This work-based learning course is central to the cultivation of a reflective and research informed approach to professional practice in the workplace or work placement. Students will be encouraged to evaluate their own professional skills, abilities and competencies, compare these with those required for their occupation, profession or workplace, and thus form a basis for their own continued professional development. It also provides an opportunity for students to reflect on their prior experiential learning and evaluate current practice. Evidence will be gathered in a professional practice portfolio, which will subsequently form the basis for their ongoing professional development. (Course specification document 2017/18)

• Using diagnostic tools and RAG rating for initial assessment diagnostics
• Use a scaffolding framework linking minimum expectations for  content but...
• ...linked to possible artefact types
• teach using those artefacts as  models
• use regular formative assessment including self, ipsative and peer
• create support networks including forums, study partners and champions
• build on existing institutional support and include SS specialists in e-portfolio community of practice
• add to the LRC bitesize support and bank of how-to guides in different media format
• introduce Katz model early and adapt to this experience

• It was helpful to recognise that for some a lack of confidence using Mahara may have different underlying problems which need to be addressed with different strategies.
• Using stress and developmental models helping me to focus on less generic and more differentiated activities at the planning stage of my next course delivery.