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module specification

SJ5W78 - Journalism Work Placement (2023/24)

Module specification Module approved to run in 2023/24
Module title Journalism Work Placement
Module level Intermediate (05)
Credit rating for module 15
School School of Computing and Digital Media
Total study hours 150
20 hours Scheduled learning & teaching activities
105 hours Placement / study abroad
25 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 45%   Individual presentation on to the whole cohort
Coursework 15%   Journal
Coursework 40%   Reflective Learning Log
Running in 2023/24

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Spring semester North Wednesday Morning

Module summary

 This module provides opportunities for students to gain experience of the journalistic working environment and to enhance and extend their learning by applying and building on their academic and journalistic skills. It is core for all journalism-related courses.

Students must find their three–week placement (the number of working days stipulated for accreditation by the Broadcast Journalism Training Council) themselves, deploying employability and professional skills and their own developing portfolios. These will be measured and supported by the assessments.

Placements of fifteen working days with one employer (or fifteen working days divided between two employers) will be supported by a session of workshops, of which students must attend the majority.

Assessment will be by a reflective learning log, including ethical considerations and remarks by employers; a presentation to class and on the class blog; self-assessed engagement with classes when not on placement, measured by online journal.

Prior learning requirements



 Pre-placement induction sessions will introduce students to the requirements and demands of work placement, assist them in the diagnosis of their abilities; help them make decisions about suitable work areas; and ensure they produce a suitable CV for placement applications.

At the start of the placement the student, employer and placement tutor agree a learning and assessment contract identifying and specifying the:
● task(s) involved in the placement; LO1, LO2, LO3, LO3, LO4
● capabilities to be developed and demonstrated, together with the associated assessment criteria; LO4, LO5, LO6
● learning opportunities for the development of the expected outcomes; LO4, LO5, LO6
● evidence required to demonstrate attainment of the outcomes.

A class-based debriefing session, on completion of the placement, will enable the student to reflect on learning and the experiences gained from the placement and to develop action learning plans for the future.  This will also build confidence and presentational skills. All the components are structured to build towards the learning outcomes.

Balance of independent study and scheduled teaching activity

Workshops explore and enhance student understanding of the full range of placement opportunities; from newspapers, magazines, TV, indies, and radio to charities, campaign groups, councils, and comms/PR.

Students learn through workshop activities the best websites to access work placement opportunities and gain insider knowledge of how to target the most relevant individuals within organisations.

CV and cover letter workshops help students present themselves to employers in the best possible light based on a Skills-based CV approach.

Workshops help students understand how to conduct themselves during their work placements, and what to do if they encounter situations which are inappropriate or unethical.

Students are supported by the Head of Work Based Learning, Policy and Practice at  London Met, and the Employer Engagement Administrator for the School of Computing and Digital Media.

A workshop helps students develop their presentations skills and confidence to speak to a group.

Students reflect on their development through the module and the actual placement through:

Journal posts.

A Reflective Learning Log.

A group presentation.

All reflective elements are embedded in assessment.

Learning and teaching


Learning outcomes

 On successful completion of this module, having completed all the tasks set, and in line with course accreditation requirements stipulated by the Broadcast Journalism Training Council (BJTC), students should be able to: 
1. Show they have reached an acceptable level of professional competence in their work setting;
2. Demonstrate that they have operated effectively, both independently and with others, in a structured and routinely supervised work environment;
3. Demonstrate that they have communicated appropriately with colleagues and superiors;
4. Show that they took a rational and organised approach, applying previously known or new techniques and/or methodologies, to the task(s) set;
5. Describe and evaluate the structure, major activities and responsibilities of the organisation;
6. Reflect on and evaluate critically their own performance and abilities .

Assessment strategy

Students produce a Reflective Learning Log which encourages them to develop a full understanding of their employer, its target audience, and the circulation/reach/clicks. Students articulate who they worked with and how those working relationships developed. Students describe the tasks they were given and describe what they learned. Students are encouraged in their Logs to reflect on the difficulties they faced and how they dealt with them. Students are encouraged in their Logs to describe their feelings about having completed a work placement and how it has helped them prepare towards looking ahead to job-seeking post-graduation.

Students produce a ten-minute presentation, to be delivered to the cohort, supported by on-screen visuals. Content is reflective of the Learning Logs and is designed to further enhance student employability, developing confidence to speak in front of a group of work colleagues, vocal projection techniques, and interactivity with on-screen visuals.

Journal posts enhance ongoing reflection during the search period and subsequent work placement.


Library Talis link:

No textbooks
Students are expected to familiarise themselves with their employer’s website and safety manuals.
Bradshaw, P. (2017). The Online Journalism Handbook: Skills to Survive and Thrive in the Digital Age: Longman
Bull, A. (2007). The NCTJ Essential Guide to Careers in Journalism: SAGE
Davis, N. (2008). Flat Earth News: Chatto & Windus
Fry, R. (2016). 101 Great Answers to the Toughest Interview Questions: Highbridge
Gane, M. (2014). 100% Job Interview Success: Marrikegane Publishing
Innes, J. (2009). The CV Book: Your Definitive Guide to Writing the Perfect CV: Prentice Hall
Knight, M. & Cook, C. (2013) Social Media for Journalists: SAGE
Marr, A. (2004). My Trade: Macmillan
McKane, A. (2004). Journalism, A Career Handbook: Bloomsbury
Rennie, N, (2015). How to Become a Journalist: The Insider’s Guide to Getting a Career in Journalism: Rennie
Scherer, A & Rosen, B. (2012). Brilliant Intern: Pearson
Randall, R. (2011). The Universal Journalist: Pluto
Reed, R. (2017). Why You?: 101 Interview Questions You’ll Never Fear Again: Penguin.
Tobin, L. (2015). The Book of Jobs: Exclusive Career Guidance from Insiders: Quercus
Trujillo, T. (2016). Intern Insider: Getting the Most Out of Your Internship in the Entertainment Field: Focal Press