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ClinicalPlacements andExperientialDevelopment (2)

Department: Music and Performing Arts

Module Code: MOD000!2

"evel: #

Academic $ear: 20%&'%

emesters: %2

***+anglia+ac+u,

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Contents

1. Key Information.................................................................................................................................22. Introduction to the Module.................................................................................................................23. Learning Outcomes and Outline Delivery..........................................................................................34. Assessment.......................................................................................................................................4. Learning !esources..........................................................................................................................".1. Li#rary............................................................................................................................................ ".2. Other !esources............................................................................................................................"". $o% is My &or' Mar'ed(.................................................................................................................)). Assessment *riteria and Mar'ing +tandards..................................................................................1,-. Attendance......................................................................................................................................1. Assessment Offences..................................................................................................................... 11,. Module /valuation........................................................................................................................ 1)11. !e0ort on Last Delivery of Module................................................................................................1-

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1. Key Information

Module title:  *linical lacements and /0eriential Develo0ment 2

Module Leader:  $elen Loth*am#ridge567*51,18

/tension8 2""3/mail8 helen.loth9anglia.ac.u'

/leanor !ichards*am#ridge567*51,1:el8 ,-4 1" 23),/mail8 eleanor.richards9anglia.ac.u'

$elen Odell;Miller *am#ridge567*5 1,1:el8 ,-4 1" 2,4

/mail8 helen.odell;miller9anglia.ac.u'

 Amelia Oldfield*am#ridge567*51,1:el8 ,-4 1" 2)/mail8 amelia.oldfield9anglia.ac.u'

Ditty Do'ter *am#ridge567*51,1:el8 ,-4 1" ,--/mail8 ditty.do'ter9anglia.ac.u'

/very module has a Module Definition L/

• the My.Anglia Module Catalogue at %%%.anglia.ac.u'5modulecatalogue

•  Anglia !us'in?s module search engine facility at %%%.anglia.ac.u'5modules

 All modules delivered #y Anglia !us'in @niversity at its main cam0uses in the @K and at Associate*olleges throughout the @K and overseas are governed #y the  Academic Regulations. =ou can vie%these at %%%.anglia.ac.u'5academicregs . An etract of the  Academic Regulations 'no%n as the

 Assessment Regulations is availa#le at this %e#site too all ne% students %ill have received a 0rintedco0y as 0art of their %elcome 0ac'.

In the unli'ely event of any discre0ancy #et%een the  Academic Regulations and any other 0u#licationincluding this module guide the Academic Regulations as the definitive document ta'e 0recedenceover all other 0u#lications and %ill #e a00lied in all cases.

2. Introduction to the Module

In this module students engage in further and more advanced clinical %or' %here they learn a#out ho%to 0ractise as a music thera0ist or dramathera0ist %ithout discrimination. :hey %ill gain the s'ills to

0ractise as fully registered music thera0ists or dramathera0ists and #e eligi#le for registration %ith the$** $ealth and *are rofessions *ouncil. +tudents %ill %or' inde0endently at an advanced level inthis second year %ith su0ervision from tutors and 0lacement su0ervisors at the @niversity and in the%or'0lace. !eadiness to 0ractise is assessed through an oral assessment in a final case 0resentationta'ing into account the content of the detailed 0lacement re0orts received from 0lacement su0ervisors. A

2

http://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/academicregs

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colla#orative creative 0roBect is 0re0ared and 0erformed #y students in small grou0s during +emester 1Cthis is also assessed. +tudents are e0ected to sho% an advanced level in their understanding of case%or' in a setting %hich %ill also #e different to the setting of their =ear 1 0lacement. :hey %ill no% useevaluation and evidence to su00ort clinical choices of a00roach and methodology. +tudents mustdemonstrate an advanced level of clinical 'no%ledge and s'ills and an a#ility to #e critically a%are oftheir o%n 0rocess. :his includes a full understanding of the assessment and referral 0rocesses relatingto the case%or' and an a#ility to %or' in a multi;disci0linary team in community #ased and other settings

%ith a%areness of health and social needs.

+tudents %ill normally underta'e a " month 0iece of case%or'. :he 0lacements %ill #e co;ordinated #ythe clinical 0lacement co;ordinator in conBunction %ith the student and his5her tutor. @nder0inning themodule is the e0ectation that the student %or's more inde0endently and is su0ervised individuallyrather than in a grou0 for one case. :he student %ill reflect u0on choices made and inter0retation of0atient;led needs and ho% these are #eing effectively met in the case %or'. :he student %ill #ee0ected to follo% through the *are rogramme A00roach %ith a00ro0riate a%areness and criticalunderstanding of user involvement and ho% this im0acts u0on the case %or'. /thical considerations andissues of cultural diversity and 0ractice are e0lored and the student #egins to use evaluation methodsas 0re0aration for underta'ing his5her o%n research.

Key elements8

• :he student carries out their o%n music thera0y or dramathera0y case %or' in a ne%

clinical field gaining in; de0th 'no%ledge of the role of assessment treatment and

evaluation in music thera0y %ithin a multi;disci0linary team.

• :he student com0ares contrasts and evaluates different techniues and theoretical

a00roaches to music thera0y or dramathera0y and other arts thera0ies #eing a%are ofeual o00ortunities current legislation and modern 0ractices in heath and community;#asedservices.

