Career Development Module - NCL3007 - Student Handbook

Career Development Module NCL3007 Student Handbook 2021-22

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Contents Welcome to the Career Development Module.............................................................................. 4 At a Glance ............................................................................................................................... 4 Key Contacts: ........................................................................................................................... 4 Useful Links: ............................................................................................................................. 4 Module Overview ......................................................................................................................... 5 Placement................................................................................................................................. 5 Module Assessment ................................................................................................................. 5 Knowledge Outcomes .............................................................................................................. 6 NCL3007 Learning Outcomes ...................................................................................................... 6 Skill Outcomes.......................................................................................................................... 6 Your Year Planner........................................................................................................................ 7 Semester One .......................................................................................................................... 7 Semester Two .......................................................................................................................... 8 Your Health and Safety on Placement ....................................................................................... 10 What do we expect from your placement provider? ................................................................ 10 What do we expect from you? ................................................................................................ 10 Looking After Yourself ............................................................................................................ 10 Covid-19 Specific Guidance ................................................................................................... 10 Safeguarding Overview .............................................................................................................. 11 Assessments .............................................................................................................................. 12 Professional Portfolio Assessment Part One ............................................................................. 12 Professional Portfolio Assessment Part Two ............................................................................. 15 Engagement Tasks and Discussion Boards ............................................................................... 19 Essential Documents ................................................................................................................. 20 Initial Meeting 1: Health and Safety Checklist......................................................................... 20 Initial Meeting Part 2 Preparation/Agenda .............................................................................. 22 Placement Learning Agreement ................................................................................................. 23 Progress Reviews ...................................................................................................................... 24 End of Placement Review ......................................................................................................... 25 Record of Activities Form ........................................................................................................... 27 Assessment Policies .................................................................................................................. 29 Attendance ................................................................................................................................. 30

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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 Leader/Tutor: Jessica Jung

(Jessica.Jung@newcastle.ac.uk)

Module Tutors: Salome Bolton (Salome.Bolton@newcastle.ac.uk Darrin Beattie (Darrin.Beattie@newcastle.ac.uk) Gigi Herbert (Gigi.Herbert@ncl.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

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Module Overview Newcastle University Careers Service offers work-related modules for academic credit to students from a wide range of degree programmes. The aim is to develop students 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. 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.1 Module Assessment Module assessment varies according to stage of degree, but for NCL3007 breaks down as:  Professional Portfolio Part 1 (50%) due Wednesday 12 January 16:00  Professional Portfolio Part 2 (50%) due Wednesday 11 May 16:00 Both portfolio assessments should include copies of module Engagement Tasks you will complete across the year in the form of Discussion Board posts.

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

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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].

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Your Year Planner    

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, 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

Semester One

Date (week beginning)

Events and Reminders

20/09/21

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.

27/09/21

04/1021

Learning Unit 1, Week 1 (synchronous online): Introduction to the module, and orientation.

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

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

Learning Unit 2, week 1 (synchronous online): Self Awareness

11/10/21

18/10/21

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

Learning Unit 2, week 2 (seminar, present in person on campus): Self Awareness To do: comment/provide feedback on peers’ Discussion Board posts.

Learning Unit 3, week 1 (synchronous online): Occupational Awareness

25/10/21

01/11/21

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

Learning Unit 3, week 2 (seminar, present in person on campus): Occupational Awareness To do: comment/provide feedback on peers’ Discussion Board posts.

08/11/21

Enrichment Week – No Career Development module teaching this week.

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15/11/21

22/11/21

Learning Unit 4, week 1 (synchronous online): Goal Setting and Action Planning To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 4, week 2 (seminar, present in person on campus): Goal Setting and Action Planning To do: comment/provide feedback on peers’ Discussion Board posts.

