ma social work programme specification · ma social work – programme specification a national...

Plymouth University

Faculty of Health and Human Sciences

School of Health Professions

Programme Specification

Master of Arts and Postgraduate Diploma in Social Work

(Leading to eligibility to apply for registration with the HCPC)

Date of Approval: 9th July 2015 Date of Implementation: Sept 2015 Year of First Award: July 2017

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MA Social Work – Programme Specification

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CONTENTS

1. Programme Title……………………………………………….. 5

2. Awarding Institution……………………………………………………………... 5

3. Accrediting Body …………………………………………………………….. 5

4. Distinctive Features …………………………………… 5

5. Relevant QAA Subject Benchmark Group…………………………………… 7

6. Programme Structure…………………………………………………………… 8

7. Programme Aims………………….. 23

8. Programme Intended Learning Outcomes……………………………………. 24

9. Admissions Criteria, including APCL, APEL and DAS arrangements……… 30

10. Progression criteria for Final and Intermediate Awards……………………. 32

11. Exceptions to Regulations…………………………………………………….. 35

12. Transitional Arrangements …………………………………………………….. 36

13. Mapping and Appendices:

Appendix 1: HCPC Standards of education and training (SETs) mapping

document

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Appendix 2: Standards of proficiency (SOP) mapping – social worker in

England mapped to the Professional Capabilities Framework (PCF)

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Appendix 3: Learning Outcomes: Stakeholder Statements and the

Professional Capability Framework (PCF) Qualifying Social Worker Level

Capabilities and HCPC Standard of Proficiency for Social Workers

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1. Final award title: Master of Arts in Social Work

Level 7 Intermediate award title(s)

Post Graduate Diploma in Social Work

Postgraduate Certificate in Applied Health Studies Postgraduate Diploma in Applied Health Studies

UCAS code L508

JACS code L500

2. Awarding Institution: University of Plymouth

Teaching institution(s): Plymouth University

3. Accrediting body Health and Care Professions Council

4. Distinctive Features of the Programme and the Student Experience The Master of Arts/Postgraduate Diploma in Social Work (MA/PGDip in Social Work) originated in a programme started at Exeter University in 1993. In 2004, the programme transferred to the University of Plymouth from where it continues to enjoy a high reputation for the quality of practitioners produced. The Master of Arts/Postgraduate Diploma in Social Work is a two-year full-time programme. In addition to the academic award, both awards confer a professional qualification that permits eligibility to apply to register as a social worker with the Health and Care Professions Council (HCPC). The programme conforms to the University regulations for taught postgraduate programmes, except where otherwise stated. The programme combines eight academically credited modules assessed at level 7 postgraduate/masters level, with practice learning fully integrated into this modular design. Service users and stakeholders are involved at every stage of the programme and the research and practice activities of the staff inform teaching. Central to the programme is a commitment to research and critical inquiry culminating in the production of a dissertation based on a piece of primary research. The University of Plymouth boasts one of the strongest staff profiles of any university offering social work programmes. In the recent Research Assessment Exercise 55% of submissions were judged ‘world leading’ or ‘internationally excellent’. Both Practice Learning and Service User involvement received commendations at the most recent reapproval event. Furthermore, the staff group has three professors and

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a National Teaching Fellow. Two professors are members of the prestigious Academy of Social Science and one of these has been awarded an honorary doctorate from another university. A distinctive feature of the programme lies in the way the staff team is committed to providing a scholarly and supportive learning environment, reflecting passion in social work education as a transformative academic discipline that enhances the value of social work as a profession. We expect everyone on the programme to be committed to the core values of social work and we reflect these values throughout the course, including selection, monitoring procedures, and teaching and assessment (see 8.2). Staff members are qualified social workers who have practised locally, nationally and internationally providing an excellent grounding for explorations of global social work. In addition, the Programme has a healthy mix of experienced lecturers and tutors and academic staff with recent and / or current practice experience, including two graduates of the programme. The expertise of the team is further enriched through the involvement of social work practitioners, service users and carers, and other professionals in teaching and learning approaches. This promotes interprofessional and interdisciplinary learning and approaches to complex social issues while also establishing a sound practitioner/researcher culture that informs both teaching and dissertation supervision. Another distinctive feature of the MA Social Work is the student research-based Dissertation. This offers the opportunity to undertake a piece of primary research designed to promote the development of the reflective practitioner-researcher whose practice is evidence-based and who is prepared for employment in both statutory and the independent sectors of social work. In addition, as graduates of the programme, students are able to challenge established practices and policies with a view to improving services for vulnerable and marginalised people through community development and policy work. This requires preparation for the increasing complexities and demands of social work practice, and a sophisticated knowledge base of practice and research skills. As a graduate programme, we aim to be producing social workers who are capable of contributing to the burgeoning interdisciplinary nature of social work research (ESRC, 2009). Achievement of the MA Social Work with the experience of primary research is highly valued by local employers. A further distinctive feature is evident in the quality, range and organisation of the practice learning experiences, which builds on a tradition of innovation, development, research and evaluation in practice learning undertaken at the university. Continual development of practice learning opportunities in both statutory and non-statutory sectors allows the MA programme to offer practice learning experiences that reflect the rapidly changing employment settings of social workers.

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Additional distinctive features of the programme are as follows:

Practice Teacher arrangements that ensure that students are supported in practice by a qualified experienced social worker who has undertaken further education in practice education at Practice Teacher Award or Higher Specialist Level.

MA Service User and Carer Consultative group involvement in all aspects of the programme, which provides ongoing and critical dialogue between professional and service user and carer perspectives.

A tutorial system that provides each student with a nominated personal tutor who maintains an oversight of individual learning needs and progress. This also makes use of a group system where tutors meet regularly with their personal students in a supportive environment.

Excellent communications between teaching team and students, which creates a stimulating and responsive learning environment.

A programme designed around the core values, knowledge and skills of social work provides a flexible structure that is responsive to the changing context of social work ensuring that contemporary issues remain central to the learning experience.

We are committed to the principle of consultation and rely on continuous feedback from students, service users and Practice Teachers about the way in which the course is progressing and any problems they may be experiencing in order to maintain standards and improve the quality of social work education. As part of the Faculty of Health and Human Science, the MA Social Work programme has access to a wide range of resources. These include:

Sophisticated and accessible learning resources and e-learning

Administrative support, including the administration of practice learning

Access to library and computing services and expertise

Support services for students and staff including student counselling, disability services, learning support, the Health Centre and the International Office

Admissions and marketing team One named administrator is the contact point for administrative enquiries and provides the administrative support for the day-to-day management of the programme, including admissions panel, coursework management, extenuating circumstances and the preparation of Subject Panel and Board papers. 5. Relevant QAA Subject Benchmark Group(s) The programme is informed by the Quality Assurance Agency (QAA) Framework for

higher education qualifications in England, Wales and Northern Ireland (2008)

http://www.qaa.ac.uk/publications/information-and-guidance

SEEC Level Descriptors (2010). www.seec.org.uk/academic-credit/seec-credit-

level-descriptors-2010

http://www.qaa.ac.uk/publications/information-and-guidance

http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010

http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010

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6. Programme Structure 6.1 Academic modules Teaching and tutorials are usually scheduled for three days each week, with the rest of the week allocated for preparatory directed self-learning and other specified tasks, such as research, group work and ICT skills development. Among other assessment criteria ICT skills are assessed across a range of modules. The learning in each module usually involves a combination of preparatory directed student-centred learning followed by a taught session (usually involving exercises/discussion). Most teaching sessions are timetabled in three-hour slots. ICT skills are engaged when students use a range of ICT based teaching and learning methods. The students cannot complete the programme without using these techniques. They include: Accessing and using complex multi-layered systems for accessing essential information, such as ‘DLE (Moodle)’; also search engines for locating, accessing and downloading reading and research materials. Some of this is through databases managed by the University, such as ‘Metalib’. Others are databases run by external organisations, such as SCIE. Students also have to submit work as word processed documents, with the standard of presentation appropriate for Level 7 work. Additionally, they are required to use alternative communication systems such as ‘blogs’, and video recording. In addition, they are expected to learn to use the ICT in use in the agencies in which they undertake placements, giving them an opportunity to become familiar with the ICT used in statutory settings as well as any third sector systems that may be in use. All assignments undertaken by students are submitted electronically via Moodle. Moodle provides an IT based learning environment where students access some of the teaching and learning material. In addition, Moodle has the facility for communication between fellow students, module leader and tutors. This allows students to work collaboratively and to have questions/queries addressed. Module Outlines detailing the requirements of each module are provided for students at the start of each module. (See Definitive Module Records in the Approval Document for further details).

ICT and Numerical Skills

Assessed in module[s]

Use ICT effectively for professional communication, data storage and retrieval and information searching

SCW701

Use ICT with people who use services SCW706, SCW707

Demonstrate sufficient familiarity with statistical techniques to enable effective use of research in practice

SCW705

Integrate appropriate use of ICT to enhance skills in problem-solving in awareness raising, skills and knowledge acquisition; conceptual understanding; practice skills and experience; reflection on performance

SCW702

Apply numerical skills to financial and budgetary responsibilities

SCW706, SCW707

Have a critical understanding of the social impact of ICT, including an awareness of the impact of the ‘digital divide’

SCW703, SCW707

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6.2 Module Codes, Credits, Titles and Leaders and Teachers

Year One

Year Two

SCW707 40

Level 7

Integrated Practice II Julia Wheeler*

Clare Colton

SCW708

40

Level 7

Dissertation Professor Michael*

Sheppard

Module Credit Title Module Leaders *

Module teachers

SCW701 20

Level 7

Social Policy and Law Penelope Welbourne *

Professor Bill Jordan

Deirdre Ford

SCW702 20

Level 7

Professional Practice Clare Colton *

Dr Sue Cook

Julia Wheeler

SCW703 20

Level 7

Contemporary Social Work Theories and

Issues

Professor Michael*

Sheppard

Penelope Welbourne

Gillian Madge

SCW704 10

Level 7

Ethics and Values for Social Workers Penelope Welbourne *

SCW705 10

Level 7

Research for Social Work Practice Professor Michael*

Sheppard

SCW706 20

Level 7

Integrated Practice I Clare Colton *

Julia Wheeler

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6.3 Practice Learning The Health and Care Professions Council sets the requirement that:

1) Each student must have experience in at least two practice settings; of statutory social work tasks involving legal interventions; of providing services to at least two user groups (e.g. child care and mental health).

2) Students must undergo assessed preparation for direct practice to ensure their safety to undertake practice learning in a service-delivery setting. This preparation must include the opportunity to develop a greater understanding of the experience of service users and the opportunity to shadow an experienced social worker.

3) Students must demonstrate that they have met the Standards of Proficiency for Social Work and are suitable to apply for admission to the Health and Care Professions Council register of social workers.

Each student must spend at least 170 days in supervised practice settings. The following specific requirements must be met

1. By the end of the second period of practice learning, Students must

demonstrate that they have met the Standards of Proficiency for Social Work and are suitable for admission to the Health and Care Professions Council register of social workers.

6.3.1 Principles The Programme has therefore planned practice learning with the following principles in mind:

1) The needs of service users and carers are the overriding and paramount consideration within all aspects of practice learning—placement allocations, learning and assessment arrangement and the work of the programme management team.

2) The Standards of Proficiency for Social Work (SOP) and the Professional Capabilities Framework and the views of service users and carers will be used as templates in the design of practice learning and assessment requirements.

3) Existing resources and expertise will be built on to ensure the maintenance of high quality practice learning and assessment.

4) The language used for documentation will be as accessible as possible. 6.3.2 Structure and Assessment of Practice Learning SCW706 1st Period of Practice Learning consists of 70 days of practice learning comprising:

70 days in a practice setting

SCW707 2nd Period of Practice Learning consists of 100 days of practice learning comprising:

100 days in a practice setting

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There will be an interim review of the student’s performance during each period of practice learning, and will involve the student, Practice Teacher, Agency Supervisor and Tutor. This will take place after the formative interim feedback from joint markers and the Practice Moderation Panel. This meeting will takes place at the agency, chaired by the Personal Tutor. 6.3.3 Practice Learning Arrangements Learning needs will initially be identified through discussion with personal tutors and through completion of a detailed Practice Learning Information form, which will ensure that students have access to appropriate learning opportunities and support throughout each period of practice learning. Practice Teachers, tutors and students will be provided with a Practice Learning Handbook, which specifies assessment practices, procedures and standards, including the module outlines for SCW706 and SCW707. The Practice Learning Information form is submitted to the Practice Learning Co-ordinator. The Practice Learning Co-ordinator will allocate practice learning opportunities according to each student’s needs. It is envisaged that each student will be able to take advantage of learning opportunities within a network of provision appropriate to their experience and learning needs. A wide range of practice learning opportunities will be available within the Far South West of England. In this region, provision of assessed practice learning opportunities has consistently been of sufficient quantity and of a high quality. Arrangements for practice learning will be based on individual learning needs. While the programme will make every effort to meet individual needs and circumstances, it should be noted that students may be placed anywhere within the southwest to undertake practice learning. Because of the semi-rural and rural nature of most of the region, use of a car during periods of practice learning is likely to be essential in most cases. Failure to accept the arrangements that have been made may lead to the requirement for students to withdraw from the programme. 6.3.4 Assessed Preparation for Practice The requirements for social work training, published by the Department of Health (2000), state that “all students must undergo ‘assessed preparation for direct practice’ to ensure their safety to undertake practice learning in a service delivery setting’”. The requirements also emphasise the importance of service user and carer involvement in every aspect of the programme. The programme is designed to ensure that only students who can provide evidence of their suitability for social work practice learning in a service delivery setting can proceed to the first period of assessed practice learning. Some of this information is collected at the point of selection, since all successful applicants must demonstrate (through a satisfactory employer reference, the personal statement on the application form, and the interview process) that they have a minimum of twelve months’ experience of working with vulnerable or disadvantaged individuals or groups in a social welfare role. Additional information is collected through the student’s professional conduct on the programme.

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In Term One and Term Two of Year I, all students will have an opportunity to shadow an experienced social worker and gain insight into, and understanding of, the perspective of people who use social welfare services. For a student to be considered to be ready for the first period of assessed practice, they must provide evidence of:

1) their understanding of the perspectives of a service user/carer/client; 2) their ability to communicate effectively with service users, carers and

professionals; 3) respect for the rights of others and behaviour consistent with the HCPC

Standards of Proficiency. This evidence consists of a portfolio which must be written to graduate academic standard, academically referenced and includes:

1) a reflection of a conversation with a service user or carer about their perspective of good social work practice; the conversation is based upon a previously viewed DVD, which the service user and student will have viewed.

2) feedback from the service user/carer on their experience of the student; 3) a reference from an experienced social worker on the student’s readiness to

work with service users and carers; or feedback provided by the shadowing social worker.