• :he student gains in;de0th intensive e0erience in the %or'0lace %ith 0atients and reflectson this critically and analytically in individual su0ervision. :his involves continuingdevelo0ment of clinical im0rovisation s'ills and attendance at %or'sho0s seminars andstudy days.

• :he student underta'es inde0endent reflection 0re0ares re0orts and assesses treats and

evaluates clinical 0rogress and the 0rocess as a %hole for 0atients ta'ing into accountevidence #ased 0ractice.

• +tudents %ill 0artici0ate in a %ide range of arts thera0ies and other drama and

dramathera0y; #ased seminars and %or'sho0s such as movement voice 0u00ets mas'sand 0sychodramatic s'ills.

• :he student gains an intensive de0th e0erience of %or'ing e0erientially

musically5dramatically and 0sychologically in order to develo0 into a music thera0ist ordramathera0ist %ho is ready to 0ractise and eligi#le to #e registered %ith the $**.

•  

3. Learning Outcomes and Outline Delivery

 Anglia !us'in modules are taught on the #asis of intended learning outcomes and on successfulcom0letion of the module you %ill #e e0ected to #e a#le to demonstrate you have met those outcomes.

On successful com0letion of this module you %ill #e a#le to8 

Knoledge andunderstanding

1. Demonstrate an advanced com0rehensive understanding of musicthera0y5dramathera0y techniues and methodologies for

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assessment treatment and evaluation and #e a#le to reflect anddiscuss these in relation to their o%n case %or' and theira00lication to 0atients in t%o different fieldsC

2. *om0are contrast and analyse different a00roaches and models of music thera0y5dramathera0y 0ractice and discuss these in relationto the other arts thera0iesC

3. /0lain your understanding and sho% an a#ility to manage theim0lications of ethical dilemmas and of ho% to %or' to%ardsresolution of these starting to eamine issues related to clinically#ased researchC

Intellectual!"ractical! affectiveand transfera#les$ills

4. Discuss and reflect on your o%n 0rocess in individual su0ervision%ith your tutor and %ith your 0eers sho%ing an advanced criticala%areness of your o%n strengths and %ea'nesses #oth in grou0and individual situations in the learning environment and in the%or'0laceC

. Demonstrate an evidence #ase for effective %or' as a musicthera0y or dramathera0y trainee in multi;disci0linary teams through

your o%n case %or' and discussion of this in su0ervision #oth %ithindividuals and grou0sC

". Demonstrate clinical Budgement and autonomous initiative incom0le situations sho%ing an overvie% of good 0ractice and thea#ility to ta'e 0ersonal res0onsi#ility in 0rofessional 0ractice.

In "articular the module contri#utes to the attainment of the folloing Outcomes s"ecified in the%athay &"ecification '()* (orms:

On successful com0letion of the 0ath%ay a student %ill #e e0ected to #e a#le to8

• %or' as a ualified and reflective 0ractitioner recognising the diversity of s'ills and the de0th ofe0erience reuired in face;to;face situationsCE

• demonstrate a critical a%areness of culturally and clinically a00ro0riate treatments for different

0o0ulationsC

• %or' effectively in diverse settings %ithin a multi;disci0linary contet and assess 0atient need

using a00ro0riate music thera0y5dramathera0y a00roachesC

• incor0orate in their 0rofessional 0ractice an a%areness of the interactive nature of thera0y as a

develo0ing relationshi0 #et%een thera0ist and client50atientC

• a00ly the music thera0y5dramathera0y s'ills acuired in training to conduct a00ro0riate

diagnostic and treatment 0rogrammes %ithin a needs;led culture for a diversity of clients %ithin arealistic time scaleC

•generalise a00ly and transfer learning and e0erience %ithin the 0rofessional contet.

+. ,ssessment

:here are t%o main assessment tas's for this module8

Clinical im"rovisation: develo"ing individual s$ills through devising -oint musicand drama "erformances 'to ta$e "lace during &emester 1: "erformanceassessment ill ta$e"lace in the last ee$ of the semester.*

+tudents %ill %or' in small grou0s miing M: and D:h to create im0rovised 0erformances to #e 0resented toother students years 1 and 2 and staff.

:his offers the o00ortunity for live colla#oration #et%een D:h and M: students and ena#les #oth cohorts to %or'on individual clinical im0rovisation s'ills in a grou0 contet.

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develo0ment of im0rovisation in a 0ractical contet. It also #rings the o00ortunity for auto#iogra0hical reflection onthe training 0rocess.

:his is an o00ortunity to continue to develo0 creative learning #et%een the t%o cohorts of students a reason %hymany students choose this training.

+tudents %ill #e as'ed at the end to %rite a short reflection on their 0ersonal 0rocess focusing on i %hat they havelearnt from %or'ing %ith students in a different modalityC ii ho% they have 0rogressed in develo0ing their individual

identified s'ills.

ro0osed structure8

2 hour introductory session %ith 2 staff 1 M: 1 D:h2 1. hour sessions staff 0resent1 1. hours self;managed in small grou0s1 dress rehearsal in theatre1 2 hour 0erformance attended #y all students =ears 1 F 2 G staff 

Oral ,ssessment 'to ta$e "lace during the assessment "eriod in May 2/10*

/ach candidate is reuired to give a 2, minute 0resentation of a 0iece of case%or' grou0 or individualcase material may #e 0resented to #e follo%ed #y 3, minutes? discussion %ith t%o assessors.

