Education Employers Leaflet 2011

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PE and General Teaching, Sport Coaching, Sport Development, Educational Analysis and Research, Children & Youth, Social Services, International Development

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Education Employers Leaflet 2011

  1. 1. Guidelines for Placement Providers Department of Education Undergraduate 3rd Year Placements
  2. 2. “I would like to say that it has been an absolute pleasure to have Grace working within the department this year on her placement, she has been a valued member of the team with some fantastic achievements in her time with us. She has been a credit to the University of Bath and has been a fantastic role model and Ambassador for your University. This placement has been extremely rewarding for both Filton College and Grace.” Filton College, Bristolwww.bath.ac.uk/education
  3. 3. Guidelines for Placement Providers THE DEGREE PROGRAMME BA (Hons) Coach Education and Sports Coach Education and Sports Development Development The degree provides an innovative, interdisciplinary and critical social science approach to understanding BA (Hons) Childhood, Youth and sport and physical activity, healthy lifestyles, coaching, teaching, sport policy, management and development. Education Studies The students discover a breadth of academic work on sport, exercise and physical activity all underpinned by a strong emphasis on research. The degree draws on a wide range of subjects including the sociology of sportINTRODUCTION and physical activity, pedagogy (teaching, coaching and learning), the psychology of sport and exercise,The Department of Education is a thriving academic and policy, management and development. Studentscommunity with a strong national and international graduating from this degree are often employed inreputation for research. We offer a variety of taught Sports management, policy and marketing positions, asprogrammes at both undergraduate and postgraduate physical educators, as sports development officers andlevel. Undergraduate provision currently comprises the coaches, or go on to further study.BA (Hons) in Coach Education and Sports Developmentwhich capitalises upon the University of Bath’s status Childhood, Youth and Education Studiesas the English Institute of Sport for the South West, its This degree is a social science degree that bridges theexcellent sports facilities and the elite squad of athletes disciplines of education, psychology and sociology. Itand coaches which comprise Team Bath. The BA explores how young children and adolescents learn(Hons) in Childhood, Youth and Education Studies was and develop in contemporary British society and acrossintroduced to the Department in 2009. The Department the world, and emphasizes relevant policy issues. It isprides itself upon the quality of its teaching and provision pioneering in that it was developed in conjunction withfor students. Department of Psychology. The programme prepares the students for a variety of careers relating to children,In addition, University of Bath is The Sunday Times youth and family, including social services, non-University of the Year and ranked 5th nationwide in their governmental organisations and teaching, or they go onleague table for 2011/12. to further study.About two thirds of our students take up the opportunityto do a four-year sandwich degree course, which SKILLS THAT A STUDENT CAN OFFERincludes a one-year placement. Students spend theirthird year working in a public or private company or • All students will have completed two years of theirorganisation. degree, during which time they will have gained a solid grounding in social research methods andThese guidelines are not intended to be definitive, but theoretical concepts and knowledgeincorporate ideas and feedback gained from placementproviders and students as to what constitutes asuccessful placement. We hope this information will be • They are able to demonstrate initiative, to assimilateuseful, especially if you have not employed a placement information quickly and to take on an increasingstudent before. degree of responsibility • They are effective communicators with goodIn some cases the placement may be the first real job a analytical skills, and are well accustomed to workingstudent has undertaken; he or she may not have been in teamspart of a formal organisation before. The guidelines laidout here represent good employment practices and as • They will have undertaken oral, visual and writtensuch will already be followed by you. presentation of research topics • They will have been exposed to and developed both qualitative and quantitative research skills • They will have developed the capacity to work effectively with children and young people. The Department of Education is part of the Faculty of Humanities & Social Sciences 1