4) the student’s reflection on their strengths and learning needs. 5) minutes from any extraordinary meetings in regards to conduct on the

programme. In addition the following must be verified by Programme Administration:

1) DBS clearance It is the student’s responsibility to submit a completed portfolio on time. An incomplete portfolio will result an automatic failure. Written feedback to the student will be provided by the student’s personal tutor, who will indicate whether the student can proceed to commence SCW706. All fails are second marked. In the case of a dispute between markers, the Chair of the Practice Moderation panel will render a final decision. Should a student fail the first submission, the Tutor, the Programme Lead and/or Practice Learning Co-ordinator will determine whether the portfolio will be reworked and resubmitted or if the student must undertake further preparatory work before being re-assessed. Students who are deemed unsuitable to proceed to SCW706 after a second assessment and subsequently a formal meeting with the Programme Lead and tutor, may be required to withdraw from the programme. In order to proceed to SCW706 or SCW707, students must not have any programme or University procedures related to professional misconduct under investigation.

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6.3.5 Selection of Practice Learning Opportunities University/Colleges and Agencies in Cornwall, Devon and Somerset have established a forum to identify practice learning needs and provision, to develop an agreed policy for practice learning opportunities and make allocations in accordance with this policy. These will be communicated by the Practice Learning Co-ordinator in each educational institution to the forum. Each agency has a designated person responsible for co-ordinating provision. The designated person will allocate practice learning opportunities according to the students’ needs. It is envisaged that each student will be able to take advantage of learning opportunities within a network of provision appropriate to their work. The majority of first year students will be provided with an opportunity within an area where they do not have previous experience; usually within a third sector agency . The final placement takes into consideration their dissertation and career aspirations and will usually be situated within a Local Authority setting. Arrangements for practice learning require close liaison between University lecturers and the Practice Learning Co-ordinator which will be both of a formal and informal nature. This liaison will be one of the main roles and responsibilities of all personnel. However, there are specific tasks and responsibilities in relation to each role. 6.3.6 Roles and Responsibilities Statutory agencies providing practice learning opportunities will be responsible for appointing a Practice Teacher and Agency Supervisor for each individual student. Practice Teachers and Practice Assessors must hold a qualification equivalent to the national Practice Educator Professional Standards at the required level and undertaken a specific preparation to support and/or assess students on this programme. Arrangements will also be made for on-site supervision of students’ work within the agency setting. Staff providing this on-site supervision will be referred to as ‘agency supervisors’. Practice Teachers Confirmation of Learning Needs Analysis 4. Confirmation that PCF have been progressed towards (Year I) or met (Year II

1) To liaise with student, tutor and agency supervisor as appropriate to create learning contracts for students;

2) To provide good quality, appropriate learning opportunities for / with student; 3) To provide student with regular supervision (minimum of 1½ hrs fortnightly)

drawing on information from their written records, systematic direct observations of the student’s practice and feedback from service users and the agency supervisor as appropriate;

4) To encourage the student to observe, describe and analyse good social work practice;

5) To help the student to integrate theory and practice; 6) To help the student transfer learning from one setting to another; 7) To help the student to work within the standards for race equality, diversity

and human rights.

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8) To help the student learn the importance of and work within agency policies and procedures whilst promoting the rights of individual service users;

9) To help the student to evaluate own learning, development and ability as a social worker;

10) To provide a report of the student’s practical and written work while undertaking practice learning for inclusion into the assessment process.

11) To oversee the direct observation process 12) To verify monitoring requirements 13) To joint mark with an academic member of staff, an unrelated students’

portfolio at interim and final stage. Agency Supervisors

A. Verify attendance B. Provide an account of work undertaken

1) Liaise closely with the Practice Teacher regarding key aspects of the

student’s practice learning and be party to the learning contract; 2) Directly and systematically observe the student’s practice; 3) Encourage the student to observe, describe and analyse good social work

practice; 4) Contribute to the formal assessment of the student providing the Practice

Teacher with evidence which demonstrates the basis for judgements made on the student’s performance;

5) Be accountable to the appropriate line manager for the work undertaken by the student, including work negotiated from other teams;

6) Provide an interim and final report for the student’s learning and portfolio for inclusion in the assessment process.

Personal Tutor The role of the tutor is to support the student throughout the duration of the programme by providing:

1) Individual tutorials (minimum once during Term II in preparation for practice learning)

2) Help the student identify learning needs prior to the start of practice learning in preparation for the pre-placement meeting

3) Group tutorials which should provide a safe place to explore dilemmas, values & other issues of interest (minimum twice during Term I or Year I; on all Skills Development Days in Year I and Year II)

4) Practice learning support 5) The Monitoring of progression 6) Prompt responses to requests for help/guidance/contact 7) Assessment & recommendation on the Assessed Preparation for Practice

portfolio 8) Joint marking of interim and final portfolios of a student who is not a member

of their tutor group. 9) Attending any additional meetings.

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In relation to practice learning, the tutor is responsible for monitoring and overseeing the process as the representative of the University delivering the programme. They will identify and, with the practice learning co-ordinator rectify any gaps in practice learning provision and support. 6.3.7 Practice Learning Process The practice learning process relies on the establishment of a sound relationship between tutor and student. In the first year, regular tutorials will enable students’ prior practice experience to be discussed in detail and built upon through the identification of specific learning needs and the way in which self directed learning related to modules can begin to address these. These needs will be then identified on a placement request form. The preparation for practice procedure will also encourage students to reflect on their skills, value base and capacity to analyse and process encounters with both service users and professionals and this will culminate in a further set of learning needs. The practice learning agreement meeting, involving tutor, student, Agency Supervisor and Practice Teacher will incorporate these learning needs into the practice learning contract and learning opportunities will be identified to meet them All students will undertake a pre placement visit as part of their preparation. This will ensure that all parties can make an informed contribution to the PLA. Final stage students will also provide the Practice Teacher with the copy of their portfolios from their first period of practice learning. Reasonable Adjustments and the Learning Environment Placements will be informed of the specific needs of any students who have been assessed by Disability Assist in order that reasonable adjustments can be made. It is a great advantage if the Practice Teacher and those arranging periods of practice are aware of a student’s specific learning needs as soon as possible. Ideally, a preparatory meeting to consider whether particular arrangements or considerations are necessary during the period of practice learning should be held. This can include: preparing the agency for the student’s arrival; identifying special equipment to be made available; agreeing levels of confidentiality about the special need; clarifying the basis of assessment within HCPC requirements. Reasonable adjustments for students on placement are a joint responsibility of the Faculty and Placement provider. Practice Learning Agreement A meeting to discuss the content of the Practice Learning Agreement will take place in the first two week of the period of practice learning and will involve the student, Practice Teacher, Agency Supervisor and Tutor. This meeting will takes place at the agency, arranged by the student, chaired by the Personal Tutor and constructed by the Practice Teacher. The Practice Learning Agreement format is provided in the Practice Learning Template Pack. A copy of the Agreement should be included in both the Interim Review and Final portfolios. The Agreement may be reviewed and amended if further information makes this appropriate.

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Provision of Learning Opportunities It is the Practice Teacher’s responsibility to ensure that the student is provided with appropriate learning opportunities, to enable them to satisfy all the practice and value requirements. These could be within the placement agency, or provided through networked or off-site arrangements throughout the statutory and independent sectors. Programme Requirements The programme requires that a minimum of two direct observations carried out by the practice teacher of the student working with service users are carried out in the first period of practice learning and three direct observations are carried out in the second. Each of these will be accompanied by the student’s own reflective analysis. In the first and second period of practice learning; at least one must be undertaken before the midway review,. This is to allow for the sufficient evidence of practice for the interim meeting to consider. Where the relevant Practice Teacher is fully satisfied that the student is able to relate purposefully and appropriately with a variety of service users, the final observation may be of the student working with other professionals. Direct Observations should be planned, based on the Professional Capabilities Framework Domains and consist of a live visual observation of a student interacting primarily with service users. The role of the Practice Teacher is to discreetly observe without active participation (unless this becomes necessary). 6.4 Teaching, Learning and Assessment The teaching and learning strategies for this Masters programme have been informed by a number of factors, including the different backgrounds and experience of members of the student group, the various learning styles of mature students, and the particular requirements of social work education. These requirements include the need for students to achieve professional competency and other employment specific skills, and to demonstrate an ability to integrate academic theory and knowledge with social work practice during the two periods of practice learning (SCW706 and SCW707). 6.4.1 Pedagogic Principles We value and make use of students’ prior learning and experience. The acquisition and development of the required knowledge, skills and values, capable of transfer to new situations and of further enhancement, marks an important staging post in the process of lifelong learning. Social work models of learning are characteristically developmental and incremental (i.e. students are expected to assume increasing responsibility for identifying their own learning needs and to make use of available resources for learning). Lecture and seminars are used to introduce students to basic information and key areas of thinking, as well as providing opportunities to work on prepared case material and other practice-related exercises. They provide guides to reading in a particular area and conceptual frameworks. A range of written material and web-based resources, designed to aid directed self-learning, supports lectures. Service users/clients/ carers may also be involved in these sessions. Module leaders will

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construct electronic reading lists to support student learning. The teaching and learning strategies for this Masters programme have been informed by a number of factors, including the different backgrounds and experience of members of the student group, the requirements of graduate study and the particular requirements of social work education. We believe that the following elements are critical for students’ learning:

Critical Reflection—a process in which students reflect on experiences, personal values, acquired knowledge and feedback, and apply this information to the process of developing their professional practice.

Knowledge acquisition—a process in which students become more aware of the experiences of service users and carers, the underpinning knowledge of human growth and development, and processes of theorisation;

Conceptual understanding—a process by which students acquire and deepen ways of understanding of social work practices locally and globally;

Practice experience—a process in which students use theories, models and research to apply new understanding and skills to relevant activities and receive individualised feedback on their performance;

6.4.2 Assessment Social work assessments are designed to test a range of knowledge and the development of a full range of social work skills and more generic postgraduate attributes. We aim to ensure that assessment tasks are as transparent as possible and that students understand why particular assessments are used and how they contribute to the development of their own knowledge. Assessments should help students to be aware of their progression between stages. The programme conforms to the assessment policies of the University of Plymouth Postgraduate Academic Regulations, and in addition follows HCPC requirements. Assessment is the mechanism which allows students to demonstrate they have achieved the substantive intellectual, professional, postgraduate and professional development attributes identified in the programme’s aims and intended learning outcomes. Assessment strategies are designed so that both academic achievement and practice in integration are addressed. The development of skills and attributes are tested in ways, which are appropriate to the level and range of academic achievement, and the nature of skills and attributes outlined in the particular module. Competence in the use of ICT is assessed across a number of modules. Assessment of practice is not merely a series of discrete practical tasks, but as an integration of performance with relevant conceptual understanding. Thus students are assessed using methods which test students’ capacity for reflective analysis.

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Generic Assessment Criteria for the Social Work Programme Assessment criteria will be used to examine and grade work. There are two types:

1) Specific Assessment Criteria—these are criteria which are specific to the module. They are based directly on the learning outcomes for individual modules, including the 2 periods of practice learning which have academic credits.

2) Generic Assessment Criteria—these are criteria which give overall guidance as to the expectations for the level of work in different types of assignment. The generic assessment criteria set out below, in relation to essays and exams, will be used in combination with the specific assessment criteria for individual module assessment.

There are five generic assessment criteria used to assess students work throughout the MA/PgDip programme. These are: 1) Understanding of the subject (including information from an appropriate range of recent academic and professional sources, correctly referenced); 2) Clarity of thinking and expression (including the overall structuring of the material); 3) Critical and analytical evaluation of associated issues, ideas, concepts, studies, and arguments (including evidence of original and creative thinking); 4) Use of appropriate examples from practice/personal experience (including the experience of service users or carers, where appropriate); 5) Attention to the values of social work (see 5.2); Forms of Assessment Modules may be assessed by formal examination, essays and portfolios. Module leaders will explain what the requirements are for their particular modules. The Definitive Module Record (Module Outline) indicates the form of assessment used in each module.

1) Coursework - Essays and Other Written Assessments

There is a great deal of variety in the types of written assessments students produce during their programme of study. Module outlines contain details about what needs to be done, and the marking criteria that will be used to assess work. All written assessments include a word range. Submitted work must comply with the specified word limits within an allowance of 10% or will be awarded a mark of zero.

2) Examinations

At the end of the spring term, students’ knowledge of law (based on the Social Policy and Law module) is assessed in an examination.

Students with Disabilities Provision in the Degree programme conforms to Disability Discrimination Act. Students are supported by university Disability Assist and the programme makes all efforts to ensure reasonable adjustments are made in all areas of the programme to enable students to successfully complete the programme.

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Students should contact the Disability Assist Services early in the academic year. Marking of Assessed Work The method of assessment of modules and the submission dates for assignments will vary according to the module. All assessments are marked in terms of the same set of general criteria [there may also be specific additional requirements for particular assessment tasks]. These criteria relate to the standards required for all postgraduate work at M level (see marking classification below). For all postgraduate modules the pass mark is 50%, this includes modules with more than one mode of assessment (see Exceptions). A maximum of one resubmission is allowed for each piece of assessed work, The Practice Assessment Panel will outline the conditions of any resubmissions or second attempts for SCW706 and SCW707, which will be recommended to the Award Board. The maximum mark that can be awarded for any resubmission is 50%. 6.4.3 Marking Classification for MA/PgDip Social Work

Classification Comments

Distinction

(≥80%)

Distinction

(70-79%)

Comprehensive mastery of the specialist area demonstrating exceptional insight and awareness. Presents extensive evidence of critical and deep knowledge of the specialist and related areas. Shows ability to challenge and develop existing theory and/or professional practice within the specialist area. Demonstrates outstanding originality in the application of knowledge and development of theories, policies and practice. Displays outstanding potential to be a leading practitioner or researcher within the specialist area. Work would be of a publishable standard. Outstanding understanding of the specialist area with extensive evidence of deep understanding of theories, principles and concepts. Extensive evidence of critical and deep knowledge related to a specialist area. Extensive evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Comprehensive understanding and an ability to demonstrate a high level of originality in the application of knowledge to inform judgments and develop advanced ideas, policies and practices. Where applicable, shows potential for publication.

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Pass

(60-69%)

Pass

(50-59%)

Substantial understanding of the specialist area and evidence of deep understanding of theories, principles and concepts in most areas, but lacking in depth. A substantial range of evidence of critical and deep knowledge related to a specialist area but lacking in depth in some areas. A substantial range of evidence of advanced, current and complex issues at the forefront of the subject or professional area. A substantial range of evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. A good understanding of how knowledge may be applied, with a good level of originality, to inform judgments and develop advanced ideas, policies or practices. A good understanding of the specialist area and some evidence of deep understanding of theories, principles and concepts. Evidence of critical and deep knowledge related to a specialist area demonstrated in the work. Isolated evidence of advanced, current and complex issues at the forefront of the subject or professional area. Some evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Some understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with originality of thought limited to some areas.

Fail

(45-49%)

Insufficient understanding of the specialist-area although some evidence of understanding of theories, principles and concepts. Insufficient evidence of critical and deep knowledge related to a specialist area. Limited evidence of advanced, current and complex issues at the forefront of the subject or professional area. Insufficient evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area but limited to accurate factual information in a number of areas. Limited understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with little originality of thought. Unsatisfactory standard. Limited attempt to demonstrate an understanding of the specialist area but with inadequate evidence available. Slight evidence of deep understanding of theories, principles and concepts. Limited evidence of critical

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Fail

(<45%)

and deep knowledge related to a specialist area. Limited evidence of advanced current and complex issues at the forefront of the subject or professional area. Limited evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Poor understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with little originality of thought.