29/11/21

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

1 December 16:00 (via Canvas) – Placement Learning Agreement submission deadline.

06/12/21

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

13/12/21

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

20/12/2107/01/22

Newcastle University Christmas Holidays Drop in support for assignment 1

10/01/21

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

Semester Two

Date (week beginning) 24/01/22

31/01/22

07/02/22

Events and Reminders

Inter-semester break Learning Unit 6, week 1 (synchronous online): Giving and Receiving Feedback To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 6, week 2 (seminar, present in person on campus): Giving and Receiving Feedback To do: comment/provide feedback on peers’ Discussion Board posts.

Learning Unit 7, week 1 (synchronous online): Networking

14/02/22

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

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21/02/22

Learning Unit 7, week 2 (seminar, present in person on campus): Networking To do: comment/provide feedback on peers’ Discussion Board posts.

28/02/22

07/03/22

Learning Unit 8, week 1 (synchronous online): Employer Panel (two-hour session) To do: Engagement tasks on Canvas and related Discussion Board post.

Learning Unit 8, week 2 (seminar, present in person on campus): Employer Panel To do: comment/provide feedback on peers’ Discussion Board posts.

14/03/22

21/03/22

28/03/2222/04/22

Learning Unit 9, week 1 (synchronous online): Conclusion and Preparing for Assignment 2 Learning Unit 9, week 2 (seminar, present 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.

Newcastle University Easter Holidays One-to-one tutorials (book via Canvas)

25/04/22

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

02/05/22

One-to-one tutorials (book via Canvas) Drop in support for assessment queries (Details to be shared on Canvas)

09/05/22

11 May 16:00 (via Canvas) – Professional Portfolio Two submission deadline, Record of Activities Form submission deadline.

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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. Don’t be tempted to deal with this yourself, particularly when dealing with unfamiliar equipment or procedure.

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

Looking After Yourself We expect students to demonstrate a reasonable degree of self-management and initiative. However, we also recognise it can be challenging to try to fit into a new professional organisational environment and sometimes things can go wrong. Being aware of your own wellbeing is very important. If you encounter 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 because 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.

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

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

To protect others: If an individual discloses something to you: 

If it indicates harm to the individual or someone else, it is a Child Protection matter.

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Do not promise confidentiality as Child Protection overrides data protection.

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You must make this a top priority.

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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.

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Always avoid physical contact.

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

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

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Assessments Professional Portfolio Assessment Part One What’s this assessment all about?

Professional portfolio assessment 1 is an opportunity for you to present, explain, and justify the personal development goals and related action plans you have developed during semester 1. This is a written submission with a word limit of 1500 words (+/- 10%). More information about the structure of this submission will be discussed in module teaching and provided on Canvas.

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 building 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. This portfolio assessment comprises written reflection and analysis exploring how and why you have set the personal development goals and related action plans you have prioritised, allowing you to practise the valuable skill of reflective writing. This will be supported with copies of the engagement tasks you have completed and submitted during term 1.

How will Professional Portfolio 1 be marked?

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

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, with the total mark converted to a percentage.

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.

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Criterion 1. SelfAwareness

Description A consideration of your personal strengths and weaknesses within skills and attributes necessary for professional success in order to establish and prioritise key personal development needs.

To fulfil this You will critically analyse and evaluate the results of skills audits, other diagnostic or self-awareness tools e.g., SWOT analysis, and recent experiences, in order to establish and prioritise key strengths and weaknesses

2. Occupational Awareness

A discussion of an explicit career destination or aspiration of interest to you after graduation, demonstrating that you have conducted independent research into the requirements of this.

You will critically analyse and evaluate specific skills, attributes, knowledge and/or experience required to succeed in this role using evidence from person specifications, core competencies, professional or occupational standards for an employer, graduate scheme or role you have applied to, or which appeals to you.

3. Goal Setting and Action Planning

A synthesis of self and occupational awareness to set and prioritise personal development goals and plan actions to achieve these.

You will discuss how you have used specific action planning tools e.g., SMART to establish the feasibility of your planned actions as they relate to the personal development goals you have identified for your time at your module placement.