  4. 4. Guidelines for Placement Providers STUDENT PLACEMENT OBJECTIVES RECENT PLACEMENT PROVIDERS These can be divided into five main areas: Coach Education and Sports Development LOCOG 1. To gain practical experience in the application British Olympic Association and usefulness of knowledge gained at university. Populous 2. To develop personal and transferable skills such as: Watford FC Event 360 • Communication – speaking/writing/listening London Irish • Planning and time management Octagon • Problem solving and analytical skills Athletics New Zealand • Decision making Warminster School • Working as part of a team or responding to Rostrevor College, Australia leadership Middlewich High School • Initiative and creativity Brighton College Victoria University, Australia 3. The further development of business skills such as: Into the Blue • Using computer packages and databases (including Filton Sports College in-house systems) to analyse and interpret data. Upper Hutt City Council, New Zealand Creation of graphs, charts and similar methods of Clayesmore School displaying data, possibly web site creation, desktop publishing etc I Love Tour Progressive Tennis, New Zealand • Undertaking research BANES • Writing reports in a professional manner Merton School Sport Partnership • Making business presentations City Academy Bristol • Undertaking business correspondence • Project management Childhood, Youth and Education • Attending team meetings, seminars etc, and listening, Community Outreach Programme Trust, South Africa • evaluating and contributing where appropriate City Year 4. Learning as much as possible about the profession BANES in which they are working. Rossmore Leisure Centre The Lights Project 5. A dissertation is a required component of the Platform 51 student’s final year of study. Some students may The Kindergartens wish to base their dissertation on an aspect of International Grammar School, Australia their placement. It is much appreciated if they can be assisted with this where possible.2
  5. 5. Guidelines for Placement ProvidersWORK CONTENT OF PLACEMENT THE RECRUITMENT PROCESSThe work programme devised for students should Students start to seek their placement at the beginninggive them the opportunity to learn and develop, and to of their second year. The Placements Officer hasassume an appropriate degree of responsibility, so that an initial briefing meeting with the whole group andthey can maximise their contribution to the organisation. individual meetings with each student. The student discusses the type of placement for which he/she wouldA significant amount of the work should be relevant to like to be considered and any general location choices/the student’s degree programme, although it is accepted requirements.that most placements will also involve some moreroutine work. JOB DESCRIPTIONIn past placements, students have conducted research,presented findings in the appropriate form, given talks, Placement providers are required to supply a brief (singleorganised events and meetings, taken notes, set up page) job description and web links. It should list theand administered databases, participated in the creative main duties and also the skills or attributes required.process, taken responsibility for projects and generally It might also describe the company/organisationalleviated the workload where needed. and its function. It will be displayed on the University placements website.TIMING OF PLACEMENT Students apply for those placements in which they are interested under the guidance of the Placements Officer.Students start to apply for placements during October,with a view to starting work during the following summer(between July and October). The minimum duration for MAKING APPLICATIONSa placement is 30 weeks, but most students completea whole year. The time can be split between two There are two main methods of application:departments or two different organisations. The student • Sending a CV and covering letter to the employer byis expected to work a conventional working week of at email. The Placement Officer can collect and email allleast 30 hours. applications in one batch, if preferred. • Applying online through the employer’s websiteFINANCE IN THE PLACEMENT YEARStudents are currently required to pay a tuition fee of INTERVIEWS£675 for the placement year. This will change to £2,500for students starting degrees in 2012. They are eligible Interviews are usually conducted at the companyto receive a proportion of the student loan. premises as this gives the students a chance to see the workplace, although they can be arranged on campus if the employer prefers this. Occasionally, telephoneREMUNERATION interviews are a practical alternative.Some employers pay the student a salary Interview travel costs, if agreed, should be reimbursed tocommensurate with age and experience. In the business the student(s) on production of travel receipts.and teaching sectors, the salaries currently range from£4000 – £16,500 per annum.In the charity/NGO sector, students sometimesundertake unpaid placements, but we ask that in suchcases an allowance may be provided to cover their dailytravel and subsistence costs. 3
