Bristol UWE - Module specification: -

University of the West of England

MODULE SPECIFICATION

(Template revised Oct. 2005)

Code: UPSNNK-30-2 Title: Criminal Justice: Work Based Learning 2 Version: 1

Level: 2 UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

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:

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

• Devise a current CV and complete a portfolio of evidence which demonstrates the skills that you have acquired whilst on the work placement. (Component A)

• Complete a reflective journal and evaluate performance whilst on the work placement (Component A)

• Identify and appraise the knowledge and skills developed and acquired through the work-based learning. (Component A)

• Apply criminological theories to specific techniques/mechanisms appropriate to the work place (Component A).

• Demonstrate an ability to work independently and as part of a working team (Component A)

• Identify and use relevant source material. (Component A)

• Identify, discuss and debate an area of practice within the agency that demonstrates best practice (Component B)

Syllabus outline

The related activities in this module are part of the mainstream academic activity and are integrated into the whole programme of study rather than delivered to the student as 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:

Self-appraisal /audit

Progress files and portfolios: career and personal development plan, aims, action plans.

Development and evidencing Interpersonal and transferable skills:

Skills – Communication skills, Interpersonal skills, Organisational skills, Time Management skills, Prioritising, Team working skills, Cooperation, Flexibility,

Evaluation of progress

Curriculum Vitae

Identification of agency best practice

Teaching and learning methods

A personal development portfolio or progress file will act as a repository of all information and will contain personal records that are ‘owned’ by the student, including the planning and monitoring of progress towards the achievement of personal objectives and witness statements. The mechanism for this could be paper based or other. The portfolio must also identify, discuss and debate an area of best practice conducted by the work-based agency.

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.

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.

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

Beard, C., and Wilson, J-P. (2006). Experiential Learning: A Best Practice Handbook for Educators and Trainers. 2 Rev Ed edition. London. Kogan Page Ltd.

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.

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 a no taught sessions for this unit, 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. 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.

The reflective journal complies with the controlled conditions, as students will have undertaken different roles within different organisations. Students will be required to reflect on their own individual experiences in a reflective diary.

Students will also be expected to conduct a 15 minute presentation based upon the ‘best practice’ element of their project. Specific guidance will be given.

Weighting between components A and B: A: 75% B: 25%

First Assessment Opportunity

Component A Element weighting

2000 word Reflective Journal /Diary 25%

3000 word Portfolio 50%

Component B

15 min Individual presentation 25%

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