:he assessors are as'ed to comment on the follo%ing8

1. @nderstanding of the Music :hera0y 5 Dramathera0y 0rocess relating to the case %or' 0resented.2. @nderstanding of client?s 0ro#lems diagnosis history #ac'ground and 0athology relevant to the

case %or'.3. *larity of thin'ing and style of clinical 0resentation.4. Huality of thera0eutic interventions including a#ility to im0rovise and relate to the 0atient through

music 5 drama.. A#ility to sustain the thera0eutic relationshi0.". /vidence of constructive use of su0ervision to develo0 insight into the music thera0y 5 dramathera0y

%or'.). Demonstration of achievement of learning outcomes itemised in section 3 a#ove.-. O0inion of the candidate as a 0otential music thera0ist 5 dramathera0ist.. !ecommendation for entry into the 0rofession no%.1,. ass 5

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/amination scri0ts are retained #y Anglia !us'in and are not returned to students. $o%ever you areentitled to feed#ac' on your 0erformance in an eamination and may reuest a meeting %ith the ModuleLeader or :utor to see your eamination scri0t and to discuss your 0erformance.

 Anglia !us'in is committed to 0roviding you %ith feed#ac' on all assessed %or' %ithin 2/ or$ing daysof the su#mission deadline or the date of an eamination. :his is etended to 3, days for feed#ac' for aMaBor roBect module 0lease note that %or'ing days ecludes those days %hen Anglia !us'in @niversity

is officially closedC eg8 #et%een *hristmas and Je% =ear. ersonal tutors %ill offer to read feed#ac'from several modules and hel0 you to address any common themes that may #e emerging.

 At the main Anglia !us'in @niversity cam0uses each

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htt0855%%%.musicthera0y%orld.de  

%%%.#amt.org 

%%%.hisf.no5nBmt5inde.ssi  

%%%.voices.no 

%%%.#adth.org.u' 

only academic and clinical %riting #utinternational ne%s and discussion of0rofessional events and develo0ments.

0. 7o is My 6or$ Mar$ed8

 After you have handed your %or' in or you have com0leted an eamination Anglia !us'in underta'es aseries of activities to assure that our mar'ing 0rocesses are com0ara#le %ith those em0loyed at other universities in the @K and that your %or' has #een mar'ed fairly honestly and consistently. :heseinclude8

•  Anonymous marking   your name is not attached to your %or' so at the 0oint of mar'ing the

lecturer does not 'no% %hose %or' he5she is considering. &hen you underta'e an assessment tas'%here your identity is 'no%n eg8 a 0resentation or MaBor roBect it is mar'ed #y more than onelecturer 'no%n as dou#le mar'ing

• Internal moderation  a sam0le of all %or' for each assessment tas' in each module is moderated

#y other Anglia !us'in staff to chec' the standards and consistency of the mar'ing

• External moderation  a sam0le of student %or' for all modules is moderated #y eternal

eaminers e0erienced academic staff from other universities and sometimes 0ractitioners %hore0resent relevant 0rofessions ; %ho scrutinise your %or' and 0rovide Anglia !us'in academic staff %ith feed#ac' advice and assurance that the mar'ing of your %or' is com0ara#le to that in other @Kuniversities. Many of Anglia !us'in?s staff act as eternal eaminers at other universities.

• Departmental Assessment Panel (DAP)  0erformance #y all students on all modules is discussed

and a00roved at the a00ro0riate DAs %hich are attended #y all relevant Module Leaders andeternal eaminers. Anglia !us'in has over 2 DAs to cover all the different su#Bects %e teach.

:his module falls %ithin the remit of the Music and erforming Arts DA.

:he follo%ing eternal eaminers are a00ointed to this DA and %ill oversee the assessment of thisand other modules %ithin the DA?s remit8

9ternal 9aminer;s

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 Anglia !us'in?s mar'ing 0rocess is re0resented in the flo%chart overleaf8

-

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Student submits work / sits examinationWork

Work is marked by Module Leader and M

"nternal moderation sampl

$nconirmed marks and eedback to

*xternal moderation s

Marks subm

Marks Appro

Students r eceie initial (unconirmed) eedback

onirmed marks issued to students ia e23isio

M a r k i  n

 ' S  t   a  ' e 

"  n t   e r n a l  M

 o d  e r  a  t  i   on S  t   a  ' e 

* x t   e r n a l  M o d  e r  a  t  i   on S  t   a  ' e 

,A) +  S  t   a  ' e 

Flowchart of Anglia Rusk 

All work is marked anonymously or double marked w%ere identity o t%e student is known (e'4 in a presentation)

T%e internal (and external) moderation process compares work rom all locations w%ere t%e module is deliered (e'4 ambrid'e5 %elmsord5 eterbT%e sample or t%e internal moderation process comprises a minimum o ei'%t pieces o work or 1&6 (w%ic%eer is t%e 'reater) or eac% marker and

7nly modules at leels -5 8 and 9 are subect to external moderation (unless re:uired or separate reasons). T%e sample or t%e external moderation p

,A4 ,epartmental Assessment anel ; An'lia

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=. ,ssessment Criteria and Mar$ing &tandards

Overleaf you %ill find our @niversity?s eneric Assessment *riteria a00lica#le to all modules and allty0es of assessment. :hese %ill 0rovide you %ith a guide to overall e0ectations of attainment for eachgrade #and. :hey should #e used in conBunction %ith the Module +0ecific Assessment *riteria see#elo%.