6.4.4 Methods for Evaluating and Improving the Quality and Standards of

Teaching and Learning

The programme will utilise a range of quality control mechanism which reflect best practice as determined by QAA and tried and tested mechanisms, including moderation and quality control which have been successful in the past.

The quality of teaching, learning and assessment will be monitored using:

External examiner Reports

University Annual Programme Review

Curriculum sub-committee

Formal evaluation of all modules

Internal moderation of all modules.

Formal feedback from placement providers regarding their experiences of university processes and arrangements

Formal feedback to placements regarding the quality of the student learning experience

The programme will ensure that standards are maintained by:

Ensuring staff new to teaching undertake a Learning and Teaching in Higher Education course

Supporting annual staff appraisal and subsequent staff development

Curriculum sub-committee.

Student feedback on the quality of teaching and their learning experiences is obtained through:

Student /Staff Liaison Committee

Module evaluation forms

Student Perceptions Questionnaire

Practice learning evaluation forms.

Monitoring and action on this information is accomplished through the following mechanisms:

Faculty Academic Standards

Programme Committee

Curriculum Sub-Committee

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Student/Staff Liaison Sub-Committee

Service User and Career Consultative Group

Practice Assessment Panel

6.5 Professional Conduct Codes of Practice Students on the programme are expected to comply with the HCPC Guidance on Conduct and Ethics for Students. This sets out the standards of conduct and practice expected by the University on behalf of the public, including employers, colleagues, carers and service users. In addition, students will be expected to use the Guidance to examine their own practice and look for areas in which they can improve. The HCPC Standards of Proficiency for Social Work sets out criteria that should guide practice and the standards of conduct students are expected to meet at the point of qualification. Student Conduct The Code should govern all student conduct and at no time, whether in or out of a work setting, should students behave in a way that calls into question their suitability to work in social care. This includes the use of university email, e-chatrooms or other public forums. Student suitability procedures for placement related issues Students on placement who demonstrate values, attitudes or behaviours that are inconsistent with professional social work practice may be referred by the Programme Lead to the Faculty Fitness to Practice Committee for investigation. This committee may decide on particular action or refer the matter to the University Disciplinary procedure. In the context of dangerous or unprofessional conduct the Programme Lead may refer the student directly to the University Disciplinary Procedures [see below]. Dangerous or Unprofessional Conduct The University’s Disciplinary Procedures make specific provision for the conduct of students engaged on its programmes leading to a professional qualification. If, while registered on the programme, questions are raised about students’ conduct, these disciplinary procedures will be invoked. The MA Programme Lead is responsible for all aspects of unprofessional conduct, in conjunction with other designated University staff. Students will be required to withdraw from the programme if their behaviour:

is confirmed to be damaging or dangerous to other people who use services, other students or people providing any aspect of the programme;

creates unacceptable risk for themselves or other people;

shows a serious failure to follow the Code of Practice for Social Care Workers The disciplinary procedures can be found in the University’s Student Handbook and on the Student Portal.

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6.5.1 Other People’s Conduct and Whistle blowing Student social workers also have an obligation to report to an appropriate authority any breaches of the Codes of Practice for Social Care Workers and Employers. The University recognises the vulnerability sometimes felt by students and has procedures, which will provide them with protection and support in such situations. In such situations, the University will be guided by its duty of care to individuals, and other students, and its accountability to the public. The University will only offer practice learning opportunities to students on the programme in agencies or organisations which have specifically agreed to investigate within a reasonable time scale and report to the University on any matters affecting the public interest raised by a student. If students become concerned that there has been a breach of any aspect of the Codes, whether by a colleague or an employer, they must report this to an appropriate person in the agency concerned, and the MA Programme Lead.

At this point any concern will be carried forward by the University on students’ behalf. We would normally expect the employer concerned to investigate the matter on our behalf and report back on its conclusions and any action taken; if the University is satisfied that the employer is fulfilling its responsibilities under the Codes then the matter will rest there. Where this is not the case, the University will take further action to fulfil its own responsibilities towards students (e.g. by withdrawing students from that agency) and the public (e.g. by referring its concerns to the HCPC ). In all cases, students’ disclosure and the subsequent outcome will be reported to the University Secretary and Academic Registrar in his/her role as secretary to the Board of Governors. As part of the University’s Public Interest Disclosure Procedure students may also raise concerns with the Students’ Union who may in turn refer the matter to the University Secretary and Academic Registrar. 6.5.2 Examination and Assessment Offences The University takes very seriously any breach of its regulations relating to assessment. Any such breach, defined as an examination and assessment offence, attracts a penalty and is always recorded on the offending students’ file. Some offences, such as getting someone else to sit an examination on another’s behalf, are obvious. Others, such as including in an essay material already submitted in another assessment, are less so. It is the responsibility of the Module Leader to provide the Registrar with the documentation in question. It is the Module Leaders responsibility to inform the MA Programme Lead of such matters being referred. 7. Programme Aims The overall aim of the social work programme is to produce postgraduates who are accountable, research-minded and creative, autonomous practitioners. They will be able to demonstrate an ability to integrate specific subject knowledge, values and skills while drawing on analytical tools to promote and protect individual and collective well-being in complex situations.

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1. The programme aims enable students to develop capacities for critical enquiry

and reflective approaches to defining human needs, knowledge of human behaviour, current social policy and law relating to social work, and knowledge of social work theories and methods of assessment and intervention, including issues concerning human rights and professional ethics;

2. enable students to develop skills in the consistent application of research methods and findings to their professional social work practice, using their understanding to inform judgements and develop ideas for policy and practice;

3. enable students to develop skills in communication, assessment and research for professional social work practice;

4. promote the development of anti-oppressive approaches to social work and to work towards the Health and Care Professions Council Standards of Proficiency and the College of Social Work Professional Capabilities Framework.

5. prepare students for future employment as autonomous professionals able to work effectively and creatively within legal, policy and agency frameworks, in a complex, inter-professional social welfare environment.

8. Intended Programme Learning Outcomes Students awarded the Master of Arts or the Postgraduate Diploma in Social Work will have successfully demonstrated that they have acquired and integrated all of the knowledge, skills and values required of a professionally qualified social worker. In addition, they will have demonstrated levels of critical analysis and reflective practice commensurate with the postgraduate level achieved. Students awarded the Master of Arts degree will also have successfully produced a dissertation that makes an original contribution to the development of social work knowledge. At the end of the programme, students will have acquired and integrated a wide range of skills, as well as the theory, practice expertise and knowledge required of a social worker. All MA/PgDip Social Work postgraduates will have shown the ability to reflect on, and learn from, the exercise of their skills. They will understand the significance of the concepts of continuing professional development and lifelong learning. Three sets of intended learning outcomes operate within the programme: those proscribed by the Health and Care Professions Council (HCPC), those set out by the College of Social Work (TCSW) in the Professional Capabilities Framework and those expected by the University of all Masters’ students. These are underpinned by the values requirements (5.2). 8.1 Values of Social Work Social workers assist people to have control over and improve the quality of their lives, and are committed to reducing and preventing hardship and disadvantage for children, adults, families and groups. Social workers practice in social settings characterised by enormous diversity, reflected through factors such as religion, sexuality, ethnicity, culture, social status, age, and family structure. They work with individuals and families from backgrounds and cultures of which they may have little direct experience, and intervene in the lives of people whose life chances are adversely affected by factors such as poverty, ill health, and discrimination.

25


When intervening in people’s lives to achieve individual well-being and social change, social workers must recognise the inter-relationships between structural and individual factors in the social context in which services operate, and the need to address their impact on the lives of children and adults. They must be self-aware and critically reflective, and their practice founded on, informed by and capable of judgement against a clear value base, and a commitment to social justice locally and globally. Teaching social work values is central to the programme which is achieved via a range of approaches that put social work practice at the centre of the learning experience. These approaches include the discussion of case studies and case examples where values, theory, research evidence and experience are explored in a supportive environment. The MA tutorial system is another approach that encourages reflection on the interplay of values, theory, research and experience as are simulations and role-play. The assessment process is also central to the learning experience as students are asked to reflect on values, theory, research evidence and experience as integral parts of each assessment. 8.2 Values Requirements In order to achieve the award, students need to demonstrate an ability to ‘engage in the debate’ and: Consider how social justice and human rights are important to social work

practice, personally, locally, nationally and globally.

Understand the history of racism and other forms of discrimination and the implications of this history for contemporary social work.

Analyse the inherent complexities of their own and others’ identity.

Since values are integral to, rather than separate from, competent practice, evidence that value requirements have been met must be drawn from, and refer to, the practice learning that students undertaken. Clear, consistent and thoughtful integration of values must be demonstrated and evidence of this will be sought in all assessed work. These social work values underpin the learning outcomes, and the pedagogical, teaching and assessment practices of the MA/PgDip Programme. 8.3 Distinctive Features of a Graduate The distinctive features of a graduate from the social work MA Programme at Plymouth University include:

a) Their successful completion of a two-year assessment process that tests reflective ability and analytical thinking at level 7.

b) Their ability to carry out primary research and appraise research at ‘M’ level, creating professionals with the capacity to be research aware, research minded and evidence based with a critical awareness of the complexities of applying research findings in real-world situations.

c) Their engagement with social work as a transformative profession, with the ability to apply their skills, knowledge and values to service user issues, their own continuing professional development and making a positive contribution to the organisations they work in post-qualification.

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8.4 Learning Outcomes

Knowledge and understanding On completion graduates should possess: A depth of knowledge and systematic understanding of the breadth and nature of social work services and of the role and purpose of social work in a global context; A depth of knowledge and a systematic understanding of the socio-political context of social work practice; A depth of knowledge and a systematic understanding of service user and carer perspectives and experiences A depth of knowledge and a systematic understanding of social work values and ethics, including anti-oppressive practice and is able to demonstrate the ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions that inform practice; A comprehensive knowledge and systematic understanding of theoretical concepts, both from social work and other disciplines and a capacity to apply these to social work including emerging knowledges/research A comprehensive knowledge and systematic understanding of appropriate methods of practice, theoretical perspectives and research evidence and the

Teaching and learning methods and strategies: System that supports individualised approaches to teaching and learning: practice teaching and individual tutorials. Methods that expose students to knowledge, and skills of critical appraisal: lectures, directed self-learning, individual work. Methods that encourage active participation: seminars, role plays, presentations, exercises, group work and practice experiences. Methods that reflect social work values and expose students to contexts of practice: the purposeful involvement of carers and service users in direct teaching; guest lectures from social work practitioners. Methods that promote self-directed and autonomous learning Assessment strategies: Presentations individually assessed work, case analysis, critical appraisal of research; critical reflections, IT projects, exam, analysis and reflection on learning needs, practice observations; tutorials with personal tutor and Practice Teacher supervision.

27


capacity to use them in the conduct of practice; and skills relating to the use of computers, information technology and numeracy, problem solving, communication, working with others and personal and professional development.

Cognitive and intellectual skills On completion graduates should have developed:

a critical awareness of the complex, incomplete and contradictory areas of knowledge and the ability to communicate outcomes effectively

an ability to synthesise complex information in a manner that is innovative, utilising social work knowledge, research and processes

a level of conceptual understanding that allow him/her critically to evaluate research, advanced scholarship and methodologies and argue alternative approaches. Initiative, self-direction and originality in problem solving. performs autonomously in planning and implementing tasks at a professional level making decisions in complex and unpredictable situations.

Teaching and learning methods and strategies: As above. Assessment strategies: As above.

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Key and transferable skills On completion graduates should have developed:

Group Working: can work effectively with a group as leader or member. Can clarify task and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence.

Learning Resources: is able to use full range of learning resources.

Self Evaluation: is reflective on own and other's functioning in order to improve practice.

Management of Information: can competently undertake research tasks with minimum guidance.

Autonomy and creativity: is independent and self critical learner, guiding the learning of others.

Advanced communication skills: can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently. build and sustain purposeful, professional relationships with a wide range of people, diverse communities and organisations in order to promote social justice

Problem Solving: has independent learning ability required for continuing professional study, making professional use of others where appropriate. Can work in a creative approach to solving problems.

Teaching and learning methods and strategies: As above Assessment strategies: As above

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Practical skills On completion graduates should have developed:

Application of Skills: can operate in complex and unpredictable, possibly specialised contexts, and has an overview of the issues governing good practice.

Autonomy in Skill Use: is able to exercise initiative and personal responsibility in professional practice. Ability to apply ethical principles in practice; assess, plan and implement appropriate interventions.

work effectively with complex factors specific to social work practice such as risk, rights, cultural differences and the tensions between protecting vulnerable people and enabling them to make appropriate choices, to promote the well-being and safety of all parties

Technical Expertise: has technical expertise, performs smoothly with precision and effectiveness; can adapt skills and design or new skills or procedures for new situations (SEEC, 2002).

Teaching and learning methods

and strategies:

As above

Assessment strategies:

As above

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8.5 Masters Level [Level 7] Descriptors In summary, at Masters Level students also need to demonstrate:

a systematic understanding of knowledge and a critical awareness of contemporary social problems in complex contexts informed by both academic knowledge and practice developments;

a comprehensive understanding of techniques/approaches relevant to social work practice and research;

originality in the application of knowledge, together with a practical understanding of how techniques of research are used to establish and create knowledge in social work;

conceptual understanding applied to practice and research; and

a critical analysis of ideas, initiatives and policies.

9. Admissions Criteria, including APCL, APEL and DAS arrangements

Students need to meet all of the criteria listed below. As set out in ‘Requirements for Social Work Training’, (Department of Health 2002) candidates should demonstrate that:

they have the capability to meet the required standards by the end of their training and that they possess appropriate personal and intellectual qualities to be social workers.

they have achieved at least Key Skills level in English and mathematics. This would normally be equivalent to grade C in the GCSE examination in English and mathematics.

they can understand and make use of written material and are able to communicate clearly and accurately in spoken and written English.

And meet the University requirements of:

a first degree in any subject (second class honours or above); We give preference to applicants who hold a 2:1 classification or above, but will also consider applicants with a 2:2 in relation to previous work experience and references.

a minimum of twelve months experience working with vulnerable or disadvantaged people in a social welfare capacity/setting ( statutory, voluntary or independent sector, waged, unwaged or part-time, in the UK or overseas);

satisfactory medical clearance;

satisfactory Disclosure and Barring (DBS) check; and

one academic and one professional reference.

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They should also meet the College of Social work expectation that, “By the point of entry to SW qualifying programmes, prospective students/candidates should demonstrate awareness of social context for social work practice, awareness of self, ability to develop rapport and potential to develop relevant knowledge, skills and values through professional training.” (College of Social Work, no date, available at: http://www.tcsw.org.uk/uploadedFiles/PCF22NOVStudentLevelDescriptors.pdf.)

