This course is set at Level 7 (Masters) in the national Framework for Higher Education Qualifications.
This programme is designed for social work practitioners and managers who are involved in enabling the work-based learning of others through the provision of practice teaching, mentoring or supervision and assessment. Its aims are to
consider in depth different mechanisms for promoting the learning of others and ensuring effective evaluation of learning against professional occupational standards
develop candidates' understanding of adult learning theories and their application
facilitate critical exploration of the role of work-based assessor
support the development of evidence-informed practice in developing the competence of others
ensure expertise in the use of supervision as a tool of support, education and evaluation
develop the candidate's teaching of particular knowledge, values and skills by identifying areas of practice pertinent to the current student/learner and developing teaching tools to address these.
The programme is designed to run concurrently with student social work placements in order to offer live support and consultation for those involved in the learning and supervision of others, but it is also aimed at practitioners involved in the learning of others who are not social work students.
The candidate will achieve:
in-depth knowledge and understanding of practice education
the necessary knowledge and skills to enable them to undertake the roles of practice educator and practice assessor
expertise in particular aspects of enabling others, and the opportunity to contribute to the learning of others in the learning group
familiarisation and experimentation of different types of teaching techniques including the use of e-learning and audio-visual materials.
At the end of the programme, the successful student will be able to demonstrate they have met all of the following standards and requirements which have been set by the General Social Care Council for a programme in PQ Higher Specialist Practice Education. These concern both the values and professionalism of the practitioner in his or her own practice and also the knowledge and skills brought to bear on the practice teaching or supervision task. They are set out as follows:
1. Candidates will have met the PQ Generic Higher Specialist Requirements set by the GSCC
P i. Meet the academic standards for work at level M in the QAA framework.
P ii. Use independent critical judgement to systematically develop their own practice and that of others in the context of the GSCC codes of practice, national and international codes of professional ethics and the principles of diversity, equality and social inclusion in a wide range of situations including those associated with inter-agency and interprofessional work.
P iii. Demonstrate a substantially enhanced level of competence in a defined area of professional practice, professional management, professional education or applied professional research to the agreed national standards for higher specialist work in this area.
P iv. Demonstrate a fully-developed capacity to use reflection and critical analysis to continuously develop and improve own performance and the performance of professional and inter-professional groups, teams and networks; analysing, evaluating and applying relevant and up-to-date research evidence including service user research.
P v. Use a critical knowledge and understanding of service user and carers issues to develop and implement service user and carer rights and participation in line with the goals of choice, independence and empowerment.
P vi. Work effectively as a practitioner, researcher, educator or manager in a context of risk, uncertainty conflict and contradiction where there are complex challenges and a need to make informed and balanced judgements.
P vii. Take responsibility for managing aspects of complex change processes, including those involving other professions or other agencies, in the context of professional practice, professional management, professional education and training or applied professional research.
P viii. Support, mentor, supervise or manage others enabling them to identify and explore issues and improve their own practice.
P ix. Develop and implement effective ways of working in networks across organisational, sectoral and professional boundaries, taking responsibility for identifying, analysing and resolving complex issues, problems and barriers, promoting partnership, collaboration, interprofessional teamwork, multi-agency and multi-disciplinary communication, and ensuring the delivery of integrated and person centred services.
2. Candidates will have demonstrated that their supervision and assessment of students is in line with Principles of Pedagogy and Adult Learning (operating in line with the Standards for Higher Specialist and Advanced Practice Education Awards set by the GSCC):
V1 Designing and planning learning activities and study programmes;
V2 Teaching and supporting student learning;
V3 Respect for individual learners, encouraging participation, diversity and promotion of equal opportunities in learning;
V4 Assessment and giving feedback to learners;
V5 Developing effective environments, student guidance and support systems;
V6 Knowledge and understanding of the subject area;
V7 Appropriate methods for teaching and learning;
V8 How students learn, both generally and in their specialism;
V9 The use of appropriate learning technologies;
V10 Methods for evaluating the effectiveness of teaching;
V11 Commitment to evidence-based practice and the application of research in teaching; and
V12 The development of work-based learning communities.
3. Candidates will have engaged with the local and regional training and development frameworks as champions of the learning organisation (operating in line with the Standards for Higher Specialist and Advanced Practice Education Awards set by the GSCC):
V13. Knowledge of the principles of the learning organisation and how these will promote a critical understanding of their employer¿s training and development framework and workforce planning needs.
V14. The ability to deliver, contribute significantly to or plan and implement organisational strategies for workforce training and development.
4. Candidates will have operated in line with the Guidance On The Assessment Of Practice In The Workplace (GSCC/TOPSS)
M1 (Domain A): Organise opportunities for the demonstration of assessed competence in practice
M2 (Domain B): Enable learning and professional development in practice
M3 (Domain C): Manage the assessment of learners in practice
M4 - Supporting, mentoring, supervising or managing others, enabling them to identify and explore issues and improve their practice
M5 - Supporting, mentoring or managing others, exercising practice, research, management or educational leadership to identify and explore issues and improve their own practice
5. Candidates will have demonstrated that professional values are embedded in their practice (values set by the GSCC);
E1. Engaging with others to develop trust;
E2. Exploring ways to share control over decision-making with young people and their families;
E3. Respect for others, including respect for difference;
E4. Honesty and openness;
E5. An ability and a willingness to look at the needs of children and young people in a holistic way, setting problems alongside overall interests, talents and abilities and drawing on an awareness and appreciation of the diversity of lifestyles and experiences of children
6. Candidates will have operated in line with the GSCC Code of Practice for Employees
G1. Protect the rights and promote the interests of service users and carers;
G2. Strive to establish and maintain the trust and confidence of service users and carers;
G3. Promote the independence of service users while protecting them as far as possible from danger or harm;
G4. Respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people;
G5. Uphold public trust and confidence in social care services; and
G6. Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills.
7. Candidates will have demonstrated that they have enabled student social workers to develop their practice so that it is in line with the National Occupational Standards for Social Work and have ensured, through their practice assessor role, that such standards are met by students (TOPSS/Skills for Care and Development)
Key Role 1: Prepare for, and work with individuals, families, carers, groups and communities to assess needs and circumstances
Key Role 2: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups communities and other professionals
Key Role 3: Support individuals to represent their needs, views and circumstances
Key Role 4: Manage risk to individuals, families, carers, groups, communities, self and colleagues
Key Role 5: Manage and be accountable, with supervision and support, for your own SW practice within your organisation
Key Role 6: Demonstrate professional competence in social work practice.
For information on the composition of this course please see either the on-line Undergraduate prospectus for undergraduate related courses or the on-line Postgraduate prospectus for postgraduate related courses.
More detailed information on the course structure and modules within this degree will be available on this page shortly.
Please note that the University will use all reasonable endeavours to deliver courses and modules in accordance with the descriptions set out here. However, the University keeps its courses and modules under review with the aim of enhancing quality. Some changes may therefore be made to the form or content of courses or modules shown as part of the normal process of curriculum management.
The University reserves the right to make changes to the contents or methods of delivery of, or to discontinue, merge or combine modules, if such action is reasonably considered necessary by the University. If there are not sufficient student numbers to make a module viable, the University reserves the right to cancel such a module. If the University withdraws or discontinues a module, it will use its reasonable endeavours to provide a suitable alternative module.