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XGBCYP5045 Professional Placement - Plan for Placement

XGBCYP5045 Professional Placement – Plan for Placement

Assessment Pack contents:

Short introduction to the task.

Key terms

Key resources

Template to outline structure and content

Rubric to understand marking criteria

Short introduction to the task:

A written plan containing an academic account of reflective practice and three different reflective models will be written with the professional placement in mind. This task will enable individuals to consider their own strengths and weaknesses and plan out specifics they wish to achieve whilst being on placement.

WORD COUNT: 1500 WORDS

DEADLINE:

Key terms:

1) Professional Placement

  • A structured opportunity for students to gain practical experience in a workplace relevant to their field of study, often assessed as part of a degree program.

2) Employability Skills

  • The skills, attributes, and personal qualities that make a student ready for the workplace, including teamwork, problem-solving, communication, and adaptability.

3) Reflective Practice

  • The process of critically analysing experiences to improve skills, gain insights, and foster professional growth.

4) Professional Conduct

  • Adherence to workplace norms, ethics, and behaviour standards, including punctuality, reliability, and respect for diversity.

5) Transferable Skills

  • Skills acquired during the placement, such as communication, problem-solving, and project management, that are applicable across various industries and roles.

6) Placement Agreement

  • A formal document outlining the roles, responsibilities, and expectations of the student, employer, and academic institution during the placement.

7) Workplace Ethics

  • Principles that guide behaviour and decision-making in the workplace, including confidentiality, integrity, and accountability.

Key Resources:

Core texts:

Burns, T., & Sinfield, S. (2022). Essential study skills : the complete guide to success at university (Fifth edition.) SAGE.

Dobson, J., & Melrose, A. (2020). Working with children, families and young people : professional dilemmas, perspectives and solutions. Routledge.

Jamieson, M. (2023) Coaching Young People for Leadership. Critical publishing.

Kern, M. L., & Wehmeyer, M. L. (2021). The Palgrave Handbook of Positive Education. Springer International Publishing AG.

Watson, K. (2022) Good Autism Practice for Teachers: Embracing Neurodiversity and Supporting Inclusion. Critical publishing.

Recommended texts:

Hodgkins, A.  and Prowle, A. (2023) Strength-based Practice with Children and Families. Critical publishing.

Morley, D. A. (2018). Enhancing employability in higher education through work-based learning. Palgrave Macmillan.

Smale, B. & Fowlie, J. (2015) How to succeed at university: an essential guide to academic skills, personal development and employability. Sage

White, E. (2021). The Teacher Educator’s Handbook : A narrative approach to professional learning. Critical Publishing.

Websites:

LTU Careers + Placements webpages

Careers+Placements (leedstrinity.ac.uk)

Prospects website:

https://www.prospects.ac.uk/

Template:

Introduction (600 words):

In the introduction you have the opportunity to discuss the following aspects – what is reflective practice and reflective thinking? What do philosophers and theorists say about reflective practice and its benefits? Why will it be good for you to use? Are there any downsides or criticisms? This section is an academic piece of work and will require further reading and referencing of the information you provide.

Main Body (650 words):

This section should focus on a detailed discussion around the models of reflective practice. Consider the following models and discuss with examples.

1. SWOT your own strengths and weaknesses (say what you will do to address those weaknesses) and then the opportunities and threats (the strengths and weaknesses for the placement) again state how you will address the weaknesses of the placement.

2. SMART - set yourself some amazing goals that you want to achieve on your placement.

3. Gibbs model – you complete this model by applying it using a real-life example from your life

Conclusion (250 words)

  • Summarise and conclude the main points in your assignment.
  • Do not add new information here!

Reference list (not included in the word count)

Your report must include references from pertinent literature.

  • Use appropriate academic language and terminology.
  • Correct APA referencing style in-text and reference list.
  • Proofread your work prior to submission.

Rubric used to mark:

72, 75, 78

Thank you for submitting this assignment please read the feedback to improve your work in future

This grade is subject to moderation

Knowledge and Understanding of Plan for placement

Thorough understanding evident and well applied to specific assessment task.

Structure and Argument

Clear and logical focus and direction with valuable connections made between claims. Good level of creativity.

Analysis and Conclusions

Insightful analysis throughout with appropriate conclusions drawn.

Sources and Evidence

Clear support of argument with well selected evidence. 

Adherence to referencing conventions, technical skills.

Excellent referencing or technical skills.

Written, visual, oral style & clarity

Fluent and accurate with great clarity and coherence. Mostly confident delivery, pace and audience engagement. 

62, 65, 68

Thank you for submitting this assignment please read the feedback to improve your work in future

This grade is subject to moderation

Knowledge and Understanding

Secure, general understanding and reasonable application to assessment task.

Structure and argument

Well-focused on the question with some clear connections made between claims and some overall direction. Some creativity.

Analysis and Conclusions

Strong analysis of salient illustrative examples. Some general conclusions drawn.

Sources and Evidence

Draws on relevant independent sources and evidence to support claims.

Adherence to referencing conventions, technical skills.

Consistent and accurate referencing or technical skills. 

Written, visual, oral style and clarity

Clear and coherent. Good delivery, pace and audience engagement.

52, 55, 58

Thank you for submitting this assignment please read the feedback to improve your work in future

This grade is subject to moderation

Knowledge and Understanding

Sound knowledge relevant to the assessment task. 

Structure and argument

Addresses the topic with some direction and makes some connections between claims or different parts of artefact/assignment.  

Analysis and Conclusions

Some conclusions drawn based on some reasonable comparisons and examples. 

Sources and Evidence

Makes simple use of evidence from recommended sources. 

Adherence to referencing conventions, technical skills

Largely consistent accurate referencing. or technical skills. 

Written, visual, oral style and clarity

Some lapses of clarity. Some expression is ineffective. Satisfactory delivery, pace and audience engagement  

42, 45, 48

Thank you for submitting this assignment please read the feedback to improve your work in future

This grade is subject to moderation

Knowledge and Understanding

Limited knowledge shows basic understanding. Some awareness of the context of the assessment task. 

Structure and argument

Argument is weak and difficult to detect. Connections made between statements limited 

Analysis and Conclusions

Basic analysis. Remains descriptive, little evaluation or comparison. Few clear conclusions. 

Sources and Evidence

Relies on superficial statements with little supporting evidence.  

Adherence to referencing conventions, technical skills

Limited referencing/ adherence to convention or technical skills. 

Written, visual, oral style and clarity

Adequate, but awkward expression throughout with little clarity. Poor delivery, pace and audience engagement. 

15-38

Thank you for submitting this assignment please read the feedback to improve your work in future

This grade is subject to moderation

Knowledge and Understanding

Faulty understanding of assessment task or concepts. Irrelevant or mostly absent content. 

Structure and argument

Lack of argument. Faulty connection between statements.  

Analysis and Conclusions

Insufficient evaluation or attempt to make comparisons. Conclusions illogical insufficient. 

Sources and Evidence

Lack of evidence or relevant sources.  

Adherence to referencing conventions, technical skills

Inadequate referencing or technical skills. 

Written, visual, oral style and clarity

Inadequate and unclear presentation. Impaired communication. Error-strewn.  

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