Equality and diversity are embedded within the programme. The recruitment process promotes equality of opportunity by anticipating the support required by learners with protected characteristics such as disability and making reasonable adjustments, both on campus and in practice settings. The programme team recognises the importance of a diverse workforce which reflects the shifting demographic of the local population and includes the wider experience that is crucial to workforce capacity developments. Applications are considered on an equal basis irrespective of age, disability, sexual orientation, marital or parental status, religion, social class, nationality or ethnic origin. A robust admissions process is followed for all applicants that is transparent, fair and equitable and takes account of the University’s Equality and Diversity Policy. In selecting students, the team focuses on whether an applicant has the potential to complete professional social work education and to apply for registration with the Health and Care Professions Council (HCPC). The admissions team, tutors and widening participation team undertake work throughout the year (with care leavers, for example) to promote an inclusive uptake of our programmes. The university’s Equality Scheme can be found at http://www1.plymouth.ac.uk/equality/Documents/Equality_Scheme_2011-16.pdf

The University has a duty to ensure that disabled applicants are not disadvantaged when applying for courses (Equality Act 2010, Part 6). Applicants do not have to disclose if they have a disability. However, it is recommended that they do so that appropriate support can be provided throughout the admissions process.

9.1. Accreditation of prior learning Applicants may be considered for admission with exemption from specific components or modules in the programme based on credit for prior certificated learning. However, as the programme design places the integration of social work values, theoretical, professional and practical learning at its core, APL claims would need to evidence possession of all aspects of social work knowledge and values relevant to a module in order for a student to qualify for APL. Students transferring from a social work course at another university will be considered on an individual basis. NB. There can be no credit awarded for previous practice learning. 9.2 Students returning to the programme having suspended study Students who have suspended their study for whatever reason may be required to undertake Criminal Records Bureau and/or Occupational Health declarations prior to re-starting the programme.

http://www.tcsw.org.uk/uploadedFiles/PCF22NOVStudentLevelDescriptors.pdf

http://www1.plymouth.ac.uk/equality/Documents/Equality_Scheme_2011-16.pdf

32


9.3 Sponsored Students Sponsored students are accepted on the programme using the same application and recruitment as all other students and are treated as full time students in just the same way as any other. In order to be eligible for sponsorship they must be offered a place on the course (i.e. a provisional offer of sponsorship is no guarantee of acceptance). It must be emphasised that sponsored students on this programme are completely different from day release, employment based or part time students common on other courses. There is no provision for such candidates on this course. 10. Progression criteria for Final and Intermediate Awards

Progression and coherence across the programme is achieved through Modules SCW706 Integrated Practice I and SCW707 Integrated Practice II. These modules bring together theoretical learning, social work values and ethics with professional practice and critical reflection at a post-graduate level. Progression is demonstrated through the level of critical reflection expected of students as they undertake increasingly complex social work practice experience as they move from the first placement (70 days) to the second placement (100 days). This is supported by university based sessions led by the module leader. For students progressing to the dissertation this consolidates learning at Masters Degree level through undertaking a small scale research project on a topic relevant to social work chosen by the student. Programme design ensures students build on their skills and knowledge base with a formal progression point at the end of the first year. All modules are taught and assessed at Level 7. The learning across the two year programme is cumulative in the sense that it is all taught and assessed at Level 7, but the modules are designed so that the learning from them is interactive. An example is the interaction between learning in research methods and the second year dissertation. Students are assessed at the beginning of the Programme at Level 7 on a relatively limited area of knowledge, and by the end of the Programme they are assessed on Level 7 in relation to much more extensive knowledge with greater connectivity between areas of knowledge, skill and understanding. The acquisition of both academic and practice skills is directly taught and integrated into the teaching and assessment of modules. Students are required to contribute actively to discussions in lectures and seminars, including presentations, role-plays and other simulations. In addition, they are required to produce written work for formative assessments, assignments, on-line blogs and an examination. Embedding skills, knowledge and theory into each stage of the programme ensures progression can be summarised as follows: Stage One: Term 1 –

identification of law and social policy frameworks, ethics and values;

learning how to analyse and compare different approaches and theories;

developing knowledge and skills in methods of communication, statistics, and information technology;

completing the specific skills elements of modules including the ‘Assessed Preparation for Practice’ requirements of sensitivity to the experiences of service users and recognition of social work practices

33


Stage One: Terms 2 & 3 –

application and integration of knowledge;

developing cognitive skills;

developing research knowledge and skills;

synthesising competing analytical paradigms and methods of practice;

enriching communication skills;

clarifying competing value premises;

using IT skills for processing and presenting information;

demonstrating professional social work skills and attributes involving analytical thinking, building relationships, working in an organisation, intervention, evaluation, and reflection.

NB. There is a progression point at the end of the first year. Students are required to demonstrate that they have successfully completed all aspects of the first year of the programme prior to moving into the second year. Stage 2: Terms 1 - 3 –

consolidation of learning;

demonstrating creativity, professional autonomy and managing uncertainty in complex settings;

critically evaluating competing analytical paradigms and methods;

independently applying analytical paradigms and methods;

demonstrating skills and attribute acquisition;

using IT skills to search and organise;

demonstrating the application of social work practice and research skills and attributes, involving analytical thinking, building relationships, working in an organisation, intervention, evaluation, and reflection.

34


entry requirements

1st degree (2

nd class or above)

12 months experience

Key Skills level 2 in Maths & English (or equiv.)

Satisfactory Disclosure and Barring (DBS)

EE Intermediate and Final Examination

MA/PgDip. in Social Work

Sept Oct Nov Dec Jan Feb Mar Apr May June Jul

Aug

INT

RO

DU

CT

ION

WE

EK

UNIVERSITY (1)

(75 days)

CH

RIS

TM

AS

UNIVERSITY (2)

(60 days)

EA

ST

ER

PRACTICE (1)

(70 days)

SU

MM

ER

BR

EA

K

Sept Oct Nov Dec Jan Feb Mar Apr May June

July Aug

UNIVERSITY (3)

(35 days plus dissertation

study)

CH

RIS

TM

AS

PRACTICE (2)

(100 days)

EA

ST

ER

UNIVERSITY (4)

30 days plus

dissertation study)

EE Intermediate and Final Examination Board

Progression to Year II or

PgDip (140 credits at level 7 postgraduate/Masters)

MA (180 credits at level 7 postgraduate/Masters)

35


11. Specific Regulations in Regard to the Award of Master of Arts and Postgraduate Diploma in Social Work The respective degree may not be awarded unless all of the requirements for the Award are met. Students awarded either the MA in Social Work (180 M level credits) or the Postgraduate Diploma in Social Work (140 M level credits) will be eligible to apply to HCPC for appropriate registration as a Social Worker, under the following provisions:

1) The award will require the certified approval of the external examiners and; 2) The Postgraduate Diploma in Social Work will normally only be awarded to

students who have attempted the dissertation but failed to meet the requirements. In addition, all other programme requirements have to be met before the PGDip Social Work can be conferred.

The normal University Regulations in respect of progression and assessment are followed, with the specific exceptions noted below:

1) Students may not commence any aspect of SCW706 without having successfully completed the assessed preparation for practice portfolio

2) If a student fails up to 50 credits of Year 1, s/he will be allowed to resit/resubmit the appropriate assessment(s) (as specified by the Award Assessment Board) at the next available opportunity.

If a student fails more than 50 credits in Year 1, the Award Board may at its discretion:-

Require the student to repeat the failed modules with attendance or

Exceptionally allow the student to resubmit at the next available opportunity based on a judgement of the students overall performance and potential or

require the student to withdraw from the programme The following categories of students will be eligible for academic awards but will not be eligible to apply for registration with the HCPC: Students who achieve more than 60 M level will be awarded a University of Plymouth Postgraduate Certificate in Applied Health Studies. A University of Plymouth Postgraduate Diploma in Applied Health Studies will be awarded to students who achieve more than 120 M level credits but fail to successfully complete SCW707. Aegrotat Award Under certain circumstances an unclassified degree may be granted to a student who has fulfilled all requirements for graduation but is prevented by illness from completing the programme.

36


However, receipt of this award would not provide eligibility to apply for registration with the HCPC.

12. Transitional Arrangements In relation to repeating, interrupting and returning students: there will be no impact upon students who transfer to the new approved MA programme as the modular structure remains unchanged.

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13. Appendices: Mapping of intended programme learning outcomes

Appendix A: HCPC Standards of education and training (SETs) mapping document Appendix B: Standards of proficiency (SOP) mapping – social worker in England mapped to the Professional Capabilities Framework (PCF) Appendix C: Learning Outcomes: Stakeholder Statements and the Professional Capability Framework (PCF) Qualifying Social Worker Level Capabilities

http://www.tcsw.org.uk/ProfessionalCapabilitiesFramework/

38


APPENDIX A: HCPC Standards of education and training (SETs) mapping document

Standard of education and training (SET) Where can evidence be found to demonstrate that you meet this standard? (e.g. Programme spec, page 7, paragraph 4)

SET 1: Level of qualification for entry to the Register

1. 1 The Council normally expects that the threshold entry routes to the Register will be the following:

Bachelor degree with honours for:

– biomedical scientists (with the Certificate of Competence awarded by the Institute of Biomedical Science, or equivalent);

– chiropodists / podiatrists;

– dietitians;

– occupational therapists;

– orthoptists;

– physiotherapists;

– prosthetists / orthotists;

– radiographers;

– social workers in England; and

– speech and language therapists.

Programme Specification p.20;

Approval Document p.15

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SET 2: Programme admissions

2.1 The admissions procedures must give both the applicant and the education provider the information they require to make an informed choice about whether to take up or make an offer of a place on a programme.

Programme Specification pp.7-9;

TCSW Guidance on new criteria and processes for admission and selection http://www.tcsw.org.uk/Educators/

2.2 The admissions procedures must apply selection and entry criteria, including evidence of a good command of reading, writing and spoken English.

Programme Specification pp.7-9

2.3 The admissions procedures must apply selection and entry criteria, including criminal convictions checks.

Programme Specification p. 7

2.4 The admissions procedures must apply selection and entry criteria, including compliance with any health requirements.

Programme Specification pp.7-9;

Programme Handbook p. 49 Appendix 3 ‘Occupational Health’

2.5 The admissions procedures must apply selection and entry criteria, including appropriate academic and/or professional entry standards.


2.6 The admissions procedures must apply selection and entry criteria, including accreditation of prior (experiential) learning and other inclusion mechanisms.


2.7 The admissions procedures must ensure that the education provider has equality and diversity policies in relation to applicants and students, together with an indication of how these will be implemented and monitored.

Operational Specification p. 10;

Programme Specification p.9

http://www.tcsw.org.uk/Educators/

40


SET 3: Programme management

3.1 The programme must have a secure place in the education provider’s business plan.

Approval Document p. 8 ‘Rationale’;

School of Health Professions Business Plan

3.2 The programme must be effectively managed. Operational Specification p. 2;

Approval Document p.25 ‘Programme Management Structure’

3.3 The programme must have regular monitoring and evaluation systems in place.

Operational Specification p. 2-6;

Approval Document p.25 ‘Programme Management Structure’

3.4 There must be a named person who has overall professional responsibility for the programme who must be appropriately qualified and experienced and, unless other arrangements are agreed, be on the relevant part of the Register.

Operational Specification p. 2. The MA Programme Lead is Clare Colton who is registered as a social worker with the HCPC, registration number SW98202; Approval Document p. 47 ‘ Staff Curriculum Vitae: Clare Colton’

3.5 There must be an adequate number of appropriately qualified and experienced staff in place to deliver an effective programme.

Approval Document, p.46 Section 16 ‘Staff Curriculum Vitae’;

Approval Document pp.18-19 ‘Research-informed teaching’; p.23 “Administrative staff’; p.44 ‘Educator preparation and development’

Module Records

3.6 Subject areas must be taught by staff with relevant specialist expertise and knowledge.

Approval Document pp.18-19 ‘Research-Informed teaching’; p.19 ‘Selected Research projects post 2001’ p.20 ‘Professional Activities’;

Approval Document, p.46 Section 16 ‘Staff Curriculum Vitae’

Module Records.

3.7 A programme for staff development must be in place to ensure continuing professional and research development.

Staff development needs are identified through the Performance Development Review process (See ‘HR Community: Performance Management’, University intranet). New staff are required to undertake the PGCAP and all staff are encouraged to apply for HEA Fellowships. All staff are expected to comply with the School of Health Profession’s policy regarding peer review of teaching.

41


Staff are encouraged to study for higher degrees and are supported financially by the School which maintains a staff development fund.

Approval Document p.22

3.8 The resources to support student learning in all settings must be effectively used.

Approval Document pp.23-25 ‘Resource Base’; p.42-44 ‘Practice Learning’

3.9 The resources to support student learning in all settings must effectively support the required learning and teaching activities of the programme.

Approval Document pp.23-25 ‘Resource Base’; p.42-44 ‘Practice Learning’

3.10 The learning resources, including IT facilities, must be appropriate to the curriculum and must be readily available to students and staff.

Approval Document pp.23-25 ‘Resource Base’;

Programme Handbook pp.37-43 ‘Support Services’

3.11 There must be adequate and accessible facilities to support the welfare and wellbeing of students in all settings.

Approval Document p.23-24 ‘Medical Services, Welfare and Disability’;

Programme Handbook pp.41-43 especially ‘Counselling Services’, ‘Health Care’, ‘Chaplaincy’

Operational Specification p.9 ‘Student Support’

3.12 There must be a system of academic and pastoral student support in place.

Operational Specification p.9; Approval Document p.36 and p.43

3.13 There must be a student complaints process in place.

University Student Handbook http://www1.plymouth.ac.uk/studenthandbook/Pages/default.aspx

Programme Handbook p.36 ‘Who to Contact if You Have a Problem’

3.14 Where students participate as service users in practical and clinical teaching, appropriate protocols must be used to obtain their consent.

Programme handbook p.25 ‘Teaching and Learning Strategies’

3.15 Throughout the course of the programme, the education provider must have identified where attendance is mandatory and must have associated monitoring mechanisms in place.

Programme Handbook p. 18

http://www1.plymouth.ac.uk/studenthandbook/Pages/default.aspx

42


3.16 There must be a process in place throughout the programme for dealing with concerns about students’ profession-related conduct.

Programme Handbook p. 35

3.17 Service users and carers must be involved in the programme.1

Programme Handbook p. 20 and pp.57 & 58;

Approval Document pp.12-14;

Module & Practice Learning Handbook SCW707 p.55-57 Appendix 9

SET 4: Curriculum

4.1 The learning outcomes must ensure that those who successfully complete the programme meet the standards of proficiency for their part of the Register.

Module Records

Programme Specification p.10-11 ‘Intended Programme Learning Outcomes’; MA Learning Outcomes mapped to SoPs & PCF

4.2 The programme must reflect the philosophy, core values, skills and knowledge base as articulated in any relevant curriculum guidance.

Programme Specification p.10-11 ‘Intended Programme Learning Outcomes’; Programme Specification p.5-6; Module & Practice Learning Handbook SCW707 p.34 Appendix 1

4.3 Integration of theory and practice must be central to the curriculum.

Programme Specification p.6; Approval document p.42 ’Practice Learning’; Module Records.

4.4 The curriculum must remain relevant to current practice.

Approval document p.42 ‘Practice Learning’; Module Records

4.5 The curriculum must make sure that students understand the implications of the HCPC’s standards of conduct, performance and ethics.

