PROFESSIONAL DEVELOPMENT - 2020/1
Module code: TDLM012
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module will afford students the opportunity to engage in reflective analysis of their personal professional development. Through discussion and task-based activities, students will critically reflect upon steps taken so far, will identify further action and detail potential professional development opportunities and methods.
Guildford School of Acting
SCRIVENS Nicholas (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: W440
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Students will take this module following these modules: The Background to Theatre, The Greeks, Shakespeare, Naturalism and the Actor. Students will take this module alongside the following modules: Global Theatres, Modern Theatre, Music and Dance in the Theatre, Independent Research Project.
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||Coursework: Personal Development Portfolio (4,000 words or equivalent)||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:
- 4,000 word (or equivalent) personal development portfolio
There is no formative assessment for this module.
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.
- 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
|007||Evaluate the work of others with critical objectivity||T|
|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
Independent Study Hours: 143
Seminar Hours: 7
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.
The learning and teaching methods include:
- Study based on module content and associated activities via the virtual learning environment (83 hours).
- Seminar weekend (7 hours).
- Tutor guided distance learning/independent study based on required purchase texts and online Library resources (60 hours).
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 : http://aspire.surrey.ac.uk/modules/tdlm012
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 Blocks 1, 2 and 3.
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.