Collins IELTS 1 Listening Test 2
4 parts · 40 questions · 30 minutes
Meeting up in the city centre
Questions 1–3
Choose the correct letter, A, B or C.
1. Some of Lydia's classmates
A are going into town later.
B have already been into town.
C haven't got time to go out.
2. Seb says he
A is cooking a meal for his host family.
B doesn't think he'll want to eat in town.
C has already eaten.
3. Lydia's teacher
A has asked her to do some shopping.
B advised her not to stay out late.
C told her the shops stay open longer that evening.
Questions 4–7
Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
YOUR HOST FAMILY DETAILS
Your host family are Mr and Mrs Andrews.
Address: (4) ………………………… Mayweather Road, Coldfield
Bus service: Number (5) …………………………
Local landmarks: The house is opposite the (6) …………………………
Telephone number: 01764 (7) …………………………
Question 8
Choose the correct letter, A, B or C.
8. Lydia needs to find
A a stationer's.
B a grocer's.
C a chemist's.
Questions 9–10
Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer.
• Seb is looking for a (9) ………………………….
• They both have a voucher for the (10) ………………………… in the city library.
A tour of the self-access centre
Questions 11–16
Choose the correct letter, A, B or C.
11. The self-access centre
A is always available.
B is generally quiet.
C gets busy during exams.
12. The Internet PCs
A should be used for no more than half an hour.
B must not be used to access Facebook.
C are generally used to study English.
13. Usernames and passwords
A are created by the teachers.
B are issued during induction.
C are created by students.
14. The help desk
A is staffed by technicians.
B offers language support.
C is only open when two members of staff are available.
15. Photocopying of reference books
A is not allowed.
B is done by teachers.
C has a small cost.
16. The high-spec PCs
A can be used to browse the internet.
B are available for word processing.
C may need a CD-ROM.
Questions 17–20
Complete the sentences below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
• Students can purchase a (17) ………………………… from the help desk.
• The graded readers can be borrowed for a maximum of (18) ………………………….
• The centre opens at 8.30 and closes at (19) …………………………, Monday to Friday.
• On occasion the room is (20) ………………………… by a teacher and might not be available.
Tutorial on an essay draft
Questions 21–24
Choose the correct letter, A, B or C.
21. Jacob says that
A he needs to do more research.
B he read widely before writing the draft.
C he isn't confident about his main points.
22. The tutor thinks Jacob
A has presented both sides of the argument well.
B needs to do more work on the content.
C has organised the essay very well.
23. The ideas Jacob expresses in the essay
A should be re-ordered.
B are poorly presented.
C don't make sense.
24. The tutor suggests that Jacob
A look at the use of paragraphs in other pieces of writing.
B read one or two textbooks on writing skills.
C read widely to develop his vocabulary.
Questions 25–27
Complete the tutor's notes below. Write NO MORE THAN THREE WORDS for each answer.
Very natural use of (25) …………………………. Well done!
Try using higher level (26) ………………………… in your essays.
The sentences are sometimes too (27) ………………………….
Questions 28–30
Choose THREE letters, A–F.
28. What does the tutor suggest?
A Try some worksheets to practise formal writing.
B Check spelling carefully.
C Use more advanced vocabulary.
D Buy a thesaurus.
E Use some of the synonyms the tutor has suggested.
F Find alternative words to those that are underlined.
29. What does the tutor suggest?
A Try some worksheets to practise formal writing.
B Check spelling carefully.
C Use more advanced vocabulary.
D Buy a thesaurus.
E Use some of the synonyms the tutor has suggested.
F Find alternative words to those that are underlined.
30. What does the tutor suggest?
A Try some worksheets to practise formal writing.
B Check spelling carefully.
C Use more advanced vocabulary.
D Buy a thesaurus.
E Use some of the synonyms the tutor has suggested.
F Find alternative words to those that are underlined.
Psychology placement year
Questions 31–34
Choose the correct letter, A, B or C.
31. Work experience is required
A to get a professional job.
B to do a postgraduate degree.
C to join an undergraduate course.
