PROFESSIONAL DEVELOPMENT PLANNING - 2019/0
Module code: TDL3012
Students will engage with reflective analysis of personal professional development and undertake critical reflection of steps taken so far. Students will identify further action and detail potential further personal professional development opportunities and methods.
Guildford School of Acting
BAILEY Niall (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W400
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Students will take this module alongside the following modules - Theories of Performance TDL3008, Contemporary Performer Training TDL3009, Political Theatre TDL3010 and Musical Theatre TDL3011.
Indicative content includes: -
Home-based study on the module material and online reading requirements.
Seminar sessions amounting to two days at GSA to include target setting, identification of future career professional development, employment and/or educational opportunities, writings skills, and personal tutorials.
|Assessment type||Unit of assessment||Weighting|
|Coursework||Coursework - Personal Development Plan||100|
The assessment strategy is designed to
- Provide students with the opportunity to demonstrate the following through their formal written summative submission, in addition to their engagement with the formative assessment, module content and associated activities:
- Identify areas of interest within performance and theatre industry, and evaluate current practices. (C)
- Communicate clearly in writing. (T)
- Formulate and communicate objective responses. (T)
- Apply high levels of personal discipline, time-management, commitment and focus. (T)
- Understand and objectively act on constructive criticism. (T)
- Demonstrate knowledge of and meet professional standards of presentation in their chosen field (P)
- Identify and implement strategies to develop current practices and/or professional profile (P)
Thus, the summative assessment for this module consists of:
- ePortfolio Presentation
And the formative assessment and feedback consists of:
An outline plan for the summative assignment in the student’s own choice of form, which may include, but not restricted to:
- Essay plan
- ePortfolio Collections
- PowerPoint or equivalent software presentation
Informal formative feedback from tutors will be provided by, but not restricted to:
- VLE written feedback
- Email exchange
- Personal tutorials in person / via Skype or equivalent software
Ongoing informal formative feedback from the tutor is facilitated by, but not restricted to, structured discussion boards on the VLE and email exchange.
- Enable students to engage in reflective analysis of personal professional development.
- Identify, develop and deploy personal professional development methods, opportunities and strategies.
- Evidence ongoing personal professional learning journey.
|001||Identify areas of interest within performance and theatre industry, and evaluate current practices.||C|
|002||Communicate clearly in writing.||T|
|003||Formulate and communicate objective responses.||T|
|004||Apply high levels of personal discipline, time-management, commitment and focus.||T|
|005||Understand and objectively act on constructive criticism.||T|
|006||Demonstrate knowledge of and meet professional standards of presentation in their chosen field.||P|
|007||Identify and implement strategies to develop current practices and/or professional profile.||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 127
Seminar Hours: 15
Tutorial Hours: 8
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Actively engage the online & distance learner with reflective analysis of personal professional development
- Enable the online & distance learner to access employment opportunities and/or future studies and qualifications.
- Allow the online & distance learner to demonstrate their knowledge and understanding of their personal professional development through structured reflective analysis and personal development planning.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for PROFESSIONAL DEVELOPMENT PLANNING : http://aspire.surrey.ac.uk/modules/tdl3012
Under the three term structure that commences from academic year 2019/0 – this module’s delivery is year-long due to the teaching occurring in Teaching Block 2.
Programmes this module appears in
|Theatre BA (Hons)(YEAR LONG)||Year-long||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.