4. Module Engagement Tasks

You will make explicit links to the results of module engagement tasks you have submitted when establishing and prioritising your most significant personal development goal and related action plan.

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.

5. Presentation

You will present your work appropriately and professionally.

By presenting your portfolio using the template provided for you (see below); expressing yourself clearly using plain English, and proof-reading your work carefully to avoid spelling, punctuation and grammar errors and typos.

NB: This assessment will be marked out of 70, with the total converted to a % score in line with the University common marking scale.

The criteria are weighted as follows:  Criteria 1, 2, and 3: 20 marks each (~29% of total score);  Criterion 4 (Engagement Tasks): 7 marks (10% of total score);  Criterion 5 (Presentation): 3 marks (~4% of total score).

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This assessment addresses the following module learning outcomes:

By the end of this module students will know how to: 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 [Occupational awareness].

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].

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

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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 by discussing your progress towards the personal development goals you have set. It is also an opportunity to develop an action plan for your future career development after graduation, using knowledge and techniques learned through the module.

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 developing a forward-looking plan will help you to consider your career beyond graduation and how you can take actions to develop this.

This Portfolio is based on personal reflection on your progress and presenting evidence of this, as well as action planning for your next steps. 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 prerecorded 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.

How will the Portfolio be marked?

The criteria 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.

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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.

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Professional Portfolio Assessment 2: Criteria Criterion 1. Personal Development Progress

Description

How to fulfil this

You will analyse the planned actions taken to progress towards a significant personal/professional development goal.

By discussing specific planned, purposeful actions that illustrate effective behaviours (e.g., in relation to the types of behavioural descriptors provided in skill audits or other module resources); explaining how and why these actions and behavioural approaches were informed by new learning (i.e., self-directed research or observation).

You will explain how you overcame challenges faced when implementing your action plans.

You will explain how you have applied new knowledge to improve specific skills or attributes identified as development goals.

2. Personal Development Outcomes

You will reflect upon the personal development resulting from your actions.

You will make links from this personal development to your future career plans.

You should refer to relevant (goal oriented) training undertaken, and/or learning from observing other professionals, receiving feedback from others and knowledge gained from independent research. You should explain how you applied this new knowledge in practice to improve your performance.

By presenting appropriate evidence to demonstrate your development in relation to personal development needs and specifying how these relate to your plans for after graduation.

You should refer to feedback from others on the module or from the professional experience you have undertaken, or data you have gathered as the result of your action plans.

3. Module Engagement Tasks

You will make explicit links to the results of your submitted module engagement tasks when evidencing progress towards personal goals and discussing your plans for after graduation.

By completing all engagement tasks (Discussion Board posts) within the identified deadlines and referring to the content of these as appropriate within your portfolio.

4. Presentation Skills

You will communicate effectively and use audiovisual technology appropriately to enhance 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 50, with the total converted to a % score in line with the University common marking scale.

The criteria are weighted as follows:  Criteria 1 and 2: 20 marks each (40% of total score each);  Criteria 3 and 4 (Engagement Tasks and Presentation): 5 marks each (10% of total score each).

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Engagement Tasks and Discussion Boards Across the module you will be expected to complete several 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 course mates 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).

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.

A summary of deadlines for making discussion boards and related feedback comments can be found below: Theme

Deadline – Discussion Board post

Deadline – commenting on two posts by others

Self-Awareness (Learning Unit 2)

Monday 18th October 16:00

Monday 25th October 16:00

Occupational Awareness (Learning Unit 3)

Monday 1st November 16:00

Monday 8th November 16:00

Goal Setting and Action Planning (Learning Unit 4)

Monday 22nd November 16:00

Monday 29th November 16:00

Giving and Receiving feedback (Learning Unit 6)

Monday 7th February 16:00

Monday 14th February 16:00

Networking (Learning Unit 7)

Monday 21st February 16:00

Monday 28th February 16:00

Engaging with Employers (Learning Unit 8)

Monday 7th March 16:00

Monday 14th March 16:00

Completing these tasks within the specific deadlines provided will contribute directly towards your marks in module assessment.

