PROFESSIONAL DEVELOPMENT PLANNING - 2020/1
Module code: TDL3006
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
TRINGHAM Anna (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 following the completion of and subject to a pass of the following modules: Theories of Performance TDL3001 Contemporary Actor Training TDL3002 American Political Theatre TDL3003 Musical Theatre TDL3004 Students will take this module alongside the following modules: Final Project TDL3007
Indicative content includes:
Home-based study on the module material and essential reading texts.
Seminar sessions amounting to two days at GSA to include writing skills, personal tutorials and target setting and identification of future career professional development, employment and/or educational opportunities.
|Assessment type||Unit of assessment||Weighting|
|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
• Evidence awareness of own learning and professional needs and preferences (C, K)
• Demonstrate an appreciation and understanding of appropriate performance vocabularies, techniques, structures and working methods (C, K)
• Identify and engage in appropriate independent research demonstrating an understanding and awareness of relevant interdisciplinary elements and a variety of creative and cultural contexts (C, K)
• Work co-operatively, balancing the need to listen constructively with the ability to take appropriate initiative (T)
• Demonstrate knowledge of and meet professional standards of presentation in their chosen field (K, P)
• Demonstrate high levels of personal discipline and time-management (T)
• Identify and implement strategies to develop and enhance professional profile (K, P)
Thus, the summative assessment for this module consists of:
• 2,500 portfolio
Formative assessment and feedback
Formative Assessment consists of an outline plan for the summative assignment in the students own choice of form, which may include, but is not restricted to an essay plan, poster, PowerPoint or equivalent software presentation, podcast. Informal formative feedback from tutors will be provided by, but is not restricted to, the virtual learning environment, email exchange, personal tutorials in person or via Skype, or equivalent software.
Ongoing informal formative feedback from the tutor is facilitated by, but not restricted to, structured discussion boards on the virtual learning environment 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||Evidence awareness of own learning and professional needs and preferences||CK|
|002||Demonstrate an appreciation and understanding of appropriate performance vocabularies, techniques, structures and working methods||CK|
|003||Identify and engage in appropriate independent research demonstrating an understanding and awareness of relevant interdisciplinary elements and a variety of creative and cultural contexts||CK|
|004||Work co-operatively, balancing the need to listen constructively with the ability to take appropriate initiative||T|
|005||Demonstrate knowledge of and meet professional standards of presentation in their chosen field||KP|
|006||Demonstrate high levels of personal discipline and time-management||T|
|007||Identify and implement strategies to develop and enhance professional profile||KP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 20
Independent Study Hours: 114
Seminar Hours: 15
Tutorial Hours: 1
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Actively engage distance learners with reflective analysis of personal professional development.
Enable the distance learner to access employment opportunities and/or future studies and qualifications.
Allow the 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/tdl3006
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 2020/1 academic year.