32. Graduates on placements
A develop skills employers require.
B are transferred to various posts.
C should avoid making too many demands on employers.
33. Placements can offer the opportunity
A to make an impact on the working environment.
B to get to know important people in the area of work.
C to meet new and interesting people.
34. Placements can lead to
A future employment with the same organisation.
B a better class of postgraduate degree.
C greater influence with large organisations.
Questions 35–37
Choose THREE letters, A–E.
35. Students on placements could
A help improve the quality of research within the organisation.
B support people receiving long-term treatment following serious injury.
C run counselling sessions.
D have the chance to offer feedback on counselling sessions they attend.
E contribute to teacher-development programmes.
36. Students on placements could
A help improve the quality of research within the organisation.
B support people receiving long-term treatment following serious injury.
C run counselling sessions.
D have the chance to offer feedback on counselling sessions they attend.
E contribute to teacher-development programmes.
37. Students on placements could
A help improve the quality of research within the organisation.
B support people receiving long-term treatment following serious injury.
C run counselling sessions.
D have the chance to offer feedback on counselling sessions they attend.
E contribute to teacher-development programmes.
Questions 38–40
Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.
It is the responsibility of the student (38) ………………………… an interview.
It is (39) ………………………… to have a CRB check when working with certain clients.
Forms for the CRB check can be obtained from (40) ………………………….
Answers
1. have already been into town.
2. doesn't think he'll want to eat in town.
3. told her the shops stay open longer that evening.
4. 60
5. 14
6. police station
7. 38864
8. a stationer's.
9. bookshop
10. library cafe
11. gets busy during exams.
12. should be used for no more than half an hour.
13. are created by students.
14. offers language support.
15. is done by teachers.
16. may need a CD-ROM.
17. set of headphones
18. 14 days
19. 5.30
20. booked
21. he read widely before writing the draft.
22. has presented both sides of the argument well.
23. are poorly presented.
24. look at the use of paragraphs in other pieces of writing.
25. set expressions
26. sentence
27. short
28. Try some worksheets to practise formal writing.
29. Use more advanced vocabulary.
30. Find alternative words to those that are underlined.
31. to do a postgraduate degree.
32. develop skills employers require.
33. to get to know important people in the area of work.
34. future employment with the same organisation.
35. support people receiving long-term treatment following serious injury.
36. have the chance to offer feedback on counselling sessions they attend.
37. contribute to teacher-development programmes.
38. to arrange
39. a legal requirement
40. the placement officer
Explanations
- 1. have already been into town.
- Lydia reports that classmates have already made the trip: 'Some of the people in my class went out last night and had a great time.' That is a completed visit, not a planned one.Common trap: Tense trap – the whole conversation is about a trip into town later that evening, so a past visit by other people is easy to hear as a future one.
- 2. doesn't think he'll want to eat in town.
- Seb explains that his host family are cooking for him, so 'I don't think I'll be hungry for a meal or anything like that' once they are in town.Common trap: Direction-of-action trap – 'cooking' is said twice, but the host family are cooking for Seb, and the meal has not happened yet.
- 3. told her the shops stay open longer that evening.
- Lydia says 'My teacher told me it's late night shopping so there should be lots to do' – the teacher's information is about the shops' extended opening hours.Common trap: Attribution trap – staying out late and shopping are both discussed, but by Seb and Lydia themselves, not by the teacher.
- 4. 60
- Lydia reads the address off the card her host family gave her: 'the address, it's 60 Mayweather Road.' The street and town are already printed, so the missing item is the house number, 60.Common trap: Number-cluster trap – three numbers (60, 14, 01764 38864) are given within a few seconds, so they are easy to swap.
- 5. 14
- 'My house is on the 14 bus route' – the bus service is number 14.Common trap: Number-cluster trap – 60 is said immediately before 14, in the same breath as the address.
- 6. police station
- Lydia gives the landmark: 'it's just across the road from the police station' – 'across the road from' is the paraphrase of 'opposite'.Common trap: Paraphrase trap – the question says 'opposite' but the speaker says 'just across the road from'.