In addition to Anglia !us'in?s generic assessment criteria given in the follo%ing ta#le your %or' %ill also#e mar'ed against module;s0ecific assessment criteria. Assessment tas's for this module %ill #emar'ed against the mar'ing criteria for  Oral %resentation 6ritten 6or$! %erformance %rocess! Live%erformance! %hich are availa#le via the +tudent !esources lin' on the >L/ or directly at8htt0855%e#.anglia.ac.u'5anet5faculties5alss5m0a5.

http://web.anglia.ac.uk/anet/faculties/alss/mpa/http://web.anglia.ac.uk/anet/faculties/alss/mpa/

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,LI, 4?&KI< ?9LOs* ',cademic 4egulations! &ection 2*

Knoledge B ?nderstandingIntellectual 'thin$ing*! %ractical!,ffective and ransfera#le &$ills

   C   h

  a  r  a  c   t  e  r   i  s   t   i  c  s  o   f   &   t  u   d  e  n   t   ,  c   h   i  e  v  e  m  e  n   t   #  y   M  a  r   $   i  n  g   A  a  n   d

,;1,,

 Achie$es moduleoutcome&s' related to()* at this le$el

/ce0tional information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith etraordinaryoriginality.

/ce0tional management of learning resourcescom0lemented #y assured self;direction5e0loration./ce0tional structure5accurate e0ression. Demonstratesece0tional intellectual originality and imagination./ce0tional 0ractical50rofessional s'ills.

-,;-Outstanding information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith clear originality

Outstanding management of learning resourcescom0lemented #y assured self;direction5e0loration. Aneem0lar of structured5accurate e0ression. Demonstratesoutstanding intellectual originality and imagination.

Outstanding 0ractical50rofessional s'ills

),;)/cellent information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith considera#leoriginality.

/cellent management of learning resourcescom0lemented #y self;direction5e0loration. +tructured5accurate e0ression. /cellent academic5intellectual andteam50ractical50rofessional s'ills

",;"ood information #aseC e0lores and analyses thedisci0line its theory and ethical issues %ith someoriginality

ood management of learning resources %ith some self;direction. +tructured and mainly accurate e0ression.ood academic5intellectual s'ills and team50ractical50rofessional s'ills

,;+atisfactory information #ase that #egins to e0lore andanalyse the disci0line and its ethical issues #ut is stillmainly imitative

+atisfactory use of learning resources and in0ut to team%or'. +ome lac' of structure5accuracy in e0ression.

 Acce0ta#le academic5intellectual s'ills and satisfactory0ractical50rofessional s'ills

4,;4

 A marginal pass inmodule outcome&s'related to ()* at thisle$el 

7asic information #aseC omissions in understanding ofmaBor5ethical issues. Largely imitative

7asic use of learning resources %ith no self;direction.+ome in0ut to team %or'. +ome difficulty %ith structureand accuracy in e0ression. +ome difficulties %ithacademic5intellectual s'ills and develo0ing 0ractical50rofessional s'ills

3,;3

 A marginal ail inmodule outcome&s'related to ()* at thisle$el. Possiblecompensation. Sat+isies ,ualiying mark 

Limited information #aseC limited understanding ofdisci0line and its ethical dimension

Limited use of learning resources. Jo self;direction littlein0ut to team %or' and difficulty %ith structure5accuracy ine0ression. &ea' academic5intellectual s'ills.ractical50rofessional s'ills are not yet secure

2,;2

-ails to achie$emodule outcome&s'related to this ()*.ualiying mark notsatisied. "ocompensationa$ailable

Little evidence of an information #ase. Little evidence ofunderstanding of disci0line and its ethical dimension.

Little evidence of use of learning resources. Jo self;direction %ith little evidence of contri#ution to team %or'.>ery %ea' academic5intellectual s'ills and significantdifficulties %ith structure5e0ression. Little evidence of

0ractical50rofessional s'ills

1,;1Inadeuate information #ase. Inadeuate understandingof disci0line and its ethical dimension.

Inadeuate use of learning resources. Jo attem0t at self;direction %ith inadeuate contri#ution to team %or'. >ery%ea' academic5intellectual s'ills and maBor difficulty %ithstructure5e0ression. Inadeuate 0ractical50rofessionals'ills

1;Jo evidence of any information #ase. Jo understanding of disci0line and its ethical dimension.

