Other Courses:The following courses also include this module in their teaching programme:-
- Business Information Systems BSc (Hons)
- Communication and Public Relations BSc (Hons)
- Computer and Network Technology BSc (Hons)
- Computer Animation and VFX BSc (Hons)
- Computer Games Design and Production BSc (Hons)
- Computer Games Programming BSc (Hons)
- Computer Science BSc (Hons)
- Digital and Computer Forensics BSc (Hons)
- Electrical and Electronic Engineering BEng (Hons)
- Electrical and Electronic Engineering MEng
- Ethical Hacking for Computer Security BSc (Hons)
- Information Technology Management for Business BSc (Hons)
- Mathematics BSc (Hons)
- Mathematics with Business Management BSc (Hons)
- Mechanical Engineering MEng
- Physics BSc (Hons)
- Physics with Astrophysics BSc (Hons)
- Product Design Engineering BSc (Hons)
- Web Design & Development BSc (Hons)
Module CM0567 - CEIS Professional Placement
SYNOPSIS OF MODULE
This module is designed to represent all programmes within the School of Computing, Engineering and Information Sciences with an option to take a one year sandwich placement as part of their route structure. Learners also have the opportunity to gain the work based qualification, City & Guilds Licentiate (LCGI).
The aim of this module is to use the placement experience to develop and enhance as far as possible appropriate areas specified in the relevant QAA Code of Practice as well as accreditation bodies: BCS, IET, IME and CGI within the appropriate working environments. The aims are general because of the wide range of placement opportunities offered by the School of Computing, Engineering and Information Sciences for the Professional Placement. It is the policy of the School of Computing, Engineering and Information Sciences to encourage its students to take advantage of the Professional Placement.
This module is designed to promote personal development and a range of interpersonal, intellectual and practical (functional) skills based around and demonstrated through a significant individually negotiated Professional Placement. It seeks to raise the learner’s awareness of the workplace as a learning environment and extend their capability and enhance their individual effectiveness, employability and business competitiveness. It will seek to develop professional skills in the chosen subject area within the working environment. Being able to manage own placement development i.e. managing tasks; working with and relating to others, applying knowledge, applying initiative in work problems. Learners will be expected to reflect on the learning derived from the Professional Placement.
INDICATIVE READING LIST OR OTHER LEARNING RESOURCES
• Introduction to Professional Placement
• Student guide to Professional Placement
• Assessment Guide
• Student guide to City & Guilds Licentiateship
It is usual for the learner to follow a basic induction programme when they join their placement organisation. This will typically include aspects of Safety, Working Practices and any Legislation that is specific to the activities of the organisation.
The subject of the Professional Placement and the specific aim(s) and learning outcomes arising from it, will be unique to each individual learner. Learners will negotiate with their employer the subject and scope of your role; specific aims and learning outcomes method by which the outcomes will be achieved; how the placement will develop the learners capability in respect of their effectiveness, employability and/or business competitiveness; the resources needed including materials, equipment, time and support; Major progress review points.
Opportunity to apply for the City and Guilds Licentiateship award (LCGI), using portfolio as evidence.
AIMS OF MODULE
1. To enhance the learners individual effectiveness, employability and/or business competitiveness by locating the learning and development in a real work environment.
2. To extend the learners capability, promote personal development and a range of interpersonal, intellectual and practical (functional) skills and knowledge based around and demonstrated through an individually negotiated portfolio.
On successful completion of this module, the student will normally be able to:
1. Identify, negotiate and manage tasks which addresses own personal goals and organisational/professional requirements[Assessed by Quarterly Reflective Reports]
2. Draw on, apply and review considerable prior knowledge and new learning to changing situations [Assessed by Monthly Activity Reports, Quarterly Reflective Reports]
3. Extend a wide range of specialised technical, creative and/or conceptual skills that apply to his/her work in order to make informed judgements [Assessed by Monthly Activity Reports, Quarterly Reflective Reports]
4. Plan and manage Professional Placement within an agreed framework, dealing with unpredictable situations, using initiative, making informed judgements and managing dilemmas, which include those that impact outside the immediate work area. [Assessed by Monthly Activity Reports, Quarterly Reflective Reports].