- 7. 38864
- The full number given is 01764 38864; the code 01764 is already printed, so the answer is the remaining five digits, 38864.Common trap: Chunked-number trap – the whole number is said in one run, and the printed 01764 must be discounted.
- 8. a stationer's.
- Lydia wants 'somewhere that sells paper and pens' – that is a stationer's.Common trap: Function-word trap – the shop is never named; it has to be inferred from what she wants to buy, and Seb's bookshop follows immediately.
- 9. bookshop
- Seb says 'I'm hoping there's a bookshop. The teacher has recommended a good grammar practice book for the course.'Common trap: Speaker-swap trap – Lydia's stationer's and Seb's bookshop are named one after the other.
- 10. library cafe
- Lydia mentions 'this voucher the school gave us for a free coffee in the library cafe', and Seb confirms he has one too.Common trap: Redundancy trap – 'in the city library' is already printed, so only the cafe itself belongs in the gap.
- 11. gets busy during exams.
- The tutor says the room 'can get quite busy', and that sessions have to be limited 'if there's a lot of demand, such as coming up to exam time'.Common trap: Conditional trap – 'when it's quiet' introduces a condition, not a general description of the room.
- 12. should be used for no more than half an hour.
- 'Because of the demand we ask students to try and stick to about 30 minutes maximum' – 30 minutes is half an hour.Common trap: Number-paraphrase trap – the option says 'half an hour' while the talk says '30 minutes', and Facebook is mentioned positively just before.
- 13. are created by students.
- 'You should have created these already during your induction' – the students created them themselves; induction is only when it happened.Common trap: Agent trap – 'induction' matches option B word for word, but the sentence says the students did the creating.
- 14. offers language support.
- The staff at the help desk 'will often be teachers so if you have any language questions that's where you can go'.Common trap: Detail-lift trap – 'two members of staff' appears verbatim in option C but describes normal staffing, not an opening condition.
- 15. is done by teachers.
- Copying one or two pages is permitted, and students are told to 'ask the staff to help' – and those staff 'will often be teachers'.Common trap: Prohibition trap – 'for reference only' and 'we don't offer a loan service' sound like a ban, but they restrict borrowing, not copying.
- 16. may need a CD-ROM.
- Of the language programmes on the high-spec PCs, 'Some of them require a CD-ROM'. The tutor then rules out both internet access and office software on these machines.Common trap: Negation trap – both wrong options are said aloud, each inside a negative.
- 17. set of headphones
- For the language labs, 'see a member of staff to buy a set of headphones'.Common trap: Buy-versus-collect trap – CD-ROMs are collected free from the help desk; only the headphones are purchased.
- 18. 14 days
- 'Unlike the reference books you can take these readers home and keep them for up to 14 days.'Common trap: Contrast trap – the reference books cannot be borrowed at all; only the graded readers have a loan period.
- 19. 5.30
- 'The centre is open from 8.30 till 5.30 during the week' – during the week means Monday to Friday; the Saturday hours (10.00 till 1.00) are different.Common trap: Time-cluster trap – five times are given (8.30, 5.30, 9.00, 10.00, 1.00); only the weekday closing time answers the question.
- 20. booked
- 'Although it's open all day long, it's booked by a tutor for their class now and again so you might not be able to gain access.'Common trap: Paraphrase trap – the question says 'a teacher' where the talk says 'a tutor', so the surrounding words do not match exactly.
- 21. he read widely before writing the draft.
- 'I spent hours in the library reading up on the subject so I feel confident I answered the question' – extensive reading before writing, and confidence rather than doubt.Common trap: Scope trap – his uncertainty is about the language, not about the content or main points.
- 22. has presented both sides of the argument well.
- 'You've included all the important points and you've given a very balanced argument so I'm pleased with that' – a balanced argument is both sides presented well.Common trap: Swap trap – content and organisation are judged in consecutive sentences, one positive and one negative.
- 23. are poorly presented.