  6. 6. Guidelines for Placement Providers OFFERS OF EMPLOYMENT • Expectations about punctuality, attendance and a clarification of working hours. Students selected by the employer can be contacted • Sickness and absence reporting, how to book any by mobile phone initially. A written offer should follow, leave, appropriate dress and other practical issues. and a contract of employment provided, setting out Disciplinary and grievance procedures should be terms and conditions. In the case of unpaid or overseas explained. Most problems on placement arise placements, a placement agreement is drawn up by the because expectations about such ordinary aspects Placement Officer. of day-to-day behaviour are not made explicit. Normally, the supervisor and student agree starting and • Supervisors should, very early on, discuss with finishing dates and holidays. The Placement Officer students their expectations about the work can liaise with the employer to set up a suitable work programme, set aims and objectives with the programme. students and allow time for regular reviews. • Supervisors should integrate the student into project or teamwork, and facilitate contacts with colleagues PRE-PLACEMENT BRIEFING in related fields, providing a level of social contact. Before going on placement the students are briefed on • Often it is valuable for the supervisor (who may be their responsibilities to the employer, work etiquette, the director of the project or unit) to delegate the ethical issues, the correct use of internet and email at day-to-day supervision of the student to another work and areas such as confidentiality at work. The member of the staff, with whom they may more briefing also informs students about the reports we readily relate and who may be more available. require from them, and how to keep in touch with the University over the placement year. • It is good practice if the student and the supervisor can meet on a regular basis to discuss progress of the placement, any future plans, how the work is developing and to monitor progress. TRAINING • Students will need guidance about background It is particularly useful if students can be helped to reading, and information on where they can acquire attend training courses in IT and other areas relevant to the skills that will be of use in their placement work. the work they are doing. Visits to other departments, if time permits, are also very useful, enabling students to Students are expected to develop their own initiative see the wider context of the work. and find out what is going on in the place of work, but they may need help initially in their new environment. ROLE OF THE SUPERVISOR & INDUCTION ROLE OF THE UNIVERSITY WHILE STUDENTS It is important that the student has an induction to the ARE ON PLACEMENT organisation in whatever form is appropriate. Aspects which have proved most useful in the past have been: All students are assigned a Placement Tutor and a Placements Officer with whom they should keep in • A handover period between the existing placement regular contact. If any problems arise, both student and student and the new one, if possible. supervisor are urged to contact the Placement Tutor or the Placements Officer as soon as possible. • An overview of the entire host organisation, explanation of departmental structure, an introduction to members of staff and an explanation of their roles VISIT BY PLACEMENT TUTOR and the communication channels. • An introduction to the use of equipment, e.g. The Placement Tutor (or the Placements Officer) will visit computers, copiers, scanners, books, resources, the student (if UK-based), usually between November telephone system and February. In place of a visit, students overseas will be contacted by telephone and/or e-mail.4
  7. 7. Guidelines for Placement ProvidersThe visiting tutor will arrange the visit in advance with For the Placement Providerboth the student and his/her supervisor to ensuresufficient time is set aside for it, normally not more than • To establish closer links with the Departmentone hour. The student is expected to liaise with the of Educationvisiting tutor and organise this as part of the placementexperience. Students will also have been informed about • To discuss whether the arrangement is progressingthe purpose and format of the visit and are encouraged satisfactorily and is one which maximises theto be prepared to discuss the points listed below with student’s contribution to the organisation.the tutor and the supervisor. • To discuss whether a satisfactory supervisory relationship with the student has been established.During the visit, the tutor will usually ask to speak to the • To identify any problems and discuss possible action.student separately first and will then, if appropriate, alsospeak to the supervisor separately. That is followed by • To explore the possibility of taking further placementa joint meeting with both student and supervisor where students, either in the original department or in otherprogress can be discussed. areas of the institutionThe visit is designed to help the student and placement It is hoped that good two-way communication betweenprovider to identify opportunities for learning, for doing student and supervisor will be established early in theuseful work for the host institution and for the student to placement and that there will be time for regular reviews,relate the placement to the degree course. formal or informal, of the student’s progress. However, should any problems have arisen; the placementThe visit is an important means of keeping students in visit can be extremely valuable in clarifying anytouch with the University during the placement period, misunderstandings that may have occurred regardingto inform them of any changes which may affect their the suitability of the student’s work programme and infinal academic year and generally to offer advice and general improving the communication flow between thesupport. two parties, so as to ensure that both receive maximum benefit from the placement.The main purposes of the visit can be summarised as: ASSESSMENT OF PLACEMENTFor the Student The placement year is assessed on a pass/• To enable the tutor to see how the student has fail basis. settled with the host institution.