Jo evidence of use of learning resources of understandingof self;direction %ith no evidence of contri#ution to team%or'. Jo evidence academic5intellectual s'ills andincoherent structure5 e0ression. Jo evidence of 0ractical50rofessional s'ills

, A%arded for8 i non;su#missionC ii dangerous 0ractice andC iii in situations %here the student fails to address the

assignment #rief eg8 ans%ers the %rong uestion and5or related learning outcomes

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,LI, 4?&KI< ?9LOs* ',cademic 4egulations! &ection 2*

Knoledge B ?nderstandingIntellectual 'thin$ing*! %ractical!,ffective and ransfera#le &$ills

   C   h  a  r  a  c   t  e  r   i  s   t   i  c  s  o   f   &   t  u   d  e  n   t   ,  c   h   i  e  v  e  m

  e  n   t   #  y   M  a  r   $   i  n  g   A  a  n   d

,;1,,

 Achie$es moduleoutcome&s' related to()* at this le$el

/ce0tional information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith etraordinaryoriginality and autonomy.

/ce0tional management of learning resources %ith ahigher degree of autonomy5 e0loration that clearlyeceeds the #rief. /ce0tional structure5accuratee0ression. Demonstrates ece0tional intellectualoriginality and imagination. /ce0tional team50ractical50rofessional s'ills.

-,;-Outstanding information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith clear originalityand autonomy

Outstanding management of learning resources %ith adegree of autonomy5e0loration that clearly eceeds the#rief. An eem0lar of structured5accurate e0ression.Demonstrates outstanding intellectual originality andimagination. Outstanding team50ractical50rofessional s'ills

),;)/cellent 'no%ledge #ase e0loring and analysing thedisci0line its theory and ethical issues %ith considera#leoriginality and autonomy

/cellent management of learning resources %ith adegree of autonomy5e0loration that may eceed the #rief.+tructured5accurate e0ression. /cellent academic5intellectual s'ills and team50ractical50rofessional s'ills

",;"ood 'no%ledge #aseC e0lores and analyses thedisci0line its theory and ethical issues %ith someoriginality detail and autonomy

ood management of learning %ith consistent self;direction. +tructured and mainly accurate e0ression.ood academic5intellectual s'ills and team50ractical50rofessional s'ills

,;+atisfactory 'no%ledge #ase that #egins to e0lore andanalyse the theory and ethical issues of the disci0line

+atisfactory use of learning resources. Acce0ta#lestructure5accuracy in e0ression. Acce0ta#le level ofacademic5intellectual s'ills going #eyond descri0tion attimes. +atisfactory team50ractical50rofessional s'ills.Inconsistent self;direction

4,;4

 A marginal pass inmodule outcome&s'related to ()* at thisle$el 

7asic 'no%ledge #ase %ith some omissions and5or lac' oftheory of disci0line and its ethical dimension

7asic use of learning resources %ith little self;direction.+ome in0ut to team %or'. +ome difficulties %ith academic5intellectual s'ills. Largely imitative and descri0tive. +omedifficulty %ith structure and accuracy in e0ression #utdevelo0ing 0ractical50rofessional s'ills

3,;3

 A marginal ail inmodule outcome&s'related to ()* at thisle$el. Possiblecompensation. Sat+isies ,ualiying mark 

Limited 'no%ledge #aseC limited understanding ofdisci0line and its ethical dimension

Limited use of learning resources %or'ing to%ards self;direction. eneral difficulty %ith structure and accuracy ine0ression. &ea' academic5intellectual s'ills. +till mainlyimitative and descri0tive. :eam50ractical50rofessional s'illsthat are not yet secure

2,;2

-ails to achie$emodule outcome&s'related to this ()*.ualiying mark notsatisied. "ocompensationa$ailable

Little evidence of an information #ase. Little evidence of

understanding of disci0line and its ethical dimension

Little evidence of use of learning resources. Jo self;direction %ith little evidence of contri#ution to team %or'.>ery %ea' academic5intellectual s'ills and significantdifficulties %ith structure5e0ression. >ery imitative anddescri0tive. Little evidence of 0ractical50rofessional s'ills

1,;1Inadeuate information #ase. Inadeuate understanding of disci0line and its ethical dimension

Inadeuate use of learning resources. Jo attem0t at self;direction %ith inadeuate contri#ution to team %or'. >ery%ea' academic5intellectual s'ills and maBor difficulty %ithstructure5e0ression. &holly imitative and descri0tive.Inadeuate 0ractical50rofessional s'ills

1;Jo evidence of any information #ase. Jo understandingof disci0line and its ethical dimension

Jo evidence of use of learning resources of understandingof self;direction %ith no evidence of contri#ution to team%or'. Jo evidence academic5intellectual s'ills andincoherent structure5 e0ression. Jo evidence of 0ractical50rofessional s'ills

, A%arded for8 i non;su#missionC ii dangerous 0ractice andC iii in situations %here the student fails to address the

assignment #rief eg8 ans%ers the %rong uestion and5or related learning outcomes

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,LI, 4?&KI< ?9LOs* ',cademic 4egulations! &ection 2*

Knoledge B ?nderstandingIntellectual 'thin$ing*! %ractical!,ffective and ransfera#le &$ills