- The tutor says the order of the ideas 'is fine' but 'It's your paragraphing that's the problem' – the ideas themselves are sound, it is the way they are set out on the page that fails.Common trap: Second-opinion trap – Jacob quotes another tutor saying his ideas were not organised logically, which this tutor immediately contradicts.
- 24. look at the use of paragraphs in other pieces of writing.
- 'Have a look at paragraphs in books, magazines, newspapers ... Just pay attention to how paragraphs are presented' – look at how others do it, without reading the texts properly.Common trap: Reading trap – books and magazines are named, but the tutor explicitly says there is no need to read them.
- 25. set expressions
- 'You've used lots of nice set expressions we'd expect to find in a piece of writing like this and used them very naturally.'Common trap: Abstraction trap – 'register' is praised in the same breath, but the note asks what is used naturally.
- 26. sentence
- 'What I would suggest is trying to experiment more with advanced sentence structures' – 'higher level' paraphrases 'advanced', and the printed word after the gap is 'structures'.Common trap: Word-limit trap – 'advanced vocabulary' also follows 'more advanced', but the note is about structures, so only the qualifying word 'sentence' fits.
- 27. short
- 'Yours tend to be on the short side' – the sentences are sometimes too short, which is why combining two into one is suggested.Common trap: Hedging trap – 'tend to be on the short side' is a soft phrase that has to be converted into the blunt 'too short'.
- 28. Try some worksheets to practise formal writing.
- The tutor makes three suggestions: take away a worksheet to practise with (A), use more advanced vocabulary (C), and use the thesaurus to find alternatives for the words she has underlined (F). Spelling is never mentioned, Jacob has already bought a thesaurus himself, and the tutor states she has NOT suggested any synonyms.Common trap: Suggestion-versus-fact trap – the thesaurus is already bought and the synonyms are explicitly NOT supplied, yet both are named in the passage, making D and E very tempting.
- 29. Use more advanced vocabulary.
- The tutor makes three suggestions: take away a worksheet to practise with (A), use more advanced vocabulary (C), and use the thesaurus to find alternatives for the words she has underlined (F). Spelling is never mentioned, Jacob has already bought a thesaurus himself, and the tutor states she has NOT suggested any synonyms.Common trap: Suggestion-versus-fact trap – the thesaurus is already bought and the synonyms are explicitly NOT supplied, yet both are named in the passage, making D and E very tempting.
- 30. Find alternative words to those that are underlined.
- The tutor makes three suggestions: take away a worksheet to practise with (A), use more advanced vocabulary (C), and use the thesaurus to find alternatives for the words she has underlined (F). Spelling is never mentioned, Jacob has already bought a thesaurus himself, and the tutor states she has NOT suggested any synonyms.Common trap: Suggestion-versus-fact trap – the thesaurus is already bought and the synonyms are explicitly NOT supplied, yet both are named in the passage, making D and E very tempting.
- 31. to do a postgraduate degree.
- Postgraduate courses such as the Master's 'invariably demand experience in the field you intend to study', which is why gaining it during the undergraduate degree matters.Common trap: Chain trap – job, postgraduate training and experience are linked in one chain; the experience is required for the middle link, not the first.
- 32. develop skills employers require.
- 'You'll develop transferable skills such as problem solving, team working, communication skills – skills that employers demand and that graduates often lack.'Common trap: Word-association trap – 'transferable' invites 'transferred', and 'demand' is attached to employers, not to students.
- 33. to get to know important people in the area of work.
- 'The placement will offer you networking opportunities to become acquainted with key players in your field' – key players are the important people in that area of work.Common trap: Vagueness trap – option C is a weaker, generic version of the same idea; only B captures 'key players'.
- 34. future employment with the same organisation.
- 'Many of our students who've completed a placement year take up a position with the same employer after graduation or after successfully completing postgraduate training.'Common trap: Keyword-echo trap – 'influential' and 'postgraduate' both appear nearby, matching the wording of the two wrong options.
- 35. support people receiving long-term treatment following serious injury.