• To check that a work pattern has been established, First Placement Report mutually agreed by the student and supervisor A two-part form to be completed by both student• To ensure the work programme is suitable and and supervisor after about 10 weeks, describing the contains sufficient variety and responsibility. student’s work, their progress and plans for the rest• To discuss the development of the work programme of the placement. This report will form the basis of over the remaining months discussions during the visit.• To ensure that relationships with the supervisor and co-workers are satisfactory, and offer advice on how Final Report to resolve any difficulties if they have arisen. A 3000 word reflective portfolio to be written by the student by the end of the placement.• To make sure that practical matters, such as accommodation, travel, etc., are satisfactory. Employer’s Placement Appraisal• To discuss any plan the student may have formulated A few weeks before the student finishes the placement, for their final year dissertation. the Supervisor will be sent an Appraisal form. The Supervisor is asked to set aside some time to go through the appraisal form with the student and complete the form. The student will benefit from this 5
  8. 8. Guidelines for Placement Providers process and can also add comments at the end in the HEALTH & SAFETY student section. This is a very useful learning process for the student, and helpful for the department. Students must be provided with a safe environment in which to work. They must be informed about health and safety regulations that apply to your premises; fire exits Placement Poster Event and emergency procedures, first aid facilities, accident Students are required to create a poster in PowerPoint, reporting procedures etc. describing their placement experience. This is displayed to prospective placement students and academic tutors Any accident must be reported in accordance with your at the beginning of the final year. organisation’s procedures. In summary, to pass the placement, the student must: We send placement providers a Health & Safety form • Complete 30 weeks minimum and letter, which must be returned within two weeks of the placement start, signed by the student and the • Submit the first and final reports on time supervisor. • Submit a placement poster • Receive a satisfactory appraisal from the employer EQUAL OPPORTUNITIES/ ANTI-HARASSMENT PLACEMENTS ABROAD The University of Bath has an Equal Opportunities policy which states that ‘It is the University’s aim that students Students may do their placements overseas, but they are treated fairly on the basis of merit regardless must already be fluent in the language used by the host of age, disability, family responsibilities, gender, organisation. Overseas placements are subject to visa HIV status, marital status, mental health problems, requirements being met. nationality, race, religious or political views or affiliations, sexual orientation, socio-economic background or transsexualism’. Further details are available at: ACCOMMODATION http://www.bath.ac.uk/universitysecretary/equalities/ It is the student’s responsibility to find suitable policies/08dignityrespectpolicy.html accommodation. However, any help employers can provide is appreciated. If you have other students The University also has an Anti-Harassment code of working with you, we suggest you make students aware practice. We ask that employers uphold these policies of this so that they can arrange to link up to find shared with regard to placement students. accommodation. INSURANCE “Sam’s all round ability has been first For the purposes of Employment Law, students, whether rate; he has performed well within an paid or unpaid, should be deemed ‘employees’ and be office environment and out in the field included on the Employer’s Liability Insurance Schedule. The University of Bath carries indemnity insurance working as a community coach. which covers injury or damage to a third party caused Sam has been an ideal placement by any negligence of placement students. A copy of the student and we only wished he could schedule is available on request. The University provides no cover in relation to the legal liability or negligence of have stayed longer.” the placement company. Watford FC, London6
  9. 9. NOTES 7
  10. 10. NOTES8
  11. 11. THE PLACEMENTS TEAMIf you would like further clarification or any additionalinformation, please contact:Aste DahlWork Placements OfficerEmail: A.Dahl@bath.ac.ukTel: 00 44 1225 384099Department of EducationUniversity of Bath1 West NorthBathBA2 7AYwww.bath.ac.uk/education “Anna has been actively in the running of the girls PE department and also assisting with the day to day running of the whole PE department. She has been a real asset to our school and will be sadly missed.” Warminster School, Wiltshire www.bath.ac.uk/education
  12. 12. Department of Education www.bath.ac.uk/education

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