Approval Document p. 13 Module Record SCW704 ‘Values and Ethics’; Programme Handbook p.35; Programme Specification p.11-12 ‘Values of Social Work’

4.6 The delivery of the programme must support and develop autonomous and reflective thinking.

Programme Handbook p. 19 ‘Aims of the Programme’; all Module Records especially SCW706 ‘Integrated Practice I’ and SCW707 ‘Integrated Practice II’.

1 All programmes undertaking the approval process from the 2014–15 academic year onwards will need to meet this standard. Approved programmes will need to

demonstrate they meet this standard in either the 2015–16 or 2016–17 academic year via their annual monitoring audit submission. Information about this standard can be

found on our website

http://www.hcpc-uk.org/education/providers/sucinvolvement/

43


Approval document p.29 ‘Modes of Learning’, and p.42 ‘Practice Learning’

4.7 The delivery of the programme must encourage evidence based practice.

Programme Specification p.5-6; Module Record SCW705 ‘Research for Social Work Practice’ and SCW708 Dissertation

4.8 The range of learning and teaching approaches used must be appropriate to the effective delivery of the curriculum.

Approval document p.7 and p.29 ‘Modes of Learning’, and p.42 ‘Practice Learning’

4.9 When there is interprofessional learning the profession-specific skills and knowledge of each professional group must be adequately addressed.

Approval document p.7 and p. 39 ‘Interprofessional Learning’, and p.42 ‘Practice Learning’

SET 5: Practice placements

5.1 Practice placements must be integral to the programme.

Module Records SCW706 ‘Integrated Practice I’ and SCW707 ‘Integrated Practice II’; Approval document p.42 ‘Practice Learning’; Programme Handbook (p. 21 ‘Programme Structure’ and p. 26 ‘Practice Learning’); TCSW Overview of new arrangements for practice learning http://www.tcsw.org.uk/Educators/

5.2 The number, duration and range of practice placements must be appropriate to support the delivery of the programme and the achievement of the learning outcomes.

Quality Assurance for Practice Learning, (QAPL) Skills for Care http://www.tcsw.org.uk/uploadedFiles/TheCollege/Resources/QAPLhandbook.pdf ; Approval document p.42 ‘Practice Learning’; Programme Handbook p. 21 ‘Programme Structure’ and p. 26 ‘Practice Learning’

5.3 The practice placement settings must provide a safe and supportive environment.

Approval document p.43 ‘Practice Learning’ (‘Support for students during Practice Learning’); Module & Practice Learning Handbooks SCW706 & SCW707

5.4 The education provider must maintain a thorough and effective system for approving and monitoring all placements.

Quality Assurance for Practice Learning, (QAPL) Skills for Care http://www.tcsw.org.uk/uploadedFiles/TheCollege/Resources/QAPLhandbook.pdf ; Approval document p.42 ‘Practice Learning’; Approval document p. 14 ‘Practice Learning Business Group’; TCSW Overview of new arrangements for practice learning and TCSW Placement Criteria http://www.tcsw.org.uk/Educators/ Module & Practice Learning Handbooks SCW706 & SCW707


http://www.tcsw.org.uk/uploadedFiles/TheCollege/Resources/QAPLhandbook.pdf



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5.5 The placement providers must have equality and diversity policies in relation to students, together with an indication of how these will be implemented and monitored.

Quality Assurance for Practice Learning, (QAPL) Skills for Care http://www.tcsw.org.uk/uploadedFiles/TheCollege/Resources/QAPLhandbook.pdf

5.6 There must be an adequate number of appropriately qualified and experienced staff at the practice placement setting.

Quality Assurance for Practice Learning, (QAPL) Skills for Care; TCSW Practice Educator Professional Standards and Guidance http://www.tcsw.org.uk/Educators/

5.7 Practice placement educators must have relevant knowledge, skills and experience.


5.8 Practice placement educators must undertake appropriate practice placement educator training.

Quality Assurance for Practice Learning, (QAPL) Skills for Care; TCSW Practice Educator Professional Standards and Guidance http://www.tcsw.org.uk/Educators/

5.9 Practice placement educators must be appropriately registered, unless other arrangements are agreed.


5.10 There must be regular and effective collaboration between the education provider and the practice placement provider.

Quality Assurance for Practice Learning, (QAPL) Skills for Care; TCSW Overview of new arrangements for practice learning http://www.tcsw.org.uk/Educators/; Module & Practice Learning Handbooks SCW706 & SCW707

5.11 Students, practice placement providers and practice placement educators must be fully prepared for placement which will include information about an understanding of:

– the learning outcomes to be achieved;

– the timings and the duration of any placement experience and associated records to be maintained;

– expectations of professional conduct;

– the assessment procedures including the

Programme Handbook pp.26-29 ‘Practice Learning’; Module & Practice Learning Handbooks SCW706 & SCW707







45


implications of, and any action to be taken in the case of, failure to progress; and

– communication and lines of responsibility.

5.12 Learning, teaching and supervision must encourage safe and effective practice, independent learning and professional conduct.


5.13 A range of learning and teaching methods that respect the rights and needs of service users and colleagues must be in place throughout practice placements.


SET 6: Assessment

6.1 The assessment strategy and design must ensure that the student who successfully completes the programme has met the standards of proficiency for their part of the Register.

MA Learning Outcomes mapped to SoPs & PCF; Programme Specification p.21; Module & Practice Learning Handbook SCW707 p.34 Appendix 1; TCSW Guidance on Assessment Strategies http://www.tcsw.org.uk/Educators/

6.2 All assessments must provide a rigorous and effective process by which compliance with external-reference frameworks can be measured.

MA Learning Outcomes mapped to SoPs & PCF; Module Records, and Approval Document p.16 ‘External Agencies’

6.3 Professional aspects of practice must be integral to the assessment procedures in both the education setting and practice placement setting.

Module Records SCW706 ‘Integrated Practice I’ and p.147 SCW707 ‘Integrated Practice II’; Module & Practice Learning Handbooks SCW706 & SCW707

6.4 Assessment methods must be employed that measure the learning outcomes.

Operational Specification p.7 ‘Modes of Assessment’; Approval Document p.30‘Assessment’; Module Records

6.5 The measurement of student performance must be objective and ensure fitness to practise.

Programme Handbook pp.28-34

6.6 There must be effective monitoring and evaluation mechanisms in place to ensure appropriate standards

Programme Handbook pp. 28-34; Module & Practice Learning Handbooks SCW706 & SCW707


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in the assessment.

6.7 Assessment regulations must clearly specify requirements for student progression and achievement within the programme.

Plymouth University Academic Regulations

https://staff.plymouth.ac.uk//acregsc/acadregs/intranet.htm ; Programme Handbook p.34

6.8 Assessment regulations, or other relevant policies, must clearly specify requirements for approved programmes being the only programmes which contain any reference to an HCPC protected title or part of the Register in their named award.

Programme Handbook p.34

6.9 Assessment regulations must clearly specify requirements for an aegrotat award not to provide eligibility for admission to the Register.

Programme Handbook p.34

6.10 Assessment regulations must clearly specify requirements for a procedure for the right of appeal for students.

Appeals procedures, Plymouth University Academic Regulations

https://staff.plymouth.ac.uk//acregsc/acadregs/intranet.htm

6.11 Assessment regulations must clearly specify requirements for the appointment of at least one external examiner who must be appropriately experienced and qualified and, unless other arrangements are agreed, be from the relevant part of the Register.

Both external examiners are social workers registered with the HCPC; Plymouth University Appointment of External Examiners https://staff.plymouth.ac.uk//extexam/eeappt/intranet.htm Plymouth University Academic Regulations

https://staff.plymouth.ac.uk//acregsc/acadregs/intranet.htm

https://staff.plymouth.ac.uk/acregsc/acadregs/intranet.htm


https://staff.plymouth.ac.uk/extexam/eeappt/intranet.htm


47


Appendix B: Standards of proficiency (SOP) mapping – social worker in England mapped to the Professional Capabilities Framework (PCF)

Standard of proficiency Professional Capabilities Framework Where can evidence relating to the delivery and assessment of each standard be found in the accompanying documentation? (eg Module descriptor AB1234, Learning outcome XXXX)

Registrant social workers in England must:

1 be able to practise safely and effectively within their scope of practice

Recognise your personal limitations and how to seek advice – Professionalism 1.8

APP Programme Spec 6.4.4, SCW704 702, 706/7, PLO1 and 2.

Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching decisions – Values and Ethics 2.1

1.1 know the limits of their practice and when to seek advice or refer to another professional

Recognise your personal limitations and how to seek advice – Professionalism 1.8

Tutorials, SCW706/7 “Problem Solving “– PLO (Programme Spec).

Value and take account of the expertise of service users, carers and professionals – Knowledge 5.12

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1.2 recognise the need to manage their own workload and resources and be able to practise accordingly

Take responsibility for managing your time and workload effectively, and begin to prioritise your activity including supervision time – Professionalism 1.5

Across all modules, specifically SCW706/7.

1.3 be able to undertake assessments of risk, need and capacity and respond appropriately

Demonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risks – Intervention and Skills 7.4

Module Descriptor SCW702,706/7. PLO8.

1.4 be able to recognise and respond appropriately to unexpected situations and manage uncertainty

Recognise complexity, multiple factors, changing circumstances and uncertainty in people’s lives, to be able to prioritise your intervention – Intervention and Skills 7.10

Module Descriptor SCW708, 702, 706/7

Know how to formulate, test, evaluate and review hypotheses in response to information available at the time and apply in practice – Critical Reflection and Analysis 6.5

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1.5 be able to recognise signs of harm, abuse and neglect and know how to respond appropriately

Understand forms of harm and their impact on people, and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice – Knowledge 5.7

Child Observation, SCW702, 701, 706/7

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing

Intervention and Skills: 7.13

2 be able to practise within the legal and ethical boundaries of their profession


SCW704/701. SCW706/7

Identify concerns about practice and procedures and, with support, begin to find appropriate means of challenge –

Professionalism 1.11

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2.1 understand current legislation applicable to the work of their profession


SCW701, 706/7.

Understand how legislation and guidance can advance or constrain people’s rights and recognise how the law may be used to protect or advance their rights and entitlements – Rights, Justice and Economic Wellbeing 4.2

Work within the principles of human and civil rights and equalities legislation, differentiating and beginning to work with absolute, qualified and competing rights and different needs and perspectives – Rights, Justice and Economic Wellbeing 4.3

2.2 understand the need to promote the best interests of service users and carers at all times


SCW704, 702, 706/7 PLO5.

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2.3 understand the need to protect, safeguard and promote the wellbeing of children, young people and vulnerable adults

Identify concerns about practice and procedures and, with support, begin to find appropriate means of challenge –

Professionalism 1.11

SCW702, 706/7 PLO5.

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing – Intervention and Skills 7.13

2.4 understand the need to address practices which present a risk to or from service users and carers, or others

Identify concerns about practice and procedures and with support begin to find appropriate means of challenge – Professionalism 1.11

SCW702, 706/7

SCW704.

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Manage potentially conflicting or competing values, and with guidance, recognise, reflect on, and work with ethical dilemmas – Values and Ethics 2.3

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing – Intervention and Skills 7.13

2.5 be able to manage competing or conflicting interests


SCW704, 706/7

Recognise and, with support, manage the impact of own values on professional practice – Values and Ethics 2.2

2.6 be able to exercise authority as a social worker within the appropriate legal and ethical frameworks

Understand the authority of the social work role and begin to use this appropriately and confidently as an accountable professional – Intervention and Skills 7.11

SCW701/4

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Understand the roles and responsibilities of social workers in a range of organisations, lines of accountability and the boundaries of professional autonomy and discretion – Contexts and Organisations 8.2

2.7 understand the need to respect and uphold the rights, dignity, values and autonomy of every service user and carer

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

APP, SCW701, 704, 706/7.

Manage potentially conflicting or competing values, and, with guidance, recognise, reflect on and work with ethical dilemmas – Values and Ethics 2.3

Recognise and promote individuals’ rights to autonomy and self-determination – Values and Ethics 2.5


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2.8 recognise that relationships with service users and carers should be based on respect and honesty

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

APP Programme Spec. 6.4.4, SCW702, SCW704 PLO2 and 8.

Recognise and manage the impact on people of the power invested in your role – Diversity 3.3

Demonstrate the ability to engage with people and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

2.9 recognise the power dynamics in relationships with service users and carers and be able to manage those

Recognise and manage the impact on people of the power invested in your role – Diversity 3.3

SCW701, SCW702, SCW703.

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dynamics appropriately Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6

2.10 understand what is required of them by the Health and Care Professions Council

Be able to meet the requirements of the professional regulator – Professionalism 1.1

Intended Programme Learning Outcomes, Programme Specification p.10.

3 be able to maintain fitness to practise With support, take steps to manage and promote own safety, health, wellbeing and emotional resilience – Professionalism 1.10

APP Programme Spec 6.4.4, SCW702, SCW706/7.

Be able to explain the role of the social worker in a range of contexts, and uphold the reputation of the profession – Professionalism 1.2

3.1 understand the need to maintain high standards of personal and professional conduct


PLO1 and 7. SCW706/7.

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Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness – Professionalism 1.4

3.2 understand the importance of maintaining their own health and wellbeing

With support, take steps to manage and promote own safety, health, wellbeing and emotional resilience – Professionalism 1.10

SCW702.

3.3 understand both the need to keep skills and knowledge up-to-date and the importance of career-long learning

Demonstrate a commitment to your continuous learning and development – Professionalism 1.9

SCW706/7

3.4 be able to establish and maintain personal and professional boundaries


SCW706/7

Be able to recognise and maintain personal and professional boundaries – Professionalism 1.7

3.5 be able to manage the physical and emotional impact of their practice

With support, take steps to manage and promote own safety, health, wellbeing and emotional resilience – Professionalism 1.10

SCW702, 706/7.

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4 be able to practise as an autonomous professional, exercising their own professional judgement


Point 4; 5.3; Cognitive and Intellectual Skills; Key and Transferable Skills -Programme Specification. Specifically marking criteria SCW706/7 “creativity and innovation…”

Critical Reflection and Analysis across all modules.

Apply imagination, creativity and curiosity to practice – Critical Reflection and Analysis 6.1

Recognise the importance of, and begin to demonstrate, professional leadership as a social workers – Professional Leadership 9.1

4.1 be able to assess a situation, determine its nature and severity and call upon the required knowledge and experience to deal with it


SCW704; SCW706/7

Frameworks as above: SCW702, SCW703.


58



Select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes, in partnership with service users – Intervention and Skills 7.5

Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm – Intervention and Skills 7.6

Begin to formulate and make explicit, evidence-informed judgements – Critical Reflection and Analysis 6.6

4.2 be able to initiate resolution of issues and be able to exercise personal initiative

Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm – Intervention and Skills 7.6

SCW701, 702, 703, 706/7. Programme Spec Cognitive Intellectual Skills.


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Inform decision-making through the identification and gathering of information from multiple sources, actively seeking new sources – Critical Reflection and Analysis 6.2

4.3 recognise that they are personally responsible for, and must be able to justify, their decisions and recommendations

Begin to formulate and make explicit, evidence-informed judgements – Critical Reflection and Analysis 6.6

SCW706/7

4.4 be able to make informed judgements on complex issues using the information available


SCW706/7, SCW704.

4.5 be able to make and receive referrals appropriately


SCW702, SCW703, SCW706/7.

