Professional Practice Scheme
The core idea of this innovative scheme is that a piece of formative or summative work can be used internally (to assess a student’s progression), but also externally, if the content of the work is of interest to an organisation.
PPL students are encouraged to discuss the skills they are developing within their course within modules and via the Portfolio scheme (link), which is an excellent first step, but having them validated by an employer who received a concrete ‘product’ proving the existence of these skills can provide students with concrete examples to use in CVs and interviews.
Two modules within PPL have pioneered this concept for years:
- The ‘Parliamentary research projects’, which are part of the undergraduate dissertation module for students of Politics. Up to eight students a year are paired up with an MP, MEP or pressure group, who mandate a report on a policy issue. This report is used as the students ‘dissertation’.
- The ‘Translation Work Experience’ modules (undergraduate and postgraduate), students work in groups to translate material that museums/heritage sites have mandated. Past partners include the Norwich Castle Museum, the Sainsbury Centre for Visual Arts, the National Trust Blickling Hall, Strasbourg’s museum (France), Marti Museum (Valencia, Spain).
An increasing number of modules include professional practice within their assessment pattern. The scheme’s intent is to spread such initiatives to more modules within the School of PPL.
Here are two examples of last year’s projects:
- A consultation in the James Paget hospital (Public Service Interpreting module): The aim of the session was to advise trainee doctors on how to behave when taking care of a patient through the mediation of an interpreter. The session involved role-plays (students played the role of interpreters and patients as well), and a discussion to debrief what was learnt.
- An advising report on improving the wording of the Norwich LGBT Project’s promotional flyers (Discourse and Power module): Students analysed the material individually and produced a piece that was assessed by the module leader, who then compiled a report that was sent to the LGBT Project.