- Three of the options are covered: helping people with long-term treatment after serious physical trauma (B), giving their reaction to counselling sessions they have observed (D), and contributing to teacher-training workshops (E). Research placements let students contribute data and learn skills, not improve the organisation's research quality, and students only observe counselling sessions rather than running them.Common trap: Degree-of-involvement trap – research and counselling are both real parts of the placements, but the student's role is to contribute data and to observe, not to improve research quality or lead sessions.
- 36. have the chance to offer feedback on counselling sessions they attend.
- Three of the options are covered: helping people with long-term treatment after serious physical trauma (B), giving their reaction to counselling sessions they have observed (D), and contributing to teacher-training workshops (E). Research placements let students contribute data and learn skills, not improve the organisation's research quality, and students only observe counselling sessions rather than running them.Common trap: Degree-of-involvement trap – research and counselling are both real parts of the placements, but the student's role is to contribute data and to observe, not to improve research quality or lead sessions.
- 37. contribute to teacher-development programmes.
- Three of the options are covered: helping people with long-term treatment after serious physical trauma (B), giving their reaction to counselling sessions they have observed (D), and contributing to teacher-training workshops (E). Research placements let students contribute data and learn skills, not improve the organisation's research quality, and students only observe counselling sessions rather than running them.Common trap: Degree-of-involvement trap – research and counselling are both real parts of the placements, but the student's role is to contribute data and to observe, not to improve research quality or lead sessions.
- 38. to arrange
- 'We ask you to contact the organisation concerned to investigate potential positions and to arrange an interview' – arranging the interview is the student's job.Common trap: Responsibility trap – the personal tutor helps with interview skills, but only the student arranges the interview itself.
- 39. a legal requirement
- 'In cases where you're working with vulnerable people it's a legal requirement that you've had a Criminal Records Bureau check carried out.'Common trap: Paraphrase trap – 'certain clients' in the note stands for 'vulnerable people' in the talk, so the surrounding words do not match.
- 40. the placement officer
- Students who have not arranged a check must notify the placement officer, and 'He'll give you the necessary paperwork to make your application.'Common trap: Role-confusion trap – the placement tutor Greg Smith advises on organisations, while the paperwork comes from the placement officer.
Audio transcripts
Part 1 — Meeting up in the city centre
Seb: Hi Lydia. How was your French class? Lydia: I enjoyed it. Francoise, the teacher, she's really nice and friendly. What about you? You're in the exam class, aren't you? Seb: Yes. It was good. There's a lot of work but I think I'm going to enjoy it. Anyway, we were going to meet up later, weren't we? To see what the city centre's like. Do you still want to go? Lydia: Definitely, yes. Some of the people in my class went out last night and had a great time. Where would you like to go? What would you like to do? Seb: I'm not that bothered really. We could walk around for a while, do some window shopping, see some local sights. I wouldn't mind seeing a film later in the evening if you'd like to. My host family are cooking so I don't think I'll be hungry for a meal or anything like that. I don't really want to stay out too late, no clubs or anything. What about you? Lydia: Let's just see how we feel when we get there, shall we? My teacher told me it's late night shopping so there should be lots to do. Shall I meet you after school? Seb: Well, I need to go back to my host family first. As I said, they're cooking me a meal and it'll be a chance to meet all their family. Shall I come to your house when I've finished. You're with a host family as well, aren't you? Lydia: Yes. I haven't memorised the address yet ... Wait a minute ... Where's that card they gave me earlier? ... Here it is. Have you got a pen? Seb: Hang on ... Right ... yes, what is it? Lydia: Okay, it's Mr and Mrs Andrews ... You don't need that, do you? Here we are ... the address, it's 60 Mayweather Road. It's in Coldfield, not far from the city centre actually. My house is on the 14 bus route. It's easy to find; it's just across the road from the police station. If you get lost, here's the telephone number ... 01764 38864. Shall we say about 6.00? Seb: Okay, that'll give me time to get ready. Lydia: I'd like to find somewhere that sells paper and pens if possible. Seb: I'm sure you'll find somewhere. I'm hoping there's a bookshop. The teacher has recommended a good grammar practice book for the course. Lydia: If we've got time I could use this voucher the school gave us for a free coffee in the library cafe. Seb: Oh yes, I've got one of them too. Good idea.
