Bristol UWE - Module specification: -

University of the West of England

MODULE SPECIFICATION

(Template revised Oct. 2005)

Code: UPSNLK-30-1 Title: Criminal Justice: Work Based Learning 1 Version: 1

Level: 1 UWE credit rating: 30 ECTS credit rating: 15

Module type: Project

Owning Faculty: SSH Field: Sociology and Criminology

Valid from: September 2008 Discontinued from:

Contributes towards: FdA Criminology and Criminal Justice

Pre-requisites: None

Co-requisites: None

Excluded combinations: None

Learning outcomes

On successful completion of this module students will be able to:

• Demonstrate an understanding of organisational structures and working practices within a justice agency/organisation’s environment (Component A).

• Demonstrate a link between criminological theories and their practical application whilst in the work place (Component A)

• Demonstrate competence in a range of professional skills appropriate to the justice agency/ organisation. (Component A)

• Negotiate and compile a learning contract (aims and objectives) in conjunction with the college and line manager/ mentor (Component A).

• Monitor and evaluate performance in achieving the set aims and objectives using relevant sources of information to supported findings (Component A )

Syllabus outline

The related activities in this module are delivered via a work placement as opposed to a bolt-on module. The student will be provided with guidance and support whilst on the work placement and with the development of the portfolio, which includes evidence of the achievement of the specified learning outcomes. A work placement supervisor (College tutor) will provide advice and guidance on:

• Identification and recording of achievements and personal skills; personal development planning; identification of agreement of appropriate learning objectives and learning agreements, through a learning contract.

• Monitoring progress in achieving aims and objectives; gather and record information, collect evidence to support findings, review information with appropriate personnel.

• Evaluating and reflecting on personal achievements; measuring and using supportive evidence activities undertaken (teamwork, decision making, learning, self development, assertiveness, effectiveness, time scale and reach justified conclusions.

Teaching and learning methods

Students are to Identify and agree aims, objectives and work –related targets with their placement hosts, through a learning contract. This will then form the focus for the completion of a portfolio in which the students will offer evidence for the completion of the tasks set and the relevant Line Manager / Mentor of the work placement will complete a report indicating the performance of the student during the work experience.

The college has formed links with a number of local organisations in terms of offering students work placement opportunities and has an existing pool of work placements on which to draw from. A range of suitable organisations in the local and surrounding area will be negotiated and agreed between a work placement officer, the learner and the host agency/organisation. Alternatively, students are able to use existing employment within an appropriate agency, with aims and objectives specified in relation to their learning requirements.

The work placement supervisors (College tutors) will provide continual advice, guidance and support during the work placement. Work placement providers/mentor will be given guidance on the preparation of their part of the report. The report should draw on conclusions based on the student’s performance and evaluation of the outcome of the work experience.

Learners must also complete a reflective diary throughout the work placement, which analyses individual strengths and weaknesses and which includes a log of activities mapped against key employment skills. The written reflection can include an analysis of their role within the organisation and their development over time and an evaluation of their performance.

Senda issues have been considered in the design of the module and provision will be made for learners with disabilities in the workplace to enable them to achieve the learning outcomes. This could include the provision of specialist equipment, using alternative methods to assess skills. The work placement provider will be given training and guidance of how they can accommodate learner with disabilities and a contract will be devised to outline roles and responsibilities. The work placement provider must ensure that learners with disabilities are not discriminated against and that adequate provision and access to the premises is provided. The work placement officer will assess all work placement providers prior to the placement period. In circumstances where learners cannot be placed, a suitable work placement will be found within Weston College i.e. coaching or public service tutor assistance.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

Indicative Reading

Bolton, G.E. (2005). Reflective Practice: Writing and Professional Development. Second Edition. London. Sage Publications Ltd;

Boud,. D. Keogh,. R. and Walker,. D. (1999) Reflection: Turning Experience into Learning. London. Kogan Page Ltd.

Cottrell, S. (2003) Skills for Success: The personal development planning handbook. Basingstoke. Palgrave Macmillan

Guirdham, M (2002) Interactive Behaviour at Work (3^rd Edition) Financial Times: London. Pearson Education.

Hayes, J. (2002) Interpersonal Skills and Work. London. Routledge.

Institutional Placement Guide /Health and Safety information etc.

Pedler, M, Burgoyne, J., Boydell, T. & Welshman, G. (1990) Self-development in organisations. Berkshire. McGraw-Hill

Assessment

The assessment media has been devised to allow learners to achieve the full range of learning outcomes for the module. There are no taught sessions for this module, however a work placement supervisor will provide guidance to all students of the evidence required to achieve the learning outcomes. This is a work-based module, where learners will complete the assessments via a portfolio, which must provide evidence of the learning outcomes achieved during their work placement. Line managers/mentors will be involved in the assessment process in terms of providing evidence e.g. witness statements and an appraisal of overall achievements.

Weighting between components: A: 100% B: 0

First Assessment Opportunity

Component A Element weighting

1Reflective Diary (2000 words) 25%

1 Portfolio (3500 words) 75%

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A Element weighting

1 Reflective Diary (2000 words) 25%

1 Portfolio (3500 words) 75%

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.

Specification confirmed by …A.Chandler confirmed all SSH internal approval processes completed Date …25.06.08…………