   C   h  a  r  a

  c   t  e  r   i  s   t   i  c  s  o   f   &   t  u   d  e  n   t   ,  c   h   i  e  v  e  m

  e  n   t   #  y   M  a  r   $   i  n  g   A  a  n   d

,;1,,

 Achie$es moduleoutcome&s' related to()* at this le$el

/ce0tional information #ase e0loring and analysing thedisci0line its theory and ethical issues %ith etraordinaryoriginality and autonomy. &or' may #e considered for0u#lication %ithin Anglia !us'in @niversity

/ce0tional management of learning resources %ith ahigher degree of autonomy5e0loration that clearly eceedsthe assessment #rief. /ce0tional structure5accuratee0ression. Demonstrates ece0tional intellectual originalityand imagination. /ce0tional team50ractical50rofessionals'ills. &or' may #e considered for 0u#lication %ithin Anglia!us'in @niversity

-,;-

Outstanding information #ase e0loring and analysingthe disci0line its theory and ethical issues %ith clearoriginality and autonomy

Outstanding management of learning resources %ith adegree of autonomy5e0loration that clearly eceeds theassessment #rief. An eem0lar of structured5accurate

e0ression. Demonstrates outstanding intellectual originalityand imagination. Outstanding team50ractical50rofessionals'ills

),;)/cellent 'no%ledge #ase that su00orts analysisevaluation and 0ro#lem;solving in theory50ractice5ethicsof disci0line %ith considera#le originality

/cellent management of learning resources %ith degree of autonomy5research that may eceed the assessment #rief.+tructured and creative e0ression. /cellent academic5intellectual s'ills and 0ractical5team50rofessional50ro#lem;solving s'ills

",;"ood 'no%ledge #ase that su00orts analysis evaluationand 0ro#lem;solving in theory5 0ractice5ethics ofdisci0line %ith some originality

ood management of learning resources %ith consistentself;directed research. +tructured and accurate e0ression.ood academic5intellectual s'ills and team50ractical50rofessional50ro#lem solving s'ills

,;+atisfactory 'no%ledge #ase that su00orts someanalysis evaluation and 0ro#lem;solving in

theory50ractice5ethics of disci0line

+atisfactory management of learning resources. +omeautonomy in research #ut inconsistent. +tructured andmainly accurate e0ression. Acce0ta#le level of academic5intellectual s'ills going #eyond descri0tion at times.+atisfactory team50ractical50rofessional50ro#lem;solvings'ills

4,;4

 A marginal pass inmodule outcome&s'related to ()* at thisle$el 

7asic 'no%ledge #ase %ith some omissions at the levelof theoretical5ethical issues. !estricted a#ility to discusstheory and5or or solve 0ro#lems in disci0line

7asic use of learning resources %ith little autonomy. +omedifficulties %ith academic5intellectual s'ills. +ome difficulty%ith structure5accuracy in e0ression #ut evidence ofdevelo0ing team50ractical50rofessional50ro#lem;solvings'ills

3,;3

 A marginal ail inmodule outcome&s'related to ()* at thisle$el. Possiblecompensation. Sat+isies ,ualiying mark 

Limited 'no%ledge #ase. Limited understanding ofdisci0line5ethical issues. Difficulty %ith theory and0ro#lem solving in disci0line

Limited use of learning resources. @na#le to %or'autonomously. Little in0ut to teams. &ea' academic5intellectual s'ills. +till mainly descri0tive. eneral difficulty%ith structure5accuracy in e0ression.ractical50rofessional5 0ro#lem;solving s'ills that are not yetsecure

2,;2

-ails to achie$emodule outcome&s'related to this ()*.ualiying mark notsatisied. "ocompensationa$ailable

Little evidence of 'no%ledge #ase. Little evidence ofunderstanding of disci0line5ethical issues. +ignificantdifficulty %ith theory and 0ro#lem solving in disci0line

Little evidence of use of learning resources. @na#le to %or'

autonomously. Little in0ut to teams. >ery %ea' academic5intellectual s'ills. &or' significantly descri0tive. +ignificantdifficulty %ith structure5accuracy in e0ression. Littleevidence of 0ractical50rofessional50ro#lem;solving s'ills

1,;1Inadeuate 'no%ledge #ase. Inadeuate understandingof disci0line5ethical issues. MaBor difficulty %ith theoryand 0ro#lem solving in disci0line

Inadeuate use of learning resources. @na#le to %or'autonomously. Inadeuate in0ut to teams. /tremely %ea'academic5intellectual s'ills. &or' significantly descri0tive.MaBor difficulty %ith structure5accuracy in e0ression.Inadeuate 0ractical50rofessional5 0ro#lem;solving s'ills

1;Jo evidence of 'no%ledge #aseC no evidence ofunderstanding of disci0line5ethical issues. :otal ina#ility%ith theory and 0ro#lem solving in disci0line

Jo evidence of use of learning resources. *om0letelyuna#le to %or' autonomously. Jo evidence of in0ut toteams. Jo evidence of academic5intellectual s'ills. &or'%holly descri0tive. Incoherent structure5accuracy ande0ression. Jo evidence of 0ractical50rofessional5 0ro#lem;solving s'ills

,  A%arded for8 i non;su#missionC ii dangerous 0ractice andC iii in situations %here the student fails to address theassignment #rief eg8 ans%ers the %rong uestion and5or related learning outcomes

