• ‘Transition Days’

    The format and content of ‘Transition Days’ at Levels 4 to 5, and 5 to 6 What happens? The transition days offer students the opportunity to attend sessions, outside of semester one and two, to learn and be informed about the transition they will be making, academically and also personally, between either levels 4-5 or…

  • Personal Development Planning (PDP) ‘Steps to Success’

    The approach to Personal Development Planning (PDP) via the ‘Steps to Success’ model What happens? This model offers a theoretical representation of the PDP when aligned to the University’s employability themes, and the development of the student in relation to their research knowledge and capacity. The PDP is designed to align to the student journey…

  • Engaging students

    The integration of the students’ role both in the identification of placements and in their feedback on placement experience back into the teaching within the programme What happens? It was felt that students should be central to decision-making about placements. Where they may already be involved with placements, having them share these experiences was felt…

  • Creative assessment

    The creativity of assessment, specifically the use of imagery and visualisation in presentations What happens? Given the nature of the student cohort and their potential future careers, it was felt necessary to ensure that they were able to convey information using a range of mediums, in particular the use of imagery and visualisation. This assessment…

  • Supporting transitions

    Activities to support transitions between levels 4-6, and into employment and further study What happens? Discrete sessions dedicated to student transitions that are personalised to reflect the cohort’s and individual students’ previous experiences and achievements as well as feeding forward towards the next level of studies. This feature is fully transferable to any full-time undergraduate…

  • The concept and execution of an ‘induction year’

    The concept and execution of an ‘induction year’ What happens? In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.…

  • Supporting transitions with assessment

    Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme What happens? At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with…