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Be able to communicate information, advice, instruction and professional opinion so as to advocate, influence and persuade – Intervention and Skills 7.2

5 be aware of the impact of culture, equality and diversity on practice

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics, and take account of these to understand their experiences, questioning assumptions where necessary – Diversity 3.1

Interview (Programme Spec) Point 3 and Equality Statement. SCW702, SCW706/7, SCW704. PLO6.

Understand, identify and apply in practice the principles of social justice, inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefits – Rights, Justice and Economic Wellbeing 4.4

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5.1 be able to reflect on and take account of the impact of inequality, disadvantage and discrimination on those who use social work services and their communities


Interview (Programme Spec). SCW704, SCW706/7, PLO6.

Recognise the impact of poverty and social exclusion and promote enhance economic status through access to education, work, housing, health services and welfare benefits – Rights, Justice and Economic Wellbeing 4.4

5.2 understand the need to adapt practice to respond appropriately to different groups and individuals


As above. PLO4 and 8.

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5.3 be aware of the impact of their own values on practice with different groups of service users and carers


SCW704, SCW706/7. Point 4, Programme Spec “Programme Aims”, PLO 2, “Value Requirements”. “Knowledge and Understanding”

Recognise and, with support, manage the impact of own values on professional practice – Values and Ethics 2.2

5.4 understand the impact of different cultures and communities and how this affects the role of the social worker in supporting service users and carers


Programme Spec: 5.2 Value Requirements.

SCW702, 706/7 PLO4, 5 and 7.

Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice – Knowledge 5.5

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With reference to current legislative requirements, recognise personal and organisational discrimination and oppression and with guidance make use of a range of approaches to challenge them – Diversity 3.2

6 be able to practise in a non-discriminatory manner


SCW701, SCW704. Programme Spec, 5.2 Value Requirements. “Students with Disabilities”; Equality and Diversity statement.

6.1 be able to work with others to promote social justice, equality and inclusion

Understand, identify and apply in practice the principles of social justice, social inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

SCW706/7; SCW704. PLO6.

6.2 be able to use practice to challenge and address the impact of discrimination, disadvantage and oppression


SCW706/7, SCW701.

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7 be able to maintain confidentiality Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing – Values and Ethics 2.6

Across all modules: APP


Demonstrate skills in sharing information appropriately and respectfully – Intervention and Skills 7.9

7.1 be able to understand and explain the limits of confidentiality


APP Programme Spec 6.4.4, SCW706/7, SCW702.

Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing – Values and Ethics 2.6

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7.2 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users and carers or others


SCW702, SCW706/7.

Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing – Values and Ethics 2.6

8 be able to communicate effectively Identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in line with peoples’ ages, comprehension and culture – Intervention and Skills 7.1

Selection and Recruitment – Programme Spec. Advanced Communication Skills SCW702. Conversation with Service Users APP 6.4.4 Programme Spec. SCW706/7. PLO3.


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8.1 be able to use interpersonal skills and appropriate forms of verbal and non-verbal communication with service users, carers and others

Identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in line with peoples’ ages, comprehension and culture – Intervention and Skills 7.1

As above

8.2 be able to demonstrate effective and appropriate skills in communicating advice, instruction, information and professional opinion to colleagues, service users and carers


As above.

8.3 understand the need to provide service users and carers with the information necessary to enable them to make informed decisions or to understand the decisions made

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

As above. SCW704.


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8.4 understand how communication skills affect the assessment of and engagement with service users and carers


As above. PLO7.

Demonstrate the ability to engage with people, and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

8.5 understand how the means of communication should be modified to address and take account of a range of factors including age, capacity, learning ability and physical ability


As above.

Be able to communicate information, advice, instruction and professional opinion so as to advocate, influence and persuade – Intervention Skills 7.2


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8.6 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by a range of factors including age, culture, disability, ethnicity, gender, religious beliefs and socio-economic status


As above.


8.7 understand the need to draw upon available resources and services to support service users’ and carers’ communication, wherever possible

Recognise the value of, and aid access to independent advocacy – Rights, Justice and Economic Wellbeing 4.5

As above. SCW701.

8.8 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5

Be able to meet the requirements of the professional regulator – Professionalism 1.1

As above – entry requirement and tested at interview.

8.9 be able to engage in inter-professional and inter-agency communication

Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and demonstrate effective partnership working – Contexts and Organisations 8.7

As above.

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Be able to work within an organisation’s remit and contribute to its evaluation and development – Contexts and Organisations 8.4

8.10 be able to listen actively to service users and carers and others

Demonstrate the ability to engage with people and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

As above – APP service user conversation.


8.11 be able to prepare and present formal reports in line with applicable protocols and guidelines

Maintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable legislation, protocols and guidelines, to support professional judgment and organisational responsibilities – Intervention and Skills 7.8

SCW702; SCW706/7.

9 be able to work appropriately with others Demonstrate the ability to engage with people and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

PLO5.

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Understand and respect the role of others within the organisation and work effectively with them – Contexts and Organisations 8.5


9.1 understand the need to build and sustain professional relationships with service users, carers and colleagues as both an autonomous practitioner and collaboratively with others


PLO1, PLO7. SCW702, SCW703; SCW706/7.

Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6


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9.2 be able to work with service users and carers to enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources


PLO5. SCW702, SCW706/7.

9.3 be able to work with service users and carers to promote individual growth, development and independence and to assist them to understand and exercise their rights


SCW706/7; SCW704. PLO7.

Select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes, in partnership with service users –

Intervention and Skills 7.5

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9.4 be able to support service users’ and carers’ rights to control their lives and make informed choices about the services they receive


As above.

Recognise the value of, and aid access to, independent advocacy – Rights, Justice and Economic Wellbeing 4.5


9.5 be able to support the development of networks, groups and communities to meet needs and outcomes

Recognise how the development of community resources, groups and networks enhance outcomes for individuals – Intervention and Skills 7.7

9.6 be able to work in partnership with others, including those working in other agencies and roles


As above.

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Recognise the value of, and contribute to, supporting the learning and development of others – Professional Leadership 9.2

9.7 be able to contribute effectively to work undertaken as part of a multi-disciplinary team

Take responsibility for your role and impact within teams and be able to contribute positively to effective team working – Contexts and Organisations 8.6

SCW706/7.

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9.8 recognise the contribution that service users’ and carers’ own resources and strengths can bring to social work


SCW702. SCW706/7.


9.9 be able to work with resistance and conflict


SCW702. SCW706/7.

Recognise the factors that create or exacerbate risk to individuals, their families or carers, to the public or to professionals, including yourself and contribute to the assessment and management of risk – Intervention and Skills 7.12

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9.10 be able to understand the emotional dynamics of interactions with service users and carers

Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6

As above.

Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience – Knowledge 5.6

10 be able to maintain records appropriately

Maintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable legislation, protocols and guidelines, to support professional judgement and organisational responsibilities – Intervention and Skills 7.8

SCW706/7.

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10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines


SCW706/7.

10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines


SCW706/7.

11 be able to reflect on and review practice

Demonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and techniques of reflective practice – Critical Reflection and Analysis 6.4

SCW706/7. SCW702, SCW703, SCW708.


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11.1 understand the value of critical reflection on practice and the need to record the outcome of such reflection appropriately

Demonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and techniques of reflective practice – Critical Reflection and Analysis 6.4

As above.

11.2 recognise the value of supervision, case reviews and other methods of reflection and review

Demonstrate an effective and active use of supervision for accountability, professional reflection and development – Professionalism 1.3

6.4.6 Programme Spec “Roles and Responsibilities” – SCW706/7. Tutorials.

Know how to formulate, test, evaluate, and review hypotheses in response to information available at the time and apply in practice – Critical Reflection and Analysis 6.5

12 be able to assure the quality of their practice

Demonstrate a critical understanding of the application to social work of research, theory and knowledge from sociology, social policy, psychology and health – Knowledge 5.1

SCW702, SCW706/7, SCW705 and SCW708.

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Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement – Knowledge 5.2

Recognise the contribution, and begin to make use, of research to inform practice – Knowledge 5.10

12.1 be able to use supervision to support and enhance the quality of their social work practice

Demonstrate an effective and active use of supervision for accountability, professional reflection and development – Professionalism 1.3

SCW706/7.

12.2 be able to contribute to processes designed to evaluate service and individual outcomes


SCW705, SCW708. 6.5.1. Programme Spec. Pedagogic Principals. SCW706/7, SCW703. PLO8.


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12.3 be able to engage in evidence-informed practice, evaluate practice systematically and participate in audit procedures


As Above and SCW701.



13 understand the key concepts of the knowledge base relevant to their profession


Across all modules

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Demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them – Knowledge 5.8


13.1 recognise the roles of other professions, practitioners and organisations


SCW706/7. PLO7.


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13.2 be aware of the different social and organisational contexts and settings within which social work operates

Understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice – Contexts and Organisations 8.3

As above SCW703.




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Recognise that social work operates within, and responds to, changing economic, social, political and organisational contexts – Contexts and Organisations 8.1

13.3 be aware of changes in demography and culture and their impact on social work


SCW706/7.

13.4 understand in relation to social work practice:

– social work theory;

– social work models and interventions;

– the development and application of relevant law and social policy;

– the development and application of social work and social work values;

– human growth and development across the lifespan and the impact of key


All modules – in addition: Guest speakers; Service User and Carer Consultative Group, Child Observation sequences. PLO1, 4, 6

Demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them – Knowledge 5.8

83



developmental stages and transitions;

– the impact of injustice, social inequalities, policies and other issues which affect the demand for social work services;

– the relevance of psychological, environmental, sociological and physiological perspectives to understanding personal and social development and functioning;

– concepts of participation, advocacy and empowerment; and

– the relevance of sociological perspectives to understanding societal and structural influences on human behaviour


Demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions, and inter-agency working – Knowledge 5.9

Demonstrate and apply a working knowledge of human growth and development throughout the life course – Knowledge 5.3

Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice – Knowledge 5.5


84



Recognise the value of, and aid access to, independent advocacy – Rights, Justice and Economic Wellbeing 4.5

Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience – Knowledge 5.6


Understand, identify and apply in practice the principles of social justice, inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

Recognise the short and long term impact of psychological, socio-economic, environmental and physiological factors on people’s lives, taking into account age and development, and how this informs practice – Knowledge 5.4

85





14 be able to draw on appropriate knowledge and skills to inform practice


SCW703, SCW706/7. PLO3, 4.


86



Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence to prevent harm – Intervention and Skills 7.6

14.1 be able to gather, analyse, critically evaluate and use information and knowledge to make recommendations or modify their practice


SCW702, APP, SCW706/7.

With support, rigorously question and evaluate the reliability and validity of information from different sources – Critical Reflection and Analysis 6.3

14.2 be able to select and use appropriate assessment tools


SCW702, SCW706/7. PLO4 and 8.

87



14.3 be able to prepare, implement, review, evaluate, revise and conclude plans to meet needs and circumstances in conjunction with service users and carers


As above. SCW703.

14.4 be able to use social work methods, theories and models to achieve change and development and improve life opportunities


As above. PLO4.

14.5 be aware of a range of research methodologies

Demonstrate a critical understanding of research methods – Knowledge 5.11

SCW705. SCW708.PLO4.

14.6 recognise the value of research and analysis and be able to evaluate such evidence to inform their own practice

Recognise the contribution, and begin to make use, of research to inform practice – Knowledge 5.10

As above. SCW706/7.


88



14.7 be able to demonstrate a level of skill in the use of information technology appropriate to their practice


Across all models and presentation SCW702.

14.8 be able to change their practice as needed to take account of new developments or changing contexts


SCW706/7.

15 be able to establish and maintain a safe practice environment


As above. PLO5.

15.1 understand the need to maintain the safety of service users, carers and colleagues


SCW706/7. SCW702.

89



15.2 be aware of applicable health and safety legislation and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these


As above SCW701. Programme Spec 6.6.1 “Other People’s Conduct and Whistle Blowing”. PLO1 and 4.

Understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice – Contexts and Organisations 8.3

Identify concerns about practice and procedures and with support begin to find appropriate means of challenge – Professionalism 1.11

15.3 be able to work safely in challenging environments, including being able to take appropriate actions to manage environmental risk


SCW706/7.

90


Appendix C - Learning Outcomes: Stakeholder Statements and the Professional Capability Framework

(PCF) Qualifying Social Worker Level Capabilities

1. Professionalism: Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate

professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social

work profession they safeguard its reputation and are accountable to the professional regulator.

Stakeholder Statement Professional Capability HCPC Standard of Proficiency

for Social Workers

Programme Module Programme Learning

Outcome

Demonstrate an understanding

of, and meet the expectations of

the profession.

Conduct self in a professional

manner.

Be able to meet the

requirements of the

professional regulator.

Understand what is required of

them by the Health and Care

Professions Council.

Induction, SCW706/7 &

SCW704. Conduct and

professionalism is

monitored throughout.

HCPC documentation is

made available and PCF

appended to portfolios.

“What we expect of you”

PLO1

PLO7

Understand the need to maintain

high standards of personal and

professional conduct.

Publicise and give relevant

information about local services

and make sure service users

and carers know where they

can go for help.

Be able to explain the role of

the social worker in a range of

contexts, and uphold the

reputation of the profession.

Be able to make and receive

referrals appropriately.

Demonstrated through

the Practice modules

(SCW706/7) and in

conjunction with

members of SUCCG

PLO7

Manage the different

expectations about what can

reasonably be expected from

this and ‘signposted’ services

and give feedback to service

providers.

Be able to establish and maintain

personal and professional

boundaries.

SCW706/7 and through

staff/student liaison

committee and via

representatives at

Stakeholders and PLBG.

PLO7

PLO8

http://www.tcsw.org.uk/ProfessionalCapabilitiesFramework/

91


Use supervision to promote

professional development and

autonomy.

Demonstrate an effective and

active use of supervision for

accountability, professional

reflection and development.

Be able to use supervision to

support and enhance the quality

of their social work practice.

SCW706/7 with Agency

Supervisors, Practice

Teachers, Personal

Tutors.

PLO3

Monitor and routinely check,

using supervision, whether what

is provided is the service that is

needed.

Recognise the value of

supervision, case reviews and

other methods of reflection and

review.

Minimal standard of 1

hour/week formal

supervision with Agency

Supervisor; 1.5

hours/fortnight with

Practice Teacher.

PLO3

Conduct self in a professional

manner. Be genuine and

honest. Show reliability, respect,

courtesy and humanity towards

service users and carers.

Demonstrate professionalism in

terms of presentation,

demeanour, reliability, honesty

and respectfulness.

Recognise that relationships with

service users’ and carers should

be based on respect and

honesty.

Within Assessed

Preparation for Practice,

conversation session

with Service Users;

SW706/7 and monitored

through interactions

whilst attending

university.

PLO1

PLO2

PLO5

PLO6

Understand the need to maintain

high standards of personal and

professional conduct.

Induction onwards

throughout all modules.

Take responsibility for

managing your workload

congruent with agency

requirements and professional

development needs.

Take responsibility for

managing your time and

workload effectively, and begin

to prioritise your activity

including supervision time.

Recognise the need to manage

their own workload and

resources and be able to practice

accordingly.

