are designed to provide evidence of your learning and experiences on your
placement. They are set to show the marker that you can display a link between
what you have learnt during lectures and whether you can put it in to practice
or not. They are also a first step towards showing that you can reflect
and analyse your practice – a key concept of the training that you have
When you come to work full time, you will be expected to make recordings about
your work to support your learning. Now, in a safe environment where you can
make mistakes, is a useful time to starting trying it out...
is a suggested model of how a
recording could look. Other methods may be suitable, this is just an idea for
people to explore. However, remember that recordings are not like a quick note
of what happened in a session. They need to be detailed, linked to theory and
display a considerable amount of learning and analysis.
key points are....
is useful to make notes of how many young people attended, how many staff were
working AND if you are able to, a gender/cultural make-up of the group that you
are working with. Remember to put
the date and time also.
AIMS OF SESSION (IN LINE WITH PLANNING)
it brief – try to summarise what you aimed to do for the session in a couple
of points. This is NOT necessarily what happened – rather it is what you hoped
would happen and what you planned for. Remember, your work is mostly planned so
you should refer to any notes you made on preparing an activity.
(For further guidance on
planning please see NAOMIE
should serve only as a record of what happened and not be too long. It is
factual only, stating events and in what order they happened etc.
is a good chance to add a few feelings to what was happening. Analyse one issue
from the factual record/events and make some commentary to it. This is also a
good spot to note how people interact, how group dynamics and roles are
significant. Can you relate what your learnt about groups to what is actually
Are there any outside factors to consider?
REFLECTION AND ANALYSIS OF FEELINGS IN RELATION TO THE SESSION
is probably the most important record – a chance to summarise your learning
and talk about the events in relation to professional
Was there any conflict between your personal and professional values?
Remember that everything we do is easily underpinned
by theory and it is almost natural to link an issue to a theoretical point of
view. For example, you may have a conversation with someone that was on the spur
of the moment. If you look at
Jeffs and Smith on
directing conversation, you will find this is called “Catching the moment”
and is immediately a symbol of your understanding. It is better not to seek out
theory to stick to, rather search for theory to back up your information. The
more that you practice, the easier it will be. Also, try to relate back to your
college learning – have you brought anything to your work that you can
discuss? Did you experience any ethical conflicts/personal conflicts?
LEARNING OUTCOMES (ANALYSIS AND COMPARISON WITH AIMS)
outcomes and cross them against your aims. Did you get what you wanted to
achieve? What else have you learnt as a result of what you did? What would you
This is a good opportunity to note your evaluation of the exercise or piece of
work that you carried out.
FOLLOW UP/FUTURE ACTION/FURTHER INVESTIGATION
Any future work/ideas/follow up should be added here or
state whether you think you need to seek further guidance/supervision.
and reference AT LEAST one piece of theory for each recording.
that’s it. It is quite easy when you get used to doing them. Try to be as
objective as possible and write as much as you can in the feelings area. Some
recordings will be more educative than others and don’t think you fail if you
do not always have an long document.