A GP PRESENTATION weighted at 30%. A PORTFOLIO weighted at 70%. [Learning Outcomes 1-2, 5-7]
A PORTFOLIO OF 2000 words [Learning Outcomes 1-7]

Assessment Details
GROUP PRESENTATION, 0.33HRS

To satisfactorily complete the module the student is required to record and reflect upon his/her learning experiences gained inside and outside the classroom; the latter primarily being work-related/ work-environment experiences. This is achieved through the use of a PDP; (where feasible produced in electronic format, for example PebblePad). The portfolio is expected to include:

- A Personal development statement/review
- Reflection on skills development and review areas for further personal career development

There are formative assessment points during the semester for students to receive feedback on their PDP and progress from an assigned tutor. This will give them an indication of their current performance in relation to the Learning Outcomes before submitting the PDP for summative assessment at the end of the module.

The PDP provides the opportunity for students to begin to critically evaluate their progress in acquiring the Staffordshire Graduate Attributes

Key Information Set Data:
70% coursework
30% practical exams (skills assessments and presentations)

This module will introduce students to:
The issues of employment and training in the professional theatre and creative industries
The possibilities for arts projects in the creative industries on an individual and group basis
The issues of research, planning and project management for arts projects
An understanding of the issues of funding, audiences and venues for small-scale arts events

This module also develops the themes and learning gained at Level 4. It provides further learning opportunities, including work-based/ work-related experiences that enable students to acquire the skills and qualities that will enhance their career prospects, horizons and personal success, thus preparing the student for the expectations of the world of work, namely:
1. Have the ability to carry out inquiry based learning and critical analysis
2. Be work ready and employable - be technologically, digitally and information literate - and understand the importance of being enterprising and entrepreneurial
3. Be able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning.

This module focuses on what are regarded as entrepreneurial and innovative mind-sets, behaviours and skills. It dispels the myth that 'being entrepreneurial/ intrepreneurial' is relevant to only those students intent solely in pursuing a business career. The student will be introduced to the value of innovation, creativity, collaboration and risk-taking skills as being applicable to a wide range of careers and disciplines, from the public sector, charities, universities and social enterprises to corporate organisations large and small and new venture start-ups. The module will encourage a way of thinking and behaving relevant to all parts of society and the world-of-work. It is intended to present exciting and innovative opportunities to utilise it for their own personal career development. Such opportunities might range from voluntary/pro bono work in social enterprises, participation in sport, to apprenticeships, to work-placements, to part-time work and so on.

This module offers the opportunity to build on the knowledge the student has acquired so far in pursuing the Staffordshire Graduate Employability Programme and their degree programme as a whole, specifically looking at the world of work and citizenship.
Content includes:
Understanding and working in the workplace
What 'being enterprising' really means
Entrepreneurial/ Intrepreneurial mind-sets, behaviours and skills/ contributions from the world of work
Innovation and Risk-taking
Developing Citizenship, personal and corporate responsibilities
Using the PDP effectively in the preparation of a CV and covering letter

Lectures will outline the key issues of the module: for example, employment, training, funding, venues and audiences. The lectures will also indicate the possible range of arts events, projects and venues outside of building-based theatre and 'conventional' play production and presentation. Seminars will enable students to discuss examples, case studies or their own ideas. The writing of the portfolio will enable students to evaluate their own strengths, weaknesses, skills and career goals, to demonstrate their understanding and analysis of the module content, and to consider and suggest ideas for possible arts projects. The group presentation (15-20 minutes) will entail students collaborating on 'pitching' and/or delivering a researched proposal for a small-scale arts project or event. It is intended that some lectures will be given by visiting professional arts practitioners, where possible.

The module also features a wide range of learning methods, appropriate to the content. These will include interactive, student-centred workshops, role-playing, lectures and tutorials supported by the use of a virtual learning environment (Blackboard). The emphasis continues to be upon `learning by doing', where learning takes place through personal experience, social interaction and reflection. In the workplace the student will be seeing and doing things themselves as well as observing and interacting with others. Such experiences can be called upon as exemplars of learning through work in respect of the vocational ideas, knowledge and skills that become transferable and applicable to other work contexts.
The module will facilitate close contact with the world-of-work, drawing on contributions from external practitioners (discipline related or not) to support the student learning experience as well as the development of appropriate networking opportunities.
Students will have the opportunity to hear employers drawn from a wide and varied range of organisations who will identify and explain what they consider to be the key attributes when recruiting graduates.

Key Information Set Data:
24% scheduled learning and teaching activities
76% guided independent learning

Computers with Microsoft Office, Speaktext and Accessibility Software
Internet access
Video, audio, projection equipment
Library
Theatre and newspaper archives
Theatre visits
Students Union's Enterprise Society/ NACUE (National Consortium of University Entrepreneurs) and SAP (Students Union Students as Academic Partners) Employability Skills Project
External speakers and organisations
Access to the Internet
Virtual learning environment (e.g. Blackboard, PebblePad) will be available (where relevant) to support this module. Details will be supplied in the module handbook.

The module will be supported by an Enterprise & Employability Resource Bank that will provide learning materials from your Faculty/School, Careers as well as external contributors. Students will be encouraged through the Students Union's Enterprise Society to make use of student-led activities such as workshops, mentoring and networking events provided by NACUE (National Consortium of University Entrepreneurs) as well using and populating a website/depository for disseminating and sharing `good practice'.

Cottrell, S. (2008) The Study Skills Handbook. 3rd ed. Basingstoke: Palgrave Macmillan
Kirton, B. (2011). Brilliant Workplace Skills for Students & Graduates. Prentice-Hall
Perrett, Jan. (1996) Job Hunting after University or College. London, Kogan Page
Salt, Chrys. (2001) Make Acting Work (London, Methuen) 2nd ed.
Arts Council England Funding Application Pack
Trought, F. (2011). Brilliant Employability Skills: How to stand out from the crowd in the graduate job market. Prentice Hall

Further Texts will be advised by School/ Faculty
Part of the portfolio analysis will be the need for the student to identify the resources utilised