5. Make recommendations for own professional development and propose a strategy for implementation and deployment [Quarterly Reflective Reports].
6. Ability to work with and relate to others as a member of a team on real-life projects. Making effective contributions to meetings and group activities. [Assessed by Monthly Activity Reports, Quarterly Reflective Reports, End of Placement Report].
7. Communicating clearly and efficiently [Assessed by Poster, Monthly Activity Reports, Quarterly Reflective Reports, End of Placement Report, Graduate CV].
• Learners would normally have completed a year of study at level 5 at Northumbria University.
• Be employed in an organisation, working at an occupational level within the organisation that will enable them to undertake learning which is at least equal to the level of work they are pursuing
• Have the support of their employer or the organisation in which the professional placement is located, in the form of time, resources and advice
• Identify and have access to a work based supervisor who is able to help, advise and support the learner and to critically comment on the progress and outcomes of work undertaken.
LEARNING AND TEACHING STRATEGY
Placement period will normally be full-time for 48 weeks.
Prior to placement commencing, placement briefing session is provided. During this session the placement experience and assessment is discussed more in depth. Learners are informed of how to access ‘on placement’ documentation and advice within the e-learning platform. Hard copies of Guidelines about Placement, Assessment and option to apply for the City and Guilds Licentiateship are also provided. Each learner is allocated a Visiting Tutor who is able to provide academic and pastoral support. This support is backed up by the Placement Tutor(s).
The teaching and learning strategies adopted in this module will be unique to individual learners and will be agreed with the Placement Tutor / Visiting Tutor, when negotiating the professional placement. For example short courses, directed learning, informal training by work based supervisors, Self study.
The work based supervisor will supervise the learner on a weekly basis, in addition some organisations also offer the opportunity for the learner to have a mentor. An academic member of staff will normally visit the learner two times over the course of a one-year placement period. During the visits the performance of the learner will be discussed with the supervisor and the learner’s programme reviewed in light of their general progress and performance.
During visits the performance of the learner will be discussed with the work based supervisor and the learner’s programme reviewed in light of their general progress and performance. A record will be kept to include each visit made by the visiting member of academic staff.
Each learner is required to keep a record of their activities with reflections and by the end of the placement period will have produced a portfolio which can be used when applying for employment upon graduation. The portfolio will contain monthly activity reports, quarterly reflective reports, graduate curriculum vitae, poster and end of placement report. Within the portfolio all general aspects of the organisation as well as technical details of their projects and activities carried out during the placement period.
Formative assessment and rationale for tasks
1. Formative assessment
• The work based supervisor provides informal formative assessment on weekly / monthly basis depending on the placement provider and period during professional placement. More formalised formative assessment will usually occur on a quarterly basis.
• The visiting tutor provides formative assessment during placement visits. Formative assessment may also occur in between visits.
2. Rationale for tasks
• Monthly reports are a log of activities for which the learner has engaged in during each month of their placement. This is to assist learner in remembering what they have done, the time spent on particular types of activities and also be able to use for reflection. When content is agreed work based supervisor normally signs off report as a true record.
• Quarterly reports enable learner to reflect on the activities within the respective monthly reports, check they are meeting performance criteria. They provide a purposeful guide during the quarterly meetings the work based supervisor to discuss progress and agree on activities for the following 3 months. When content is agreed work based supervisor usually validates report as a true record.
• End of year placement report enables learner to reflect on their overall experience using monthly and quarterly reports for assistance. Being able to review the whole placement helps learner to realise their achievements, skills, knowledge and experience gained.
• The Poster provides information on the placement provider and role the learner has undertaken. This enables returning students to communicate their experience to L5 learners searching for a placement at the Poster Event during Induction week.
• Graduate CV enables learner to begin applying for graduate positions. Previous tasks enable learner to summarise the skills, knowledge and experience gained during placement.
b. Feedback strategy
Feedback on learner’s performance will normally be provided by the Visiting Tutor during visits. Feedback will also be provided by the work based supervisor usually at quarterly meetings and normally completes a feedback questionnaire near the end of the professional placement period.
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