Module code: POVM019

Module Overview

This module builds upon work undertaken in all previous modules and aims to enable students to achieve professional level entry into the industry for which they have trained. The core of this module is two-fold, consisting of external placement hours and the main research project (Sustained Independent Project, or SIP) at the end of the programme. These two aspects will give students the opportunity to draw together and apply information and experiences gathered over the course to their work on placement and to the selection and execution of research ideas for their SIP. Students can expect to develop further independence and autonomy in their practice through their work on this module. In their work on placement and on their SIP, students will be expected to develop and utilise both academic and professional skills, such as critical reflection and effective communication, both verbal and written.

Module provider

Guildford School of Acting

Module Leader


Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 7

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

Overall student workload

Independent Learning Hours: 360

Tutorial Hours: 20

Practical/Performance Hours: 220

Module Availability

Year long

Prerequisites / Co-requisites


Module content

Students will undertake external placements, totalling at least 200 hours. These hours can be undertaken in one single placement, or can be spread across a number of placement locations. Students will be expected to take responsibility for securing their placements and will be supported and guided by their tutors in this process. Students may undertake placements in a variety of different contexts which will vary from year to year and student to student. Students will be expected to practice ongoing reflection of their experiences on placement in order to complete the assessment linked to this aspect of the module.

In preparation for the SIP assessment, this module will provide plenty of academic support in the form of seminars and tutorials. Students will each be assigned an individual supervisor who will be able to provide support and guidance on chosen research areas.

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Report on external placement 40
Project (Group/Individual/Dissertation) Sustained Independent Project 60

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to enable students to draw together and apply information and experiences gathered over the course of the whole programme.

Thus, the summative assessments are:

1. Report on external placement 

Students will have the option to report on their external placements in the form of a presentation or a written submission. Students may choose to structure their report more broadly around overall themes and experiences arising on placement, or they more choose a more narrow focus on a particular experience or case.

2. Sustained Independent Project 

Students will conduct, plan, and design an independent project, with supervised research towards the realisation of EITHER a voice-based presentation (max 30 mins) and accompanying framing statement (circa 500 words) OR a 6000-word critical evaluation. This should inform debate and verify theories on professional practice followed by recommendations and support from teaching staff.

Formative assessment and feedback:

Draft a mock research article which involves creating a new piece of research as if for publication within a scientific journal e.g., VASTA (Voice and Singing Teachers Association), BVA (British Voice Association), Vocology etc. This should propose and incorporate interdisciplinary theories where justification and recommendations can support new concepts of vocal training across the disciplines.

Continuous verbal feedback is provided to students throughout the learning journey.


Module aims

  • To enable autonomy and independence of students within the professional world
  • To encourage and develop sound pedagogical practice and collaborative skills that enable students to operate effectively and appropriately in an external professional context
  • To engage in a rigorous advanced critical evaluation of integrated praxis

Learning outcomes

Attributes Developed
001 Demonstrate an ability to engage in independent practice and critical research CPT RESOURCEFULNESS & RESILIENCE, DIGITAL
002 Demonstrate an ability to create and communicate advanced understanding and expertise through instruction of pedagogies both historical and present in both verbal and written form CPT EMPLOYABILITY, SUSTAINABILITY, RESOURCEFULNESS & RESILIENCE
003 Adopt and develop a disciplined and consistent approach to key teaching concepts examined in advanced integrated practice within a professional context PT RESOURCEFULNESS & RESILIENCE, EMPLOYABILITY, SUSTAINABILITY
004 Effectively communicate at an advanced level in both verbal and written form PT EMPLOYABILITY

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to develop students' autonomy as well as their professional and academic skills. Delivery will include seminars, tutorials, academic supervision, independent research and study, and may include group 'think tank' discussions and collaboration.

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
Upon accessing the reading list, please search for the module using the module code: POVM019

Other information

GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.

Resourcefulness and Resilience

TaPoVaS students will be encouraged to develop a motivated, self-starting attitude towards their academic studies, and to their professional practice alike. They will be expected to engage with other students, seek out opportunities for further research, case studies, and participate in activities that develop self-awareness and their own unique professional brand.


Throughout the program students will be taught by, and exposed to, a variety of internal and external practitioners, exposing students to the variety of specific roles that voice teachers have in the workplace. Students will cultivate a uniquely diverse set of professional level skills that cater to a wide range of related career opportunities. These skills will best equip students with the tools to succeed in meeting industry expectations and allow for career advancement.

Global and Cultural Capabilities

Students will engage in both study and work relationships that will represent a range of ability, cultural background and gender from expectation, and experience. Students will develop and demonstrate sensitivity and respect within all contexts.

Digital Capabilities

Students will engage in numerous formats of teaching and learning, including online lectures and discussion forums. Following contemporary trends, students will learn to deliver methods of teaching and coaching online and to develop an online profile within the professional sphere of work. through the module students learn to navigate and utilise the Virtual Learning environment at Surrey (Surrey Learn) and other digital resources and online databases to aid their learning and undertake research. Students are encouraged to use media such as Teams, Zoom, and cloud/file sharing for communication and team working. Appropriate use of digital media and communication platforms is increasingly important for the modern voice/singing teacher/coach and, through use and discussion of these platforms, students will gain an awareness of their roles as well as their limitations and misuse which can have a wider impact, including digital wellbeing.

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 2025/6 academic year.