About XGBCYP5045 Professional Placement – Group Presentation
Your Professional Placement isn’t assessed on good intentions alone; this group presentation asks you to show, clearly and confidently, what you did, why you did it, and what difference it made. Think of it as a short, evidence-led case study from practice. Markers want to see ethical awareness, safe decision-making, teamwork, and reflective learning that links back to the module outcomes, without breaching confidentiality or exaggerating impact.
What this assignment is really assessing
At its heart, the brief tests four things: your ability to interpret the needs of a real setting; your competence to plan and deliver an appropriate response; your judgement around safeguarding and professional conduct; and your capacity to evaluate outcomes honestly. If your placement involves children and young people, you must also demonstrate consent/assent, anonymity, data protection, and knowledge of reporting lines for concerns. The presentation is where you turn a messy, real-world experience into a clear professional narrative.
Framing your story
Open with the purpose of your placement, not a list of your tasks. State the setting in generic terms (e.g., “a community support service” or “a mainstream primary classroom”) and the aim you agreed with your supervisor. Then explain how you identified a priority, perhaps through observations, a short audit, or guidance from staff, and how that led to a focused intervention. This shift from “we were busy” to “we were purposeful” is what separates a passable talk from a strong one.
Ethical and safeguarding practice
Ethics should appear early in your story, not bolted on at the end. Show that you planned for safety: risk checks, consent arrangements, and a clear route for escalation if a concern arose. Keep all personal data out of the slides; anonymise examples; use photos of resources rather than people unless you have written permission for educational use. Good practice is also about boundaries: explain what you chose not to do because it exceeded your training or the service’s policy.
From activity to impact
Avoid vague claims. Pick a small number of indicators and report them plainly. That might be session attendance over three weeks; engagement notes from staff; a quick before/after checklist; or short, anonymised comments from service users or parents. Triangulate where possible: your observation plus a staff note plus a brief learner comment is more persuasive than any one in isolation. If results were mixed, say so, and say what you’d change. Honest evaluation scores higher than glossy spin.
Teamwork that looks professional
Markers notice how you organise yourselves. Explain how you divided roles, how you kept each other on track, and how you handled disagreements. A concise description of your workflow, short stand-ups, shared templates, and a rehearsal plan, demonstrates reliability. When you present, use tidy handovers: each speaker closes with a line that naturally introduces the next section. Finish a little under time rather than racing the clock.