SCW706/7 –

Expectation that

students carry and

manage a caseload.

Meeting assignment

deadlines.

Programme Handbook

emphasises: “self-

discipline, motivation

and initiative”.

PLO8

Identify timescales for your work

and resource implications.

PLO8

Be aware of the importance of

timing and be sensitive to

service users’ and carers’ needs

with regard to this.

92


Demonstrate an understanding

of the complex nature of you

own and others identity, and

examine the implications for

practice.

Recognise the impact of self in

interaction with others, making

appropriate use of personal

experience.

Be aware of the impact of their

own values on practice with

different groups of service users

and carers.

SCW702 sessions on

“identity”, SCW1,

SCW704 and highly

reflective nature of

SCW706/7 where

identity is further

explored.

PLO2

PLO5

PLO8

Be aware of own values and

prejudices and how these may

influence your approach and

practice.

Recognise the power dynamics

in relationships with service

users and carers and be able to

manage those dynamics

appropriately.

SCW704, SCW702,

SCW706/7

PLO2

Maintain confidence in the

possibility of positive change.

Be able to understand the

emotional dynamics of

interactions with service users

and carers.

PLO4

Build relationships appropriate

to role and purpose – avoiding

professional distance or over-

involvement.

Be able to recognise and

maintain personal and

professional boundaries.

Be able to establish and maintain

personal and professional

boundaries.

SCW704, SCW702

(including sessions on

advanced

communication),

SCW703 (including

working with families)

SCW706/7

PLO2

PLO3

PLO7

Follow agency policies and

procedures about accepting

gifts from service users and

carers.

SCW706/7, SCW701 PLO2

Demonstrate that you are

reflective and can make realistic

self-assessments; demonstrate

the confidence to acknowledge

what you don’t know.

Recognise your professional

limitations and how to seek

advice.

Know the limits of their practice

and when to seek advice or refer

to another professional.

SCW706/7 through

reflective writing and

professional and service

user feedback.

PLO2

93


Take responsibility with others

for any personal difficulties or

limitations that might affect your

ability to do your job

competently and safely.

SCW702, SCW703,

SCW704, SCW706/7

Acknowledge that learning is a

continuous process, taking

responsibility for your own

professional development.

Demonstrate a commitment to

your continuing learning and

development.

Understand both the need to

keep skills and knowledge up-to-

date and the importance of

career-long learning.

SCW702 (presentation

and assessment)

SCW705, SCW708. All

modules have strong

elements of self directed

learning and researched

based analysis

PLO1

Be active in self-briefing about

developments in your own and

other disciplines using

opportunities to contribute to

and critically analyse research.

Behave in ways that will keep

you and others safe from

violence and abuse. With

supervision and other support,

recognise and manage the

personal impact of work being

undertaken.

With support, take steps to

manage and promote own

safety, health, wellbeing and

emotional resilience.

Be aware of applicable health

and safety legislation and any

relevant safety policies and

procedures in force at the

workplace, such as incident

reporting, and be able to act in

accordance with these.

SCW702, SCW706/7. PLO1

PLO5

Explore background situation

and tune into current

circumstances including aspects

of health and safety for service

users, carers and workers.

Understand the importance of

maintaining their own health and

well-being.

As above, including

discussion with

members of SUCCG.

PLO4

PLO8

Be able to manage the physical

and emotional impact of their

practice.

Be able to work safely in

challenging environments

including taking appropriate

actions to manage environmental

risk.

94


Network, evaluate and share

good practice methods. Identify

concerns about practice to

appropriate agency / university

staff.

Identify concerns about practice

and procedures and, with

support, begin to find

appropriate means of

challenge.

Understand the need to address

practices which present a risk to

or from service users’ and carers,

or others.

SCW706/7, Personal

Tutor Groups, Blog

space.

PLO7

Identify and report gaps in the

provision of services and

routinely inform agencies about

them.

Demonstrate the confidence to

challenge bad practice.

Understand the need to protect,

safeguard and promote the

wellbeing of children, young

people and vulnerable adults.

SCW706/7, SCW701,

SCW704 - emphasis on

whistle blowing; access

to and assimilation of

agency policy.

PLO1

PLO2

PLO3 Enable individuals and groups

to use informal and formal

complaints procedures.

95


2. Values and Ethics: Apply social work ethical principles and values to guide professional practice: Social workers have an obligation to conduct

themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are

knowledgeable about the value base of their profession, its ethical standards and relevant law.

Stakeholder Statement Professional Capability HCPC Standard of

Proficiency for Social Workers

Programme Module

Programme Learning Outcome

Understand and apply the ethical and legal practice standards or guidelines for health and social care.

Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching decisions.

Understand what is required of them by the Health and Care Professions Council.

SCW704, SCW701, SCW706/7 (evidenced explicitly within portfolio).

PLO1 PLO4

Understand in relation to social work practice: the development and application of social work and social work values.

Understand in relation to social work practice: the development and application of relevant law and social policy.

Be aware of your own values and prejudices and how these may influence your approach and practice.

Recognise and, with support, manage the impact of own values on professional practice.

Be aware of the impact of own values on practice with different groups and individuals.

SCW702, SCW706/7,SCW704. Explicitly evidenced in reflective writing.

PLO2

Recognise the complex nature of personal, professional and ethical dilemmas and conflicts of interest in practice. Manage these with supervision and other support.

Manage potentially conflicting or competing values, and, with guidance, recognise, reflect on, and work with ethical dilemmas.

Be able to manage competing or conflicting interests.

Assessed within SCW706/7 as a specific criterion. SCW704.

PLO2 PLO2

Be able to initiate resolution of issues and be able to exercise personal initiative.

Be able to work with resistance and conflict.

96


Seek opportunities to ensure that service users’ and carers’ voices are heard and that their views remain central to assessment and planning processes.

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible.

Understand the need to respect and uphold the rights, dignity, values and autonomy of every service user and carer.

Interaction with SUCCG, APP, SCW706/7. Advanced Communication skills (SCW702).

PLO3 PLO7

Always be sensitive to service users, carers, colleagues, professionals and people from other agencies, recognising how work is tailored to different settings.

Understand the need to adapt practice to respond appropriately to different groups and individuals.

SCW706/7. PLO6 PLO7

Seek and act on critical feedback from service users, carers, colleagues, linked professionals and other agencies.

Understand how communication skills affect the assessment of and engagement with service users and carers.

Reflection on sought feedback during APP and SCW706/7 via Service Users and Professionals.

PLO3 PLO4

Understand the need to draw upon available resources and services to support service users’ and carers’ communication, wherever possible.

Be able to work with service users and carers to enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources.

Be able to work in partnership with others, including those working on other agencies and roles.

97


Promote the independence of service users whilst protecting them from harm.

Recognise and promote individuals’ rights to autonomy and self-determination.

Be able to work with service users and carers to promote individual growth, development and independence and to assist them to understand and exercise their rights.

SCW706/7 via Local Authority and third sector placements. SCW701.

PLO2 PLO5

Understand the need to provide service users and carers with the information necessary to enable them to make informed decisions or to understand the decisions made.

Promote the rights of service users and carers through managed, positive risk taking.

Understand in relation to social work practice: concepts of participation, advocacy and empowerment.

SCW702, SCW706/7, SCW704, SCW703

PLO5

Be able to support service users’ and carers’ rights to control their lives and make informed choices about the services they receive.

Understand the complexity of confidentiality and accountability; checking out each situation and reviewing it at every stage.

Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing.

Be able to understand and explain the limits of confidentiality.

APP, SCW706/7. Meeting with members of SUCCG.

Recognise and work with conflicts inherent in sharing information without betraying personal trust and rights to confidentiality.

Be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users and carers and others.

As above.

98


3. Diversity: Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice: Social workers understand that diversity

characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class,

economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s

life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.



Programme Module


Recognise and discuss theories on identity formation.

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics, and take account of these to understand their experiences, questioning assumptions where necessary.

Understand the impact of different cultures and communities and how this affects the role of the social worker in supporting service users and carers.

SCW702, SCW703, SCW706/7.

PLO4 PLO6

Make use of local, national and international research to develop your understanding of issues to do with race and culture.

Be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by a range of factors including disability, culture, age, ethnicity, gender, religious beliefs and socio-economic status.

SCW705 and SCW708 (Research and Dissertation Modules). SCW702 International speakers; SCW701 includes global perspectives.

PLO1 PLO4

Demonstrate the ability to ask questions around identity, culture, spirituality and heritage as is relevant to the assessment of another’s situation, with sensitivity and respect.

Be able to reflect on and take account of the impact of inequality, disadvantage and discrimination on those who use social work services and their communities

Personal Tutor Groups, SCW702, SCW704, SCW706/7.

PLO1 PLO5

99


Demonstrate an understanding of power and the impact of oppression and discrimination. Critically analyse a range of approaches to anti-oppressive practice and consider how you are transferring ideas to inform your own anti-racist within anti-oppressive practice.

With reference to current legislative requirements, recognise personal and organisational discrimination and oppression and with guidance make use of a range of approaches to challenge them.

Understand the impact of different cultures and communities and how this affects the role of the social worker in supporting service users and carers.

SCW703, SCW706/7. PLO5 PLO6

Demonstrate an understanding of legislation relating to race equality, social justice and human rights, including your agencies equality procedures. Explore how this impacts on practice.

With reference to current legislative requirements, recognise personal and organisational discrimination and oppression and with guidance make use of a range of approaches to challenge them.

Be able to exercise authority as a social worker within appropriate legal and ethical frameworks.

SCW701, implemented SCW706/7.

PLO1 PLO4 PLO5

Take appropriate action to reduce social injustice on the grounds of racism and other forms of oppression.

Be able to use practice to challenge and address the impact of discrimination, disadvantage and oppression.

SCW706/7 PLO6

Recognise and be sensitive to the power invested in you, including legal powers.

Recognise and manage the impact on people of the power invested in your role.

Recognise the power dynamics in relationships with service users and carers and be able to manage those dynamics appropriately.

PLO1 PLO2 PLO4

100


4. Rights, Justice and Economic Wellbeing: Advance human rights and promote social justice and economic well-being: Social workers recognise

the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They

ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these

rights in their own practice. They understand the effects of oppression, discrimination and poverty.



Programme Module


Show an ability to critically reflect on, analyse and respond to issues of race equality and diversity, and examine your own views.

Understand, identify and apply in practice the principles of social justice, inclusion and equality.

Be able to work with others to promote social justice, equality and inclusion.

SCW706/7 (specific assessed criterion), SCW704.

PLO5 PLO6

Understand in relation to social work practice: the impact of injustice, social inequalities, policies and other issues which affect the demand for social work services.

Demonstrate an understanding of legislation and guidance relating to race equality, social justice and human rights. Identify how you might apply this to promote social justice, inclusion and equality.

Understand how legislation and guidance can advance or constrain people’s rights and recognise how the law may be used to protect or advance their rights and entitlements.

Understand current legislation applicable to the work of their profession. Understand the need to promote the best interests of service users and carers at all times. Understand the need to respect and uphold the rights, dignity, values and autonomy of every

SCW701,SCW704 implemented in practice – SCW706/7

PLO2 PLO4 PLO7

101


Work with human rights and equalities legislation, managing complex situations where there are differing views, needs and priorities. Work towards reconciling conflicting individual and public perspectives.

Work within the principles of human and civil rights and equalities legislation, differentiating and beginning to work with absolute, qualified and competing rights and differing needs and perspectives.

service user and carer. As above. As above.

Be sensitive to and take action to address issues that affect peoples’ life chances, e.g. financial position, poor housing, lack of educational opportunities and other sources of disadvantage.

Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefits.

Understand the need to promote the best interests of service users’ and carers at all times.

As above. PLO6 PLO8

Identify unmet need and respond to it appropriately eg. liaising with community groups to develop services, advocating on behalf of service users.

Be able to reflect on and take account of the impact of inequality, disadvantage and discrimination on those who use social work services and their communities

As above. PLO7 PLO8

Empower people to build networks that encourage and support strategic alliances, including independent advocacy.

Recognise the value of – and aid access to – independent advocacy.

Understand the need to draw upon available resources and services to support service users’ and carers’ communication wherever possible

As above. PLO7

102


5. Knowledge: Apply knowledge of social sciences, law and social work practice theory: Social workers understand psychological, social, cultural,

spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge

in their work with individuals, families and communities. They know and use theories and methods of social work practice.


for Social Workers

Programme Module


Critically evaluate and apply local, national and international research and theory relevant to your work in the practice setting.

Demonstrate a critical understanding of the application to social work of research, theory, knowledge from sociology, social policy, psychology and health.

Recognise that they are personally responsible for, and must be able to justify, their decisions and recommendations.

SCW705, SCW708 (Dissertation students undertake primary research, usually based around one of their practice placements), SCW706/7.

PLO1 PLO4

Be able to engage in evidence-informed practice, evaluate practice systematically and participate in audit procedures.

Demonstrate a critical understanding of the legal and policy framework (including agency policy) underpinning eligibility criteria for services to which individuals and carers are entitled.

Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement.

Understand current legislation applicable to the work of their profession.

SCW701, SCW706/7 (specific assessment criterion).

PLO1 PLO4

Understand in relation to social work practice: the development and application of relevant law and social policy.

Be holistic – assess the whole person within their psycho-social and ecological systems and with reference to the person’s position within the life course.

Demonstrate and apply to practice a working knowledge of human growth and development throughout the life course.

Understand in relation to social work practice: human growth and development across the lifespan and the impact of key developmental stages and transitions.

SCW702 (Ecological/systems theory, Human Growth and Development), SCW703, SCW706/7.

PLO4

103


Recognise the impact of political, social, economic and environmental factors on people’s lives and how resource availability impacts upon practice.

Recognise the short and long term impact of psychological, socio-economic, environmental and psychological factors on people’s lives, taking into account age and development, and how this informs practice.

Understand in relation to social work practice: the relevance of psychological, environmental, sociological and physiological perspectives to understanding personal and social development and functioning.

SCW703, Conversation with SUCCG, SCW706/7.

PLO5 PLO6

Apply the required skills and knowledge to work systemically in multi-disciplinary settings and in assessing, planning and intervening within the context of multi-agency working.

Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice.

Be able to gather, analyse, critically evaluate and use information and knowledge to make recommendations or modify their practice.

SCW706/7. PLO1 PLO4

Critically evaluate and apply knowledge on attachment, separation and loss.

Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience.

Be able to understand the emotional dynamics of interactions with service users and carers.

SCW702 (specifically Attachment and Loss). SCW703 within Family systems.

PLO4

Work with individuals and groups to manage change and to promote individual growth, development, independence and resilience.

Recognise existing and potential forms of harm and levels of risk, and make realistic assessments with service users and carers that respect their choices and rights.

Understand forms of harm and their impact on people, and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice.

Be able to recognise signs of harm, abuse and neglect and know how to respond appropriately.

SCW702, Guest Speakers, SCW706/7, SCW701.

PLO5 PLO8

Critically evaluate and apply social work theory and

Demonstrate a critical knowledge of the range of

Understand in relation to social work practice: social work theory

This is a specific domain related to SCW706/7

PLO4

104


associated models and methods relevant to the work of the practice setting.

theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them.

and social work models and methods.

where “innovation” is also included. Social work methods and models are taught within SCW703 and SCW702.