Part 2 — A tour of the self-access centre
Tutor: OK, so here we are on the first floor. The self-access centre is just along here on the left. This room's very popular with students and can get quite busy. When it's quiet you can come here as often as you want but if there's a lot of demand, such as coming up to exam time, we have to limit sessions to make sure everyone gets a chance to use the resources. If you'd like to follow me in. So, here we are. As you can see, it's a lovely bright room with lots of resources to help you with your English studies. Over there against the wall we have a row of Internet-connected computers. As you can imagine these get taken very quickly with students wanting to check their email, Facebook, that kind of thing. Because of the demand we ask students to try and stick to about 30 minutes maximum. You'll need to log in with your username and password. You should have created these already during your induction. Please do not share your details with anyone else and please make sure you read our policy on using the Internet. I mentioned the help desk earlier and that's it over there just past the computers in the corner. There are usually two members of staff available to help you and these will often be teachers so if you have any language questions that's where you can go. Now, over there you can see the reference section. You'll find dictionaries, exam practice tests, vocabulary and grammar books. I should point out that these books are for reference only and we don't offer a loan service. We are allowed to make photocopies of one or two pages so if there's an exercise you need a copy of ask the staff to help. Now these computers on the oval table here, they're our high-spec PCs. You'll find programmes to help you with your English but also opportunities to practise other languages such as Spanish, Chinese, German; several languages in fact. Some of them require a CD-ROM ... You can collect them from the help desk. By the way, there's no Internet connection on these computers nor any office software for the time being. If you want to do any word processing you'll need to use one of the laptops we keep for this purpose. Again, see the staff if you need one of these. Some of you were asking earlier about extra listening practice and these small rooms here are dedicated language labs. If you want to use this resource see a member of staff to buy a set of headphones. And finally here on the left we have two stands with our large collection of readers. These are simplified novels by wellknown British authors like Charlotte Bronte, Charles Dickens and Shakespeare. The books are graded and you'll find lots that will be appropriate to your level. Unlike the reference books you can take these readers home and keep them for up to 14 days. I think that's everything. The centre is open from 8.30 till 5.30 during the week so, as your classes start at 9.00, those of you who get here early can use the resource before your lesson. Although it's open all day long, it's booked by a tutor for their class now and again so you might not be able to gain access if you have any free time during the day. It's best to ask the tutor concerned if it's okay to pop in. Oh, and it's open on Saturday as well, just for a few hours, from 10.00 till 1.00.
Part 3 — Tutorial on an essay draft
Tutor: Hello Jacob. Come in and take a seat. How are you finding the course? Jacob: Very good. I'm really enjoying myself. Tutor: Good. Well, I've had a look at the first draft of your assignment and it shows a great deal of promise. How well do you think you answered the question? Jacob: I think I dealt with the task okay. I spent hours in the library reading up on the subject so I feel confident I answered the question. I'm not sure about my Spanish though. Tutor: Well, for a first draft I was very happy with the content ... You've included all the important points and you've given a very balanced argument so I'm pleased with that. I think one area you need to work on is organisation. Jacob: Yes, my other tutor said the same thing about another piece of writing. My ideas weren't organised logically, she said. Tutor: Well, to be fair, I think the order of your ideas here is fine. It's your paragraphing that's the problem. If you look at this page it's difficult to actually see your organisation. Your ideas are in the right order ... but I can't make the organisation out very well because there aren't any paragraphs. Jacob: Yes, I see what you mean. Perhaps if I left a line between paragraphs it would make it clearer. Tutor: Yes, that's an excellent idea. Have a look at paragraphs in books, magazines, newspapers ... that kind of thing. There's no need to read everything ... Just pay attention to how paragraphs are presented. Jacob: Okay. I'll have a look at some of my friends' work as well. They don't seem to have this problem. What about the style of the writing? Is that okay? I've never really learnt how to write formally so I'm always a bit worried about this when I write an essay. Tutor: The register is very good Jacob, no problem at all. You've used lots of nice set expressions we'd expect to find in a piece of writing like this and used them very naturally. Jacob: That's good. What about my Spanish? Tutor: Your basic grammar is okay; you haven't made many mistakes so that's good. What I would suggest is trying to experiment more with advanced sentence structures. Yours tend to be on the short side. That's okay when short sentences are required but sometimes combining two sentences into one can make the essay flow more naturally. Jacob: Have you got anything I can use to practise that? Any books or websites I could visit? Tutor: Yes, no problem. I'll give you one of our worksheets in a minute. You can take it away and work on it before you write your second draft. Finally, another thing you could think about is using more advanced vocabulary. Again, the words you've used are fine but there are more advanced synonyms that would fit more appropriately in an essay like this. Jacob: Well I've bought a thesaurus. Tutor: Yes, that's just what you need. As you can see, I've underlined where I think you could make changes but I haven't suggested any synonyms. Use your thesaurus to try and find some alternatives ...
