Session/artefact to be observed/reviewed: 1st unit 8 tutorial
Size of student group: 1 student 121Observer: Grace O’Driscoll
Observee: Berni yates
Part One
What is the context of this session/artefact within the curriculum?
This is the first Unit 8 tutorial – talking to students about what they need to work on for Unit 8
How long have you been working with this group and in what capacity? 1st time
What are the intended or expected learning outcomes? So the student understands about placement year out and what they need to create to apply for work experience
What are the anticipated outputs (anything students will make/do)? This session is juts about information about what is needed for Unit 8 deadline in May – there will be a follow up where student will go through work
Are there potential difficulties or specific areas of concern? Making sure each student has unique assets to apply to individual brands and work placements
How will students be informed of the observation/review? The session is recorded
What would you particularly like feedback on? Support on if the session was clear as to what the outputs should be and why each student should take a year out
How will feedback be exchanged? Through the recording then on final assessment sheet
Part Two
Observer to note down observations, suggestions and questions:
I observed Berni’s one to one tutorial with a CSM Fashion Print student working towards their Unit 8 brief and work placement applications. Berni’s stated aims for the session – to encourage students to undertake a year out placement, and to ensure the student has clarity around the expectations of unit 8 were clear from the outset and in the course of the tutorial Berni bookended sections of the conversation with reference to unit 8 marking and to next steps in the applications process to emphasise this. In addition to these outcomes based aims I was really impressed with the level of guidance offered to the student, and how well they were being set up for success. It was also very clear how well Berni had prepared with detailed knowledge of the student’s own personal skill-base, for example languages spoken and involvement in community projects, past work, that might be advantageous in applications.
Berni’s framing and input was very constructive throughout – with lots of the guidance phrased alongside acknowledgement of the student’s own agency and achievements. For example, talking through options for setting up a website or Instagram portfolio was framed with ‘you are good with digital so you will be fine with that’, discussing work placements in Europe focused on the students fluency in Italian, and the student’s ideas and ambitions were met with positivity that they had already put thought and planning into their options. Similarly, the student’s agency within the process was very much centred with phrases such as ‘I’d like to hear about what you’re thinking’, ‘which project do you feel is your strongest’, ‘it’s down to you, it’s your work’. Both of these elements made it very clear that the student is their own advocate but with clear guidance on how to succeed with what they want to achieve.
There were some very inclusive elements in the tutorial, particularly the clarity given around unit 8 marking, with no assumptions around what to include or unspoken expectations – at several stages Berni stopped the conversation to flag elements needed to attain good marks for the unit in comparison to what might be adjusted for individual employer approaches. I also felt that the discussion around earning expectations while on placement was very inclusive – there was again no assumption or unspoken expectations of circumstances. Both the possibility of paid placements and unpaid were discussed equally, alongside any necessary conditions should unpaid be considered, allowing the student to be open about where they might have access to accommodation support for example. Being open about this at the outset and discussing it with realism means the student will not be put in a difficult position further along in the process as they know they can speak to Berni about any limitations candidly. Similarly phrasing the opening of the conversation about work placements ‘locally and globally’ was an inclusive approach acknowledging the full breadth of what might be available to the student to consider.
One thing that I felt would have helped were some examples of elements that might have been new to the student – while these were explained very clearly some quick visual reference points might have broken down some barriers for the student, for example some CVs, some edited portfolio decks, a website or Instagram portfolio. Students really appreciate anything that is shared from past student’s work and experiences.
Towards the end of the tutorial Berni recapped on the next steps and on the expectations for what needs to be done before the next tutorial and what can be reviewed at that point for completion afterwards. This was very helpful and made the tasks in hand less daunting. Aspects of the task were given very clear tangible guidelines for example to choose 6 image pages per ‘deck’ and to create combined portfolio pages for some of these, showing process and output. This level of clarity and instruction was very tangible and again set the student up for success, moreso than descriptive feedback that would need to be interpreted. Berni questioned to ensure that all of this was clear and understood before closing the tutoral.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thank you for the thoughtful and constructive feedback. I’m pleased that the clarity around Unit 8 expectations and marking criteria came across, and that the student-centred and inclusive nature of the tutorial was evident. I really appreciate your comments on how I acknowledged the student’s skills and agency throughout, as it’s important to me that students feel ownership over their work and confident in their decisions.
I completely agree with your suggestion to bring in examples of portfolio websites, CVs, and edited decks. I can see how this would offer students a clearer sense of what’s possible and how they might present their work creatively while still meeting requirements. I will make a point of gathering a small range of past student examples to share in future tutorials—not as templates to copy, but as inspiration to show the diversity of approaches and the importance of effectively communicating both personality and professionalism.
I also found your feedback on the inclusive discussion around placement logistics, including paid/unpaid options and living arrangements, to be affirming. I’ll continue to prioritise transparency and realistic planning in this area to help students navigate these choices confidently.
Thanks again—this was incredibly helpful in refining how I structure these tutorials and provide tangible support.