Be able to use social work methods, theories and models to achieve change and development and improve life opportunities.

Demonstrate a critical understanding of the historical and current social policy framework (including agency policy) and its implications for people, social work practice and networked professions / agencies.

Demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions, and inter-agency working.

Understand in relation to social work practice: the relevance of sociological perspectives to understanding societal and structural influences on human behaviour.

SCW701, SW546/7. PLO4

Identify, critically evaluate (including methodology) and apply local, national and international research relevant to informing your work in the practice setting.

Recognise the contribution, and begin to make use, of research to inform practice.

Be aware of a range of research methodologies.

SCW705, SCW708 (taught elements); applied throughout.

PLO4

Demonstrate a critical understanding of research methods.

Recognise the value of research and analysis and be able to evaluate such evidence to inform their own practice.

Give equal weight to the

particular expertise of

everyone involved maintaining

their trust and confidence.

Value and take account of

the expertise of service

users, carers and

professionals.

Be able to prepare, implement,

review, evaluate, revise and

conclude plans to meet needs

and circumstances in

conjunction with service users

and carers.

SCW706/7 as well as

obtaining feedback in the

Assessed Preparation for

Practice from members of

SUCCG.

PLO8

Evaluate care packages and

other service provision,

ensuring that verbal and non-

verbal feedback from service

users and carers is always

taken into account.

105


6. Critical reflection and Analysis - Apply critical reflection and analysis to inform and provide a rationale for professional decision-making: Social

workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate

multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together

with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.


for Social Workers

Programme Module

Programme Learning

Outcome

Show you can take initiative.

Apply imagination,

creativity and curiosity to

practice.

Be able to initiate resolution of

issues and be able to exercise

personal initiative.

Initial assessment criterion

SCW706/7.

SCW704

PLO5

PLO6

Engage with people without

using stereotypical knowledge

and with a curiosity to

understand multi-cultural

perspectives and others’ lives.

Use information from multiple

sources but form your own

opinion, not taking prior

sources of information as

infallible, differentiating

judgemental statements from

fact.

Inform decision-making

through the identification

and gathering of

information from multiple

sources, actively seeking

new sources.

Be able to make informed

judgements on complex issues

using the information available.

Across all modules, but

emphasised within

SCW703, SCW705,

SCW708 Dissertation.

PLO1

PLO6

Use ICT to discover relevant

information that improves your

understanding of an

individual’s circumstances and

the advice you may provide.

106


Use supervision and other

support to critically evaluate

information gained from

multiple sources.

With support, rigorously

question and evaluate the

reliability and validity of

information from different

sources.

Be able to make informed

judgements on complex issues

using the information available.

SCW706/7 during

supervision with Practice

Teacher and Agency

Supervisor.

Consider the social and

financial costs of different

courses of action taking into

account organisational and

individual choice and

resources.

Be able to gather, analyse,

critically evaluate and use

information and knowledge to

make recommendations or

modify their practice.

Demonstrate reflective

reasoning to identify the

values, skills and knowledge

needed to inform your

practice.

Demonstrate a capacity for

logical, systematic, critical

and reflective reasoning

and apply theories and

techniques of reflective

practice.

Understand the value of critical

reflection on practice and the

need to record the outcome of

such reflection appropriately.

SCW706/7, SCW702,

SCW703.

PLO3

PLO4

Use reflection to evaluate and

record what did and did not

work.

Learn from “near misses”.

Use supervision, role play and

rehearsal as part of preparing

for new situations and to

critically evaluate hypothesis.

Know how to formulate,

test, evaluate, and review

hypotheses in response to

information available at the

time and apply in practice.

Recognise the value of

supervision, case reviews and

other methods of reflection and

review.

Several modules engage

with various mediums such

as recording students’ role

play, presentations and

child observations.

PLO3

107


Support and encourage action

research involving other

students, service users’,

carers and professionals.

Be able to change their practice

as needed to take account of

new developments or changing

contexts.

Students are encouraged

to set up autonomous

study groups and liaise

with members of SUCCG

who have created a skills

data base which

dissertation students can

access. From this, they

can discuss their research

with SUCCG. Students

frequently involve their first

or second placements with

their assignment and

dissertation research.

Form plans and intervention

methods which have clear

goals and explanations of

methods and underpinning

evidence, research and

theory.

Begin to formulate and

make explicit, evidence-

informed judgements and

justifiable decisions.

Be able to engage in evidence-

informed practice, evaluate

practice systematically and

participate in audit procedures.

SCW706/7, SCW703,

SCW705.

PLO1

PLO4

PLO8

Recognise that they are

personally responsible for, and

must be able to justify, their

decisions and

recommendations.

Be able to assess a situation,

determine its nature and

severity and call upon the

required knowledge and

experience to deal with it.

108


7. Intervention and Skills: Use judgement and authority to intervene with individuals, families and communities to promote independence,

provide support and prevent harm, neglect and abuse: Social workers engage with individuals, families, groups and communities, working alongside

people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional

judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring

safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They

evaluate their own practice and the outcomes for those they work with.

Stakeholder Statement Professional Capability

HCPC Standard of

Proficiency for Social

Workers

Programme Module

Programme Learning

Outcome

Identify, evaluate and apply

relevant communication

methods in planning,

intervening and reviewing,

ensuring these are tailored to

individual need.

Identify and apply a range of

verbal, non-verbal and

written methods of

communication and adapt

them in line with peoples’

age, comprehension and

culture.

Be able to use interpersonal

skills and appropriate forms of

verbal and non-verbal

communication with service

users, carers and others.

SCW703, advanced

communication skills,

applied SCW706/7.

PLO4

Understand how the means of

communication should be

modified to address and take

account of a range of factors

including age, capacity,

physical / learning ability.

Make assessments of

strengths, needs, risks and

circumstances, ensuring that

everyone who needs to know

is informed.

Be able to communicate

information, advice,

instruction and professional

opinion so as to advocate,

influence and persuade.

Be able to demonstrate

effective and appropriate skills

in communicating advice,

instruction, information and

professional opinion to

colleagues, service users and

carers.

SCW701, SCW703,

SCW702, SCW706/7.

PLO5

PLO8

Obtain and communicate

appropriate knowledge in

compliance with legislative

frameworks.

Define and negotiate own role

and expectations of the

Demonstrate the ability to

engage with people and

Understand the need to build

and sustain professional

PLO7

109


relationship with service

users’, carers and

professionals.

build, manage, sustain and

conclude compassionate

and effective relationships.

relationships with service

users, carers and colleagues

as both an autonomous

practitioner and collaboratively

with others.

Establish and maintain

supportive networks in

partnership with service

users’, carers and

professionals.

Be able to actively listen to

service users, carers and

others.

Across all modules,

SUCCG involvement.

PLO7

Disengage from individuals

and groups appropriately.

Understand how

communication skills affect the

assessment of and

engagement with service users

and carers.

SCW706/7, SCW703

(study around “endings”).

Be holistic – assess the whole

person within their psycho-

social and ecological systems

identifying needs, strengths,

risks and resilience factors.

Demonstrate a holistic

approach to the identification

of needs, circumstances,

rights, strengths and risks.

Be able to undertake

assessments of risk, need,

capacity and respond

appropriately.

SCW702, SCW703,

SCW706/7

PLO4

Be able to assess a situation,

determine its nature and

severity and call upon the

required knowledge and


Apply knowledge and

associated models and

methods to help individuals

and groups assess needs and

achieve and evaluate

interventions in relation to

planned outcomes.

Select and use appropriate

frameworks to assess, give

meaning to, plan, implement

and review effective

interventions and evaluate

the outcomes, in partnership

with service users.

Select and use appropriate

assessment tools. Be able to

assess a situation, determine

its nature and severity and call

upon required knowledge and


SCW702, SCW703,

SCW706/7.

PLO4

PLO8

Evaluate, select and apply

knowledge and a range of

Use a planned and

structured approach,

Be able to use social work

methods, theories and models

Explication required under

SCW706/7

PLO4

110


associated models and

methods to promote positive

change and to manage risk.

informed by social work

methods, models and tools,

to promote positive change

and independence and to

prevent harm.

to achieve change and

development and improve life

opportunities.

Encourage service users and

carers in strengthening their

support networks (formal and

informal) using knowledge of

what is available and would

actually help.

Recognise how the

development of community

resources, groups and

networks enhance outcomes

for individuals.

Understand the need to draw

upon available resources and

services to support service

users’ and carers’

communication, wherever

possible.

Via liaising with SUCCG

and in practice; SCW706/7

PLO7

Identify opportunities to form

and support community

resources and groups.

Be able to support the

development of networks,

groups and communities to

meet needs and outcomes.

SW540 and SCW703;

specific assessment

criterion SCW706/7

Write reports and keep

records that are suitable for

purpose [i.e. for the agency,

for service users and carers,

for yourself as an aide

memoire, and in case of future

investigations].

Maintain accurate,

comprehensible, succinct

and timely records and

reports in accordance with

applicable legislation,

protocols and guidelines, to

support professional

judgement and

organisational

responsibilities.

Be able to prepare and present

formal reports in line with

applicable protocols and

guidelines.

SW540, SCW706/7 PLO1

PLO8

Maintain good records as a

discipline in itself that helps to

organise thoughts, plan

intervention and facilitate

reflection.

Be able to keep accurate,

comprehensive and

comprehensible records in

accordance with applicable

legislation.

As above. As Above

Recognise the need to manage

records and all other

111


information in accordance with

applicable legislation, protocols

and guidelines.

Recognise and work with

conflicts inherent in sharing

information, balancing

personal trust and rights to

confidentiality with

professional and legal

accountability.

Demonstrate skills in sharing

information appropriately

and respectfully.


respond appropriately to

situations where it is necessary

to share information to

safeguard service users and

carers and others.

SCW704, SCW701,

SCW706/7

PLO2

PLO5

Work in partnership with

service users to respond to

changing circumstances,

fluctuating needs and risk, and

shifting priorities.

Recognise complexity,

multiple factors, changing

circumstances and

uncertainty in people’s lives,

to be able to prioritise your

intervention.


respond appropriately to

unexpected situations and

manage uncertainty.


Practice; SCW706/7.

PLO6

PLO7

Make sure service users’ and

carers know what action the

agency is taking e.g. the

results of an review, any

changes of worker, any

changes of service etc.

Be able to initiate resolution of

issues and be able to exercise

personal initiative.

Sensitively implement the

power invested in the social

work role, including legal

powers. Use supervision to

reflect on this within a

framework of professional

accountability.

Understand the authority of

the social work role and

begin to use this

appropriately as an

accountable professional.

Be able to exercise authority as

a social worker within the

appropriate legal and ethical

frameworks.

SCW703, SCW704,

SCW701, SCW706/7

PLO1

Ensure interventions are as

unthreatening as possible.

Explore background situations

and tune into current

circumstances relating to

Recognise the factors that

create or exacerbate risk to

individuals, their families or

Be able to recognise signs of

harm, abuse and neglect and

know how to respond

SCW706/7, SCW703 PLO5

112


health and safety, and risk to

service users, carers, workers

and the public.

carers, to the public or to

professionals, including

yourself, and contribute to

the assessment and

management of risk.

appropriately.

With guidance, identify

responses to crisis situations

and to safeguard vulnerable

people, recognising when

urgent response is required.

With support, identify

appropriate responses to

safeguard vulnerable people

and promote their well-being.

Understand the need to

protect, safeguard and promote

the wellbeing of children, young

people and vulnerable adults.

PLO5

Understand the need to

maintain the safety of both

service users and carers.

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8. Contexts and organisations: Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own

organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and

inter-professional partnerships and settings: Social workers are informed about and pro-actively responsive to the challenges and opportunities that

come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as

individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others,

inter-professionally and with communities.


HCPC Standard of


Workers

Programme Module

Programme Learning

Outcome

Consider social and financial

costs of different courses of

action taking into account

organisational and political

context, resources, and

individual choice.

Recognise that social work

operates within, and

responds to, changing

economic, social, political

and organisational

contexts.

Be aware of the different social

and organisational contexts and

settings within which social

work operates.

SCW701, SCW706/7. PLO1

Understand how political

processes, legal frameworks,

current policies, funding

streams and resource

availability impact upon the

duties, responsibilities and

practice of your agency,

yourself and networked

professions.

Understand the roles and

responsibilities of social

workers in a range of

organisations, lines of

accountability and the

boundaries of professional

autonomy and discretion.

Be able to work in partnership

with others, including those

working in other agencies and

roles.

As above. As above.

Understand legal

obligations, structures and

behaviours within

organisations and how

these impact on policy,

procedure and practice.

Be aware of the different social

and organisational contexts and

settings within which social

work operates.

114


Define and negotiate own role

within the agency, establishing

expectations of the

relationship and lines of

accountability.

Be able to work within an

organisation’s remit and

contribute to its evaluation

and development.

Be able to contribute to

processes designed to evaluate

service and individual

outcomes.

SCW702, SCW706/7.

PLO1

Argue the relative cost of

providing existing services and

“tailor-made” services.

Establish and maintain

networks with colleagues and

linked professionals.

Understand and respect the

role of others within the

organisation and work

effectively with them.

Recognise the roles of other

professions, practitioners and

organisations.

All modules; specifically in

practice SCW706/7.

PLO7

Seek and act on critical

feedback from service users,

carers, colleagues, linked

professionals and other

agencies to enhance own

development and contribution

to the agency.

Take responsibility for your

role and impact within

teams and be able to

contribute positively to

effective team working.

Be able to contribute effectively

to work undertaken as part of a

multi-disciplinary team.


Practice; Specific sessions

on “feedback”, SCW706/7.

PLO1

Promote communication and

continuity between agencies

and professionals (fight

fragmentation)

Understand the inter-

agency, multi-disciplinary

and inter-professional

dimensions to practice and

demonstrate effective

partnership working.

Be able to engage in inter-

professional and inter-agency

communication.

SCW706/7 PLO3

115


Be able to work in partnership

with others, including those

working in other agencies and

roles.

Publicise and give relevant

information about local

projects and services and

make sure service users’ and

carers know where they can

go for help.

Understand the need to provide

service users and carers with

the information necessary to

enable them to make informed

decisions or to understand

decisions made.

SCW706/7. PLO7

116


9. Professional Leadership: Take responsibility for the professional learning and development of others through supervision, mentoring,

assessing, research, teaching, leadership and management: The social work profession evolves through the contribution of its members in activities

such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when

undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues,

service users and carers, volunteers, foster carers and other professionals.


HCPC Standard of


Workers.

Programme Module

Programme Learning

Outcome

Demonstrate understanding

of your agencies

organisational culture and the

effect of different leadership

style. Model positive attributes

of professional leadership in

your own practice.

Recognise the importance

of, and begin to

demonstrate, professional

leadership as a social

worker.

Be able to practice as an

autonomous professional,

exercising their own

professional judgement.

SCW706/7 PLO1

Be active in sharing good

practice methods with

colleagues and other

professionals e.g. involving

service users and carers;

sharing new information etc.

Recognise the value of,

and contribute to

supporting learning and

development of others.

Be able to engage in inter-

professional and inter-agency

communication.

SCW706/7 PLO1

PLO7

117