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,LI, 4?&KI< ?9eryhigh level develo0ment of conce0tual structures andargument ma'ing consistent use of scholarly conventions.Outstanding research s'ills inde0endence of thought ahigh level of intellectual rigour and consistencyoutstanding e0ressive50rofessional s'ills andconsidera#le creativity and originality. /em0laryacademic5intellectual s'ills

),;)

/cellent analysis of 'ey issues5conce0ts5ethics. /cellentdevelo0ment of conce0tual structures and argumentma'ing ecellent use of scholarly conventions.Demonstrates inde0endence of thought and a high level of intellectual rigour and consistency

/cellent analysis of 'ey issues5conce0ts5ethics. $ighlevel develo0ment of conce0tual structures and argumentma'ing consistent use of scholarly conventions. /cellentresearch s'ills inde0endence of thought a high level ofintellectual rigour and consistency ecellent e0ressive50rofessional s'ills and considera#le creativity andoriginality. /cellent academic5intellectual s'ills andconsidera#le creativity and originality

",;"ood analysis of 'ey issues5conce0ts5ethics.Develo0ment of conce0tual structures and argumentma'ing consistent use of scholarly conventions

ood analysis of 'ey issues5conce0ts5ethics.Develo0ment of conce0tual structures and argumentma'ing consistent use of scholarly conventions

,;

+atisfactory 'no%ledge of 'ey issues5 conce0ts5ethics indisci0line. Descri0tive in 0arts #ut some a#ility tosynthesise scholarshi0 and argument. Minor la0ses in useof scholarly conventions

+atisfactory 'no%ledge of 'ey issues5 conce0ts5ethics indisci0line. Descri0tive in 0arts #ut some a#ility tosynthesise scholarshi0 and argument. Minor la0ses in useof scholarly conventions

4,;4

 A marginal pass inmodule outcome&s'related to ()* at thisle$el 

7asic 'no%ledge of 'ey issues5conce0ts5ethics indisci0line. enerally descri0tive %ith restricted synthesisof eisting scholarshi0 and little argument. @se ofscholarly conventions inconsistent

7asic 'no%ledge of 'ey issues5conce0ts5ethics indisci0line. enerally descri0tive %ith restricted synthesisof eisting scholarshi0 and little argument. @se ofscholarly conventions inconsistent.

3,;3

 A marginal ail inmodule outcome&s'related to ()* at thisle$el. Satisies,ualiying mark

Limited 'no%ledge of 'ey issues5conce0ts5ethics indisci0line. Largely descri0tive %ith restricted synthesis ofeisting scholarshi0 and limited argument. Limited use ofscholarly conventions.

Limited research s'ills im0ede use of learning resourcesand 0ro#lem solving. +ignificant 0ro#lems %ithstructure5accuracy in e0ression. :eam5ractical5rofessional s'ills not yet secure. &ea' academic5intellectual s'ills. Limited use of scholarly conventions

2,;2

-ails to achie$emodule outcome&s'related to this ()*.ualiying mark notsatisied.

Little evidence of 'no%ledge of 'ey issues5conce0ts5ethicsin disci0line. Largely descri0tive %ith little synthesis ofeisting scholarshi0 and little evidence of argument. Littleevidence of use of scholarly conventions.

Little evidence of research s'ills use of learning resourcesand 0ro#lem solving. MaBor 0ro#lems %ith structure5accuracy in e0ression. :eam5ractical5rofessional s'illsvirtually a#sent. >ery %ea' academic5intellectual s'ills.Little evidence of use of scholarly conventions

1,;1

Inadeuate 'no%ledge of 'ey issues5conce0ts5ethics indisci0line. &holly descri0tive %ith inadeuate synthesisof eisting scholarshi0 and inadeuate argument.Inadeuate use of scholarly conventions.

Inadeuate use of research s'ills learning resources and0ro#lem solving. MaBor 0ro#lems %ith structure5accuracy ine0ression. :eam5ractical5rofessional s'ills a#sent./tremely %ea' academic5intellectual s'ills. Inadeuateuse of scholarly conventions

1;

Jo evidence of 'no%ledge of 'ey issues5conce0ts5ethics indisci0line. Incoherent and com0letely #ut 0oorlydescri0tive %ith no evidence of synthesis of eistingscholarshi0 and no argument %hatsoever. Jo evidence ofuse of scholarly conventions.

Jo evidence of use of research s'ills learning resourcesand 0ro#lem solving. Incoherent structure5accuracy ine0ression. :eam5ractical5rofessional s'ills non;eistent. Jo evidence of academic5intellectual s'ills. Joevidence of use of scholarly conventions

,  A%arded for8 i non;su#missionC ii dangerous 0ractice andC iii in situations %here the student fails to address theassignment #rief eg8 ans%ers the %rong uestion and5or related learning outcomes

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. ,ttendance

 Attending all your classes is very im0ortant and one of the #est %ays to hel0 you succeed in this module.In accordance %ith the +tudent *harter you are e0ected to arrive on time and ta'e an active 0art in allyour timeta#led classes. If you are una#le to attend a class for a valid reason eg8 illness 0lease

contact the staff team and the de0artmental administrator.

