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Session: 2022/23
Last modified: 30/11/2022 14:32:46
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Title of Module: Work Related Learning 60 |
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Code: BIOL09036 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(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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This module has been delivered in previous courses and the successes are well documented elsewhere. Without some form of vocational experience students find that entry into the job market is at best problematical. The purpose of this module is to allow the student to experience the work of work on an extended basis. This opportunity allows the student to put in to practice, often within a rigidly controlled Quality Assurance environment, the skills, techniques and knowledge gained throughout the course. Since this module is scheduled to run during the second semester there can be opportunities for some students to be retained in a paid capacity to provide summer cover.
It also allows students to use this opportunity to discover which aspects of vocational employment they find appealing. Students who successfully complete this module are better prepared for their honours project in the following year.
Successful completion of this module will serve students well when competing for appropriate employment and in their approach to the honours project in the following year.
Upon progression to L10, students who opt to take this module will be required to take BIOL10017 Integrative Human Physiology in place of BIOL10002 Public Health Microbiology.
This module will work to develop a number of the key “I am UWS” Graduate Attributes to make those who complete the module
- Culturally aware.
- Ethically-minded.
- Emotionally intelligent.
- Effective communicator.
- Autonomous
- Incisive
- Effective communicator
- Resilient
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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.
Achieve a set of core skills/competences through a period of work based learning to a standard that is consistent with ‘employees’ of similar educational background (SCQF level9) and be relevant to the programme of academic study.
L2.
Complete a log book or diary to a prescribed standard that will allow traceability and/or auditing of events, experiments or processes.
L3.
Construct a comprehensive account (including a report and an oral presentation) detailing the work of the organisation; the tasks performed; the procedures employed and a reflective analysis on how the student’s behaviour, approaches, attitudes and skills have been adapted or modified consequentially. |
| 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 9.
Construct a comprehensive account (including a report and an oral presentation) detailing the work of the organisation; the tasks performed; the procedures employed and a reflective analysis on how the student’s behaviour, approaches, attitudes and skills have been adapted or modified consequentially. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Depending on the nature of the placement there will be opportunities to develop new practical skills / techniques or develop the application of specific skills / techniques to an advanced level or practice within a range of professional contexts. |
| Generic Cognitive skills |
SCQF Level 9.
A critical analysis of the ‘business’ of the placement employer must be provided in the final report. The student will also have the opportunity to reflect on the successes or difficulties of the placement and on the transition to working in a context that is vocationally relevant. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
The opportunities to use, display and develop these skills will vary considerably with the nature of the placement. In a laboratory based placement all skills will be enhanced to varying extents, while students placed in a ‘clinical’ situation may have fewer opportunities to enhance their numeracy skills but will have increased opportunities to refine their inter-personal communication skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
The opportunities to use, display and develop these skills will vary considerably with the nature of the placement. In a laboratory based placement all skills will be enhanced to varying extents, while students placed in a ‘clinical’ situation may have fewer opportunities to enhance their numeracy skills but will have increased opportunities to refine their inter-personal communication skills. |
| 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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The majority of teaching and learning will take place off campus but will involve support and supervision academic staff. Prior to placement, students will be introduced to ethics, health and safety, and report writing. This will include utilising scientific databases and numerical analysis. Students will also have a number of classes in the University throughout their placement, allowing staff to monitor and assess progress as well as reinforcing some the formally taught elements.
A learning contract will be agreed by all parties prior to start of the placement. Employers have previously utilised their own organisation’s training programme or have devised a bespoke programme with regard to their particular sphere of operation and the learning contract can be modified to include this.
All aspects of the Work Experience programme are in accordance with the University’s Criteria for Securing and Approving WBPL Settings. The proposed programme is compliant with Regulation 5.8 (Work Based Learning). |
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 | 504 |
| Tutorial/Synchronous Support Activity | 15 |
| Independent Study | 81 |
| 600
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:
On line guides to scientific writing
http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWgeneral.html
http://classweb.gmu.edu/biologyresources/writingguide/ScientificPaper.htm
Successful Scientific Writing: a Step by Step Guide for Biomedical Scientists (2000) 2nd Ed., Mathews, Bowen, Mathews; CUP, ISBN 0-521-78962-1
There is a Moodle module site to support student while on campus and in the workplace situation (assuming internet access is availability), which provides access to their ePortfolio. Moodle will be used to help monitor, assess and communicate with students while on work based learning.
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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:
Project/WRL based modules 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 420 hours which normally equates to 5 working day/week for 12 weeks.
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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 | Richard Thacker |
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| External Examiner | J Spicer |
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| Accreditation Details | This module is part of the BSc (Hons) Biomedical Science programme; accredited by Institute of Biomedical Science (IBMS). |
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| Version Number | 1.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Workbook/ Laboratory notebook/ Diary/ Training log/ Learning log
This module is a pass/fail module. Students must obtain 40% in the assessment to pass.
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(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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