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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 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

Do you have a written Health and Safety Policy?

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

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

Will the student be supervised during the placement?

Are there risk assessments available that cover the work the student will be undertaking?

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?

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

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Are arrangements in place in the event of an emergency?

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

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

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.

Supervisor Name Supervisor Job Title Supervisor Email Address Date Signature

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.

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

This document is designed to help you (the student) identify the range of opportunities arising from this module. Think about:  How this module will benefit your future career.  What you want to experience.  Skills and knowledge you want to develop.  How you can contribute to the placement using all your abilities and talents.

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

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

Prior to your initial meeting you should also undertake research into your placement and begin to identify relevant information such as policies and practice or current issues for the organisation/sector.

Record this information below and consider it along with your aspirations before and during your initial meeting:

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

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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 of 1st December 2021 16:00.

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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 28).

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

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End of Placement Review To be used by Placement Supervisor and student before and during 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?

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

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

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Graduate Skills Descriptors

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.

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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.



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

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in: Not setting personal  Setting personal goals. goals that are Frequently not unrealistic in following relation to personal instructions strengths and Not learning from weaknesses. feedback.  Setting personal Poor time and goals that are not resource achievable in management. relation to placement policies and practice.

Frequently not  Providing engaging in inaccurate or appropriate confusing communication. messages.

Not listening.  Failing to meet the needs of the audience.

Frequently opting  Not building and out of teamworking maintaining activities. working Acting in ways that relationships. adversely affect the  Making a limited team. contribution to achieving team goals.

Not actively seeking  Not identifying opportunities. opportunities or Not anticipating problems that are problems. relevant to role.

Avoiding  Not generating challenges. ideas to solve problems.

To demonstrate Good competence the student will have:

Indicators of Unsatisfactory competence include:

  

  

  

  

Set and communicated personal goals.

Planned actions.

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

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

  

   



Produced accurate and coherent messages that met the needs of the audience.

Encouraged dialogue with others.



Agreed their role and responsibilities with supervisor and colleagues.

Formed working relationships across teams.

Contributed to achieving team goals.



Identified some problems and opportunities.

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



 

 

 

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

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.

Used a range of appropriate communication methods.

Met the needs of different audiences.

Actively listened to others.





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

Regularly consulted with colleagues and other stakeholders.

Developed and adapted their role within the team.

Made an important 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.



Performed a variety of team roles, including appropriate leadership.

Made a substantial contribution to achieving team goals.







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

Demonstrated professional practice.

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

Record of Activities Form This form should be completed by the student, verified by the Placement Supervisor and then scanned and uploaded to Canvas by the date provided there.

Name of Student

Module Code

Name of Placement Organisation

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

Initial visit to placement.

Placement visits.

Placement supervisor review meetings.

Progress 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 50 placement hours across the academic year, normally spread across at least four weeks. 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

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Signed

Hours

Total of Hours

Total number of hours completed on placement: 50 hours minimum

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Assessment Policies Assessment submission: Unless explicitly indicated otherwise, all module assessment and required documentation (e.g., Record of Activities) should be uploaded and submitted or 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 Assessment and Feedback webpages2 for more details.

Extensions: As a matter of University policy individual module leaders/tutors do not have 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 assessment marks and feedback are available. Except for 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/students/progress/Regulations/Procedures/ The best site on good academic conduct, including correct referencing and avoiding plagiarism is: https://www.ncl.ac.uk/right-cite/

2

See https://www.ncl.ac.uk/ltds/governance/modules/dph/assessmentandfeedback/

Examples of the more common assessment irregularities include: Plagiarism. 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. 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. 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. 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 part of your commitment to your studies and 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. 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/studentprogress/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.

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