PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) - 2019/0

Module Overview

This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement.  It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment.  The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, the creation of a personal record, and planning and monitoring progress towards the achievement of personal objectives.  Skills development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement.  Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.

Module provider

Guildford School of Acting

Module Leader

TRINGHAM Anna (GSA)

Number of Credits: 120

ECTS Credits: 60

Framework: Professional Training Year

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Indicative content includes:

• 
  The module focuses on achieving the learning outcomes by offering via the placement experience the opportunity for students to nurture the employability skills that graduate employers look for and to develop the professional identity, competencies and attributes that support the future employability outcomes for students.

Assessment pattern

Alternative Assessment

The alternative assessment below is for the Professional Development Review (PDR): Taking account of the four competencies outlined in the Professional Development Review, provide a critical analysis of your own experiences on a work placement against these key benchmark competencies. 25%

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate the learning outcomes regarding the successful acquisition of a Professional Training placement, and the acquisition of the employability skills and competencies that support students’ graduate employability outcomes.

Thus, the summative assessment for this module consists of:

• CV and Cover Letter (LO1, LO2, LO4, LO6, LO8)

Submitted at two stages (a) before commencing placement for review by the Visiting PT Tutor but not assessed; and (b) upon completion of the placement year a comprehensively updated CV and Cover Letter is submitted as if tailored to applying for a potential graduate job. It is at this point that the Visiting PT Tutor provides feedback. CV no more than 2 pages; Cover Letter 1 page.

• Professional Development Review (LO2, LO3, LO4, LO5, LO6, LO7)

Completed over the duration of the placement period (and started prior to placement) this self-reflection tool and performance appraisal provides a framework for students, workplace supervisors and Visiting PT Tutors to discuss and evaluate students’ personal and professional development.

• Placement Report (LO2, LO4, LO5, LO6, LO7, LO8)

Completed at the end of the placement this report describes the student’s placement, the range of tasks they performed, analyses their professional practices and work environment and provides a critical reflection on their personal and professional development. The Placement Report contains two elements; (a) a subject specific or technical section (word count ranges from 2,000 to 4,000 words depending on School/Department requirements); and (b) a section about the student’s reflection on their personal and professional development from the Professional Training placement (word count minimum is 2,000 words).

• Presentation and Poster (LO2, LO4, LO6, LO7)

Students are required to deliver an oral presentation or to present a poster covering their placement experience or students are required by their Department to submit a video presentation. Word count is not applicable, but guidelines are available in the PTY student handbook.

Formative assessment and feedback

Students will receive ongoing feedback as they develop their own Professional Development Review (PDR) which they undertake several times across the duration of the placement experience. This feeds directly into the development of the Reflective element of the Placement Report.

Module aims

• Enable students to acquire and develop knowledge as it occurs in professional practice.
• Apply academic knowledge to the study of work activities and processes.
• Enable students to mature through the evaluation of their placement experiences.
• Support students to develop and apply new skills appropriate to their professional setting in which they are working.
• Enable students to develop the employability skills that graduate employers look for and are required of a person working in a professional capacity.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching methods include:

• The learning and teaching methods are predicated on experiential learning through the placement experience itself.


• The mentoring, coaching and assessment role of both the workplace supervisor and the University’s Visiting Professional Training Tutor are focused on ensuring that students achieve the learning outcomes for the module; these relate to (1) personal and professional development, (2) evaluation of placement learning and (3) transfer of placement learning.


• The learning and teaching is supported by placement visits to the students on placement by a Visiting PT Tutor to support students’ critical self-reflection and learning and regular mentoring support via phone, email or teleconference. In addition Return Days, Industry Days and regular support and review of the Professional Development Review and student action plans provide additional experiential learning.


• The assessment of students’ performance by their respective placement provider is another key aspect of the experiential learning process for the placement student.

 

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: THEP012

Programmes this module appears in

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.