module specification

This module enables students to undertake a period of work-based learning in relation to their course at Level 5 within an appropriate educational institution or organisation and to gain credit for that learning. Students have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In doing so, students are able to enhance and extend their understanding of professional educational practice.
Students unable to take up a work placement can take the peer mentoring opportunity and gain an insight into mentoring, coaching and supervision together with opportunities to apply their learning to support new C-level students on the course. This represents an important first step that will allow students to build mentoring processes as a component into their subsequent professional lives or to open up a specific career path.

The module aims to give students the opportunity to:
• Apply their prior learning in an appropriate work environment;
• Relate specific knowledge (theoretical perspectives, ethics, policy and practice understanding) to the work or mentoring environment;
• Consider professional practice and pedagogies in specific real-life situations;
• Recognize how their work relates to wider educational and social discourses;
• Enhance their professional and personal development.

Note: Students are expected to find and organise their own placement in an educational setting where they get insight into professional teaching and learning practice. This is very likely to involve a Disclosure and Barring Service (DBS) check

Work placements in educational institutions are very likely to involve a Disclosure and Barring Service (DBS) check which students will have to obtain and pay for prior to undertaking their placement.

Guidance on finding and organising an appropriate setting for work experience and support with individual goal setting. LO1

Provision of a rational for practice-based learning. LO2,LO3

Introduction to key educational and social concepts to enhance students’ reflection on and interpretation of their experiences. LO3,LO4

The impact of power relationships in particular contexts and the ethics of professional practice in either work or mentoring practice.  LO4

Discussion of broader aspects of the work experience in the context of professional practice and employability. LO4

The module is framed by Kolb’s (1984) learning style model, the four-stage learning cycle: (1) planning; (2) reflecting; (3) interpreting; and (4) identifying next steps. This cycle informs both the module structure and the assessment strategy.

In the autumn semester, students attend a series of sessions where they are briefed on the module and undergo induction. Guidance on securing a placement is offered in conjunction with the career service including inputs on experiential learning, and personal and professional development.

Note: Students need to have their learning agreement approved and their DBS check undertaken before they take up the opportunity to gain practical work experience.

During the work experience, students reflect on their observations and actions with respect to the objectives of their learning agreement and wider professional standards. Feedback sessions allow students to discuss their own practice and learning.

Towards the end of the spring term, there are a series of workshops to support students’ interpretation of their experience in relation to theory and professional educational practice.

The Virtual Learning Environment (VLE) provides supporting material including wider employability guidance and further training opportunities.

Reference: Kolb, D. (1984) Experiential Learning Experience as a Source of Learning and Development, New Jersey: Prentice Hall.

On successful completion of this module students will be able to:
1. Undertake work experience and meet the particular individual criteria set out in the learning contract (agreed by placement provider or peer, lecturer and student);
2. Identify the associations between university studies and the workplace environment; 
3. Illustrate how the work-based learning or peer mentoring experience can strengthen, alter or provide an enhanced way of understanding of educational practice, policy and theory;
4. Consider the impact of power relationships in particular contexts and the ethics of professional practice in either work placement or mentoring practice.
5. Reflect on the experiences gained in relation to future employability.

1. Students design and submit a learning contract outlining their goals for the work experience, which is approved by the placement provider or student peer and the lecturer.
2. On completion of the work experience the placement provider or student peer writes a report, which students submit as evidence of successful completion of the work experience. Submission of the report is required to pass the module but there is a 0% weighting.
3. Students will be asked to reflect on a number of critical incidents/episodes will be identified at successive milestones through the year-long transaction of the module. Students will use this journal together with reflections on their own formative learning as reflected in their learning journal to compile the summative reflection.
4. Students can choose to present their summative reflection as an essay, a presentation or by using another digital tool.

Core texts
Bassot, B. (2015). The reflective practice guide: An interdisciplinary approach to critical reflection. London: Routledge.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit.
Hordern, J. &  Simon, C. (2017). Placements and work-based learning in Education Studies: An introduction for students. Abingdon: Routledge.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs NJ: Prentice Hall.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge.
Pollard, A. (eds.) (2014, 4th Edition). Reflective teaching in schools. London: Continuum.
Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Avebury.
Peer Mentoring and Coaching
Brockbank, A. and McGill, I. (1998) Facilitating Reflective Learning in Higher Education. Buckingham: SRHE/Open University Press

Caldwell, B. and Carter, E. M. A. (1993) The Return of the Mentor: Strategies for Workplace mentoring.  London : Falmer Press

Carnell, E., MacDonal, J. and Askew, S., (2006), Coaching and Mentoring in Higher Education: a learning-centered approach, London: Institute of Education

Clutterbuck, D. (1998) Learning alliances. London: IPD

Clutterbuck D & Ragins B R (2000) Mentoring and Diversity
London : Butterworth Heinemann

Cohen, N. (1995) Mentoring Adult Learners. Malabar, Florida: Kreiger Publishing

Downey, M. (1999) Effective coaching. London: Orion Business

Flaherty, J (1999) Coaching: Evoking Excellence in Others, London: Butterworth-Heinemann

Klasen, N. and Clutterbuck, D., (2004), Implementing Mentoring Schemes: a practical guide to successful programmes, London: Elesevier

Parsloe, E. and Wray, M. (2000) Coaching and Mentoring, London : Kogan Page

Whittaker, M. and Cartwright, A. (1998) 32 activities on coaching and mentoring, (2000) The Mentoring Manual. London: Gower

Whitmore, J. (2009) Coaching for Performance. London: Nicholas Brealey
Websites
British Education Studies Association: http://educationstudies.org.uk
Careers Portal, Student Services, London Metropolitan University: http://student.londonmet.ac.uk/jobs-and-employment/
Department for Education: https://www.gov.uk/government/organisations/department-for-education
Get into Teaching, Department for Education: https://getintoteaching.education.gov.uk/
Prospects, UK graduate careers website: http://www.prospects.ac.uk
Society for Educational Studies: http://www.soc-for-ed-studies.org.uk