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Session: 2022/23
Last modified: 22/04/2022 16:04:25
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Title of Module: Sandwich Placement: Life Science |
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Code: BIOL00001 |
SCQF Level: NA
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | John
McLean |
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| Summary of Module |
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Sandwich Placement is designed to help students develop and integrate the generic skills and attributes essential in a professional/industrial workplace with subject/discipline related knowledge and skills. Students will achieve this through gaining experience in a relevant workplace and reflecting on this. At the end of the placement the student’s performance will be assessed by the University in terms of the learning outcomes set out below.
Sandwich placements will normally occur between levels, usually after level 8 and/or level 9 campus-based study. In exceptional circumstances, where a placement opportunity has not been available for students after they have completed level 9, it may be possible for them to undertake a sandwich placement following completion of level 10 subject to funding being available. In these circumstances, the student would not graduate until after successful completion of the placement.
The placement will be governed by a tripartite learning agreement between the student, placement provider and the University which defines the learning outcomes and confirms elements of support and commitment from all parties. The agreement will be signed by each party prior to the start of the placement.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically relate elements of the placement work experience to the main themes and issues of academic study of their subject discipline relevant within the workplace and be confident in articulating this to others.
L2.
Analyse organisational cultures and structures with particular relevance to the current workplace and exhibit the ability to critically evaluate employee roles in an applied setting.
L3.
Recognise, critically assess and be able to clearly demonstrate to others the personal development and application of essential employability skills and attributes within a real work situation. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level -1.
• Demonstrate the use of their knowledge, understanding and skills, in both identifying and analysing problems and issues and formulating, evaluating and applying evidence-based solutions and arguments. |
| Practice: Applied Knowledge and Understanding | • Show familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex.
• Practise in a range of professional level contexts which include a degree of unpredictability;
• Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate
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| Generic Cognitive skills | • Undertake critical analysis, evaluation and/or synthesis of ideas, concepts information and issues
• Identify and analyse routine professional problems and issues
• Draw on a range of sources in making judgments |
| Communication, ICT and Numeracy Skills | • Use of a range of IT applications to support and enhance work
• Interpreting, using and evaluating numerical and graphical data to achieve goals targets
• Making formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences
• Well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s).
• Communication of the results of their own and other work accurately and reliably in a range of different contexts using the main specialist concepts, constructs and techniques of the subject(s);
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| Autonomy, Accountability and Working with others | • Exercising autonomy and initiative in some activities at a professional level
• Identifying and addressing their own learning needs including being able to draw on a range of current research, development and
• professional materials;
• Work under guidance with qualified practitioners
• Practice in ways which take account of own and others’ roles and responsibilities
• Application of their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision-making is also required.
• Take some responsibility for the work or others and for a range of resources
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Sandwich placement is designed for students to gain and reflect on work experience attained during their time in the workplace. As such, Academic credit for sandwich placement is not based on notional student efforts hours. Instead, students are expected to complete at least 36 weeks (180 full working days) in relevant employment and to submit coursework for assessment as described below. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Work Based Learning/Placement | 0 |
| 0
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
See Sandwich Placement Handbook issued by School/Programme Team
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at module tutorials and supervisor meetings/tutorials, completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.
This module requires you to attend the placement provider equivalent to normal working hours for a period of up to 1 academic year.
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Biology L7-11 |
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| Moderator | Jane Tobias |
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| External Examiner | D Stobo |
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| Accreditation Details | |
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| Version Number | 2.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment will be based on pass/fail only and all assessment elements must be passed for progression as part of the Sandwich programme. Assignments will be open to external examination in accordance with University regulations. |
In order to submit for assessment students need to:
• Attend the workplace(s) in which they have been placed for a minimum total of 36 weeks (180 full working days) and have their employer(s) confirm their attendance
• Receive a satisfactory assessment of work performance from their workplace supervisor(s) and academic tutor (based on two interviews and other evidence as required)
• Maintain a PDP portfolio and use this to submit a satisfactory learning log report reflecting on the placement experience
• Successfully complete a subject related project
Mitigating circumstances will be taken into consideration in accordance with University regulations. |
Reassessment
• Minimum period in work: It is essential that the student completes at least 36 weeks (180 working days) in employment. If the student does not meet this minimum requirement then they cannot pass the placement.
• Catch up: Where through no fault of their own a student has been unable to attain at least 36 weeks placement experience they will be entitled to secure the additional work experience required through a suitable additional period of work experience provided this is agreed in advance with the Programme Team.
• Retake of Placement: a repeat or alternative placement will only be considered on health or other mitigating grounds or where the placement is terminated due to no fault of the student. In such cases the student will receive counselling from the placement tutor on how best to proceed.
• Satisfactory Performance: The first interview will be used to assess the student’s progress. If it is considered that the student’s performance is less than expected at that stage, the student will be advised of this and of the elements of their performance that need to improve. If the student’s performance is assessed as unsatisfactory at the second interview then the student will be given further advice on the steps they need to take to achieve a satisfactory assessment and will be reassessed through a third interview at the end of their placement period. Interviews will normally be conducted within the workplace unless a suitable alternative method is agreed by all parties.
• Reflective Report from PDP: If the reflective report is unsatisfactory, the student will be given the opportunity to resubmit in line with University regulations
• Subject related report: If the subject related report is unsatisfactory the student will be given the opportunity to resubmit in line with University regulations |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Completion of this module requires the student to participate in an extended period with a placement provider which may include laboratory based activity. The University will work with placement provider where possible to make reasonable adjustments.
Some placements may require the student to obtain a satisfactory Disclosure Scotland report before they can be assigned a placement.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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