid your progress and future review meetings as this form is submitted to the Careers Service upon completion. Use the space below to record initial agreement of activities/projects you will be carrying out at your placement. What personal goals have you set?
How will these activities allow development of your graduate skills in Planning and Organising, Communication, Team work and Personal Enterprise?
What development/further action is required to enable progress of this placement learning agreement?
Student name: ………………………………………… .Signed: ……………………………………………. Supervisor name: ……………………………………… Signed: ……………………………………………. Placement: ……………………………………………….Date: …………………………………………....... This form should be completed within fourteen days of starting your placement, and must be submitted via Blackboard within fourteen days of being added to the module. Careers Service, Level 1 King’s Gate, Newcastle University, Newcastle-upon-Tyne NE1 7RU. Phone: 0191 208 2003 Email: cs.placementyear@ncl.ac.uk Fax: 0191 208 7780
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4.3 Mid-year Review form You should arrange a mid-year review meeting with your placement supervisor to discuss progress towards your Placement Learning Agreement (PLA) during semester 1, using the points below as an agenda. You should also take a copy of the supervisor evaluation criteria (4.6) and any other information or evidence you think might be helpful. The learning units in Blackboard Learning Resources will also help you to review your progress and plan your next steps. Review your progress the personal goals identified in your PLA. To what extent have these goals changed or evolved? How have your actions so far towards these goals benefitted you and your placement? What are your next steps and what is your timescale?
How have you demonstrated and developed your Graduate Skills of Planning and Organising, Communication, Teamwork and Personal Enterprise at your placement?
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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4.4 Conclusion of Placement form You should arrange an end-of-placement exit interview with your placement supervisor to discuss your progress on placement since your mid-year review meeting. You should prepare your competed Supervisor Evaluation form (4.5) and any other information or evidence you think may be helpful. You must also ensure that your Record of Activities form (4.7) totals 1131 hours and is signed by your placement supervisor ready for you to upload both to blackboard once signed off. Review your progress towards the personal goals you have been working towards throughout your placement. Have you achieved these? How has your work towards your personal goals benefitted both you and your placement?
How have you demonstrated and developed your Graduate Skills of Planning and Organising, Communication, Teamwork and Personal Enterprise during your placement? Use the Graduate Skills framework and supervisor evaluation criteria to help you to think of specific examples.
How has your experience of your placement and the module contributed to your career aspirations/ambitions? What will you take forward form this experience and what are your next steps to achieving longer-term personal goals?
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4.5 Placement supervisor evaluation form
4. Newcastle University, Career Service Placement Year Module Student Name:
Student ID:
Placement role:
Module Code:
Placement Organisation:
Hours Completed:
Ideally, the supervisor will discuss this evaluation with the student at the start, in the middle and at the end of the placement. Please describe the work undertaken by the student at placement and explain if and how they met or exceeded the expectations of the placement.
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Over the course of the placement students are expected to develop against a number of graduate skills (Newcastle University Graduate Skills Framework). Please indicate below how the student has performed in each of the following skill areas. U= unsatisfactory W= G= VG= E= excellent U and W marks indicate a fail, to pass this module component students must achieve a G or higher for all skill areas. Competence Planning and Organising
Definition
U
W
G
VG
E
Set objectives, plan actions and manage time and resources effectively in order to achieve personal and organisational goals. Use speech, writing, non-verbal methods and technology
Communication
effectively to present and exchange opinions, ideas and information.
Team Working
Personal Enterprise
Build effective working relationships and collaborate with other people. Use creative problem solving to respond to opportunities to improve own performance and work processes.
Are you happy for us to pass your comments on to the student?
yes
no
Are you happy for us to use your comments in case study publicity?
yes
no
Are you interested in receiving a placement student next academic year?
yes
no
(Optional) Comments and suggestions about this programme (include your email if responses required)
Signed : _________________ Name (please print) : ____________________ Date:
______
This evaluation is an essential component of the module and should be returned no later than the 29th May 2020 via the student who will upload to blackboard or direct to: Careers Service, King’s Gate, Newcastle University, Newcastle upon Tyne, NE1 7RU Telephone: 0191 208 2003
Email: cs.placementyear@ncl.ac.uk
Fax: 0191 208 7780
https://www.ncl.ac.uk/careers/modules/careersserviceplacementyearmodule/
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4.6 Criteria for placement supervisor evaluation form Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in: Planning and Organising Not setting personal Setting personal goals Set targets, plan actions goals; that are unrealistic in and manage time and Frequently not relation to personal resources effectively to following strengths and achieve personal and instructions; weaknesses; placement goals. Setting personal goals Not learning from Goal setting and action that are not achievable in feedback; planning will inform your Poor time and relation to placement development of the other policies and practice. resource Graduate Skills. management. Graduate Skill
Indicators of Unsatisfactory competence include:
Communication Use speech, writing, nonverbal methods and technology to present and exchange opinions, ideas and information effectively.
Frequently not engaging in appropriate communication; Not listening.
Providing inaccurate or confusing messages; Failing to meet the needs of the audience.
Teamwork Build effective working relationships and collaborate with other people.
Frequently opting out of team working activities; Acting in ways that adversely affect the team.
Not building and maintaining working relationships; Making a limited contribution to achieving team goals.
Personal Enterprise Not actively seeking Not identifying Use creative problem opportunities; opportunities or problems solving to respond to Not anticipating that are relevant to role; opportunities to improve Not generating ideas to problems; own performance and work Avoiding solve problems. processes. challenges.
To demonstrate Good competence the student will have:
To demonstrate Very Good competence the student will have consistently and effectively:
Set and communicated Set challenging personal personal goals; goals; Planned SMART actions: Planned actions; Specific, Measurable, Managed time and Achievable (considering resources to improve own placement policies and performance and contribute practice), Realistic to placement goals. (considering own strengths and weaknesses), Timebound; Recorded and reflected on progress. Produced accurate and Used a range of appropriate coherent messages that communication methods; Met the needs of different meet the needs of the audiences; audience; Encouraged dialogue with Actively listened to others. others.
To demonstrate Excellent competence the student will consistently and effectively: Exceeded personal and placement goals e.g. delivered results early or using fewer resources than anticipated; Demonstrated professional practice.
Evaluated and selected from a range of methods; Communicated with a diverse range of audiences; Communicated for different purposes.
Agreed their role and Regularly consulted with Performed a variety of responsibilities with colleagues and other team roles, including supervisor and colleagues; stakeholders; appropriate leadership; Formed working Developed and adapted their Made a substantial relationships across teams; role within the team; contribution to achieving Contributed to achieving Make an important contribution team goals. team goals. to achieving team goals. Identified some problems Identified problems and and opportunities; opportunities that were Generated and shared relevant to the role; solutions to some problems Used creative problem solving techniques to generate ideas; for themselves or their Selected and implemented team. appropriate actions.
Generated, evaluated, and implemented innovative ideas that improved own performance and work processes.
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4.7 Record of Activities form Student Name
Module Code
Placement name
Use this form to record your hours spent on placement. This should 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 1,131 placement hours across the academic year. You are advised to add your hours on a weekly basis and have verified by your supervisor. Completed and signed form to be submitted via Blackboard by 29 May 2020. Week Description - brief details about what commencing you did
Signed
Hours
Running total
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Week Description - brief details about what commencing you did
Signed
Hours
Running total
Total amount of hours completed at placement: 1,131 Requirement I confirm that the above student has completed a minimum of 1,131 hours as indicated above: _____________________________________ ________________________________ Supervisor Signature
Print supervisor name
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