 Anglia !us'in %ill closely monitor the attendance of all students and %ill contact you #y e;mail if youhave #een a#sent %ithout notice for t%o %ee's. lease remem#er to Nta0;in using your !us'in card atevery taught session. *ontinued a#sence can result in various conseuences including the terminationof your registration as you %ill #e considered to have %ithdra%n from your studies.

International students %ho are non;//A nationals and in 0ossession of entry clearance5leave to remainas a student :ier 4 student visa are reuired to #e in regular attendance at Anglia !us'in. Ds and *Ds %hich #elongs to

someone else and 0resenting it as your o%nC

• re%ording someone else?s %or' %ithout referencing themC and

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• handing in something for assessment %hich has #een 0roduced #y another student or 0erson.

It is im0ortant that you do not 0lagiarise intentionally or unintentionally #ecause the %or' of othersand their ideas are their o%n. :here are #enefits to 0roducing original ideas in terms of a%ards 0riPesualifications re0utation and so on. :o use someone else?s %or' %ords images ideas or discoveries isa form of theft.

Collusion

*ollusion is similar to 0lagiarism as it is an attem0t to 0resent another?s %or' as your o%n. In 0lagiarismthe original o%ner of the %or' is not a%are you are using it in collusion t%o or more 0eo0le may #einvolved in trying to 0roduce one 0iece of %or' to #enefit one individual or 0lagiarising another 0erson?s%or'.

/am0les of collusion include8

• agreeing %ith others to cheatC

• getting someone else to 0roduce 0art or all of your %or'C

• co0ying the %or' of another 0erson %ith their 0ermissionC

• su#mitting %or' from essay #an'sC

• 0aying someone to 0roduce %or' for youC and

• allo%ing another student to co0y your o%n %or'.

Many 0arts of university life need students to %or' together. &or'ing as a team as directed #y your tutor and 0roducing grou0 %or' is not collusion. *ollusion only ha00ens if you 0roduce Boint %or' to#enefit of one or more 0erson and try to deceive another for eam0le the assessor.

Cheating 

*heating is %hen someone aims to get unfair advantage over others.

/am0les of cheating include8

• ta'ing unauthorised material into the eamination roomC

• inventing results including e0eriments research intervie%s and o#servationsC

• handing your o%n 0reviously graded %or' #ac' inC

• getting an eamination 0a0er #efore it is releasedC

• #ehaving in a %ay that means other students 0erform 0oorlyC

• 0retending to #e another studentC and

• trying to #ri#e mem#ers of staff or eaminers.

$el0 to Avoid Assessment Offences

Most of our students are honest and %ant to avoid committing assessment offences. &e have a varietyof resources advice and guidance availa#le to hel0 ma'e sure you can develo0 good academic s'ills.&e %ill ma'e sure that %e ma'e availa#le consistent statements a#out %hat %e e0ect. In accordance%ith our Q Academic Honesty Policy’, you %ill #e a#le to do tutorials on #eing honest in your %or' fromthe li#rary htt0855anglia.li#guides.com5A and other central su00ort services and faculties and %ill #ea#le to revie% your %or' for 0lagiarism using Q:urnitin R@K? %here a00ro0riate an online service for matched;tet. =ou can get advice on ho% to use honestly the %or' of others in your o%n %or' from theli#rary %e#site %%%.li#%e#.anglia.ac.u'5referencing5referencing.htm and your lecturer and 0ersonal

tutor. :urnitinR@K %ill 0roduce a re0ort %hich clearly sho%s if 0assages in your %or' have #een matched ithanother source. !riginality o" assessment is an academic #udgement and there is no generally accepta$le upper or loer similarity score. =ou may tal' a#out the matched;tet in the Q:urnitinR@K?

http://anglia.libguides.com/GAPhttp://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://anglia.libguides.com/GAPhttp://www.libweb.anglia.ac.uk/referencing/referencing.htm

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re0ort %ith a mem#er of academic staff to see %here you may need to im0rove your academic 0ractice.If you are not sure %hether the %ay you are %or'ing meets our reuirements you should tal' to your 0ersonal tutor module tutor or other mem#er of academic staff. :hey %ill #e a#le to hel0 you and tell youa#out other resources that %ill hel0 you develo0 your academic s'ills.

rocedures for Assessment Offences

 An assessment offence is the general term used to define cases %here a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

&e %ill fully investigate all cases of sus0ected assessment offences. If %e 0rove that you havecommitted an assessment offence an a00ro0riate 0enalty %ill #e im0osed %hich for the most seriousoffences includes e0ulsion from Anglia !us'in.

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11. 4e"ort on Last Delivery of Module

MOD?L9 49%O4 (O4M

Module Code and itle: MOD,,,"32 *linical lacements and /0eriential Develo0ment 2

,nglia 4us$in De"artment: Music and erforming Arts

Location's* of Delivery: *am#ridge

,cademic @ear: 2,1;1" 

&emesterrimester: +emesters 1 F 2

9nrolment

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9ternal 9aminer;s Comments

:he /ternal /aminers M: and D:h agreed all mar's for this module and %elcomed the introductionof the Im0rovisational erformance element noting students? enthusiastic engagement in it. :heycommented on the high standard of some oral 0resentations and on students? ca0acity to ta'e 0artconfidently in live discussion %ith the assessors.