Part 4 — Psychology placement year
Good morning. I'm here today to talk about the placement that's offered to all Psychology students. As you all know this takes place in the third year of the Psychology BSc. I'm here to explain a little about the placement and how the process works. A lot of preparation's involved in getting these placements right so you need to be thinking about this now. Students taking up a placement year benefit immensely from the experience. To find decent employment in the field of psychology the chances are you'll need to undertake some form of postgraduate training such as one of our Master's courses. These courses invariably demand experience in the field you intend to study so being able to gain this experience during your undergraduate degree is a great advantage. There's a lot to be gained from joining the scheme. Of course it will help you identify the areas of psychology you may or may not be interested in. And you'll develop transferable skills such as problem solving, team working, communication skills - skills that employers demand and that graduates often lack. Also remember that the placement will offer you networking opportunities to become acquainted with key players in your field. Many of our students who've completed a placement year take up a position with the same employer after graduation or after successfully completing postgraduate training. In fact many of our students from previous years now hold influential positions in the police, the health service and the private sector as a direct result of their placements. The placement you choose will depend very much on your own area of interest. Those of you who have a particular interest in research can opt for a placement in a hospital unit here or abroad, working in areas of forensic and clinical psychology. A post here can be very rewarding and allows you to contribute to qualitative and quantitative research data and learn practical research skills you can use in your coursework. For those who prefer hands-on experience of working with patients there are a wide range of options available. We have links with several charitable and public-sector organisations that support stroke patients and people recovering from serious physical trauma, for example due to motoring or industrial accidents. You will have the opportunity to help them deal with long-term clinical treatment and pain management. There are several opportunities to work with addiction and rehabilitation units. The kind of experience you'll gain here can be very wide-ranging, for example offering you the chance to observe group therapy and one-to-one counselling sessions for anxiety and anger management classes. Students are encouraged to give their reaction to sessions during regular team meetings, which can often be of benefit to both the student and the organisation. For those of you interested in the application of psychology in education, we have a number of students who take placements working with children with special educational needs. Students in the past have worked as teaching assistants and contributed to teacher-training workshops. There's a lot more information about this on the website including case studies written by some of our previous students. These will give you a much wider and richer picture of our placements. As I said earlier, you should already be giving this some serious thought. Our placement tutor, Greg Smith, will be able to advise you about the organisations we have contacts with and we've worked with in the past. Once you've discussed the opportunities available we ask you to contact the organisation concerned to investigate potential positions and to arrange an interview. Your personal tutor will be able to help you with updating your CV and interview skills. During the enrolment process you'll have been notified of the need to obtain a CRB check. In cases where you're working with vulnerable people it's a legal requirement that you've had a Criminal Records Bureau check carried out. Without this we won't be able to approve the placement. If you haven't yet arranged this you must notify the placement officer of this during your first meeting. He'll give you the necessary paperwork to make your application. Once you have the certificate, please supply a photocopy to the placement officer.
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