Additional Comments

a) The overall content of the curriculum is based on 4 key factors:

 The Prescribed Curriculum for the new social work degree is based on the following documents: - the Requirements for Social Work Training; the National Occupational Standards for Social Work; the GSCC codes of practice for employers and employees and the QAA Benchmark Statement for Social Work

 The outcome of local consultation workshops with employers, service users, carers and students and feedback from employers though the existing partnership arrangements for the DIPSW

 Critical review of the present programme by the social work team drawing upon modules evaluations, board of study feedback and external examiners reports.

 Joint work undertaken by the Social Work and Community Health teams to develop an inter professional final year (which meets the requirements of the respective awarding bodies) for both groups of students in order to better prepare students for working across professional boundaries

There are 4 main themes that underpin the curriculum:

1. Comprehensive and systematic understanding of social work practice within its legal, social, ethical, organisational, theoretical and evidence based contexts

2. The development of a range of skills that can be applied consistently across varied contexts and in a manner which is consistent with the expectations of service users and carers

3. The integration of anti-oppressive practice and diversity within all aspects of the curriculum

4. Understanding and application of inter professional working within the context of current policy and organisational issues within Health and Social Care.

The above themes are developed in a coherent and progressive manner throughout the

programme. Students commence the programme with both previous relevant experience of social work and an honours degree normally in social sciences. Where students do not have a social science degree, the content of their degrees, the quality and/or quantity of their practice experience and any subsequent higher qualifications will be considered. Students will build upon their academic degree and practice experience to develop and advance their learning on the programme.

Year 1

Students are introduced to a range of key issues in relation to the context of social work, social policy issues, communication skills for practice, human growth and understanding the needs of service users. The programme places particular emphasis on facilitating the development of high written and verbal communication skills. Information technology skills are

introduced within the social and theoretical context module and reinforced thereafter in other modules. The students ‘safety for practice’ is assessed prior to their admission on to the programme - this is assessed through the submission by both the student and a named

referee of statements outlining how they have met this criteria though their own experience (details of this process is include in appendix 5).

The development of communication and observation skills permeates a number of modules at this level. Communication skills are further developed across all the modules and applied in practice. Anti oppressive practice is a key feature of the learning outcomes of all modules and students are introduced to concepts of values, power, rights and oppression within the ethics, values and legal frameworks module. In the first semester students will be engaged in direct teaching on 3 full days each week

MSc students will undertake the professional law module in order to prepare them for their first period of assessed practice. Their knowledge of core areas of social work practice is deepened by their first substantial period of assessed practice, which will conclude in the summer studies period (at the end of June). In the second semester students will be at the University for one full day’s teaching and on placement 4 days per week

Year 2

In year 2 an important focus is placed on rights based policy and practice. Thus, Anti oppressive theory and practice permeates all the modules at this level and in particular the ways of working with both adults and children that take account issues of diversity, culture, race ethnicity, gender, sexuality and so forth. Issues of inter professional working, communication; research, theory, legislation and policy form the backbone of the curriculum in the final year. The programme seeks to integrate and synthesise knowledge, values and practice in complex, incomplete and or contradictory contexts and work pro-actively to find solutions. An emphasis will be placed on assessment and interventions with both children and adults.

The development of an evidence based framework and inter professional working are analysed in depth. Students will learn alongside students on the Community Health programme on a range of modules. The inter-professional curriculum was developed with Community Health colleagues within their new programme and is consistent with policy initiatives towards greater inter-professional learning and working across both sectors. Common aspects of policy and inter-professional practice were recognised as important for better understanding and good working relationships to be effective. The need to explore and evaluate different forms of evidence to underpin practice was a priority for both groups. Partnership working and evaluating research and evidence based practice provide a sound basis for professional, academic and personal development. The learning in these areas forms an integral part of the practice learning 2 and the assessment is integrated with their practice experiences.

The final substantive period of assessed practice will require students to critically examine in depth a significant intervention undertaken in this practice. This will include an analysis of outcomes, which involves evaluating the intervention with regards to intra and inter professional working and anti oppressive practice. Credits for this module are linked to the Dissertation, which involves a comprehensive analysis of current research theories and practice related to a subject of the student’s own choosing (in consultation with their supervisor). The Dissertation also requires the student to develop a comprehensive in-depth knowledge in relation to their chosen topic – this will require a substantial amount of independent work.

b) Social Work and Information Literacy (SWAIL)

The programmes aim to equip students with Information Literacy (IL) skills to function as independent learners and, in the longer term, to contribute effectively to the social work community.

The key aim of this strategy is to develop IL skills which are defined as the ability to:

“..recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information ... Ultimately, information literate people are those who have learned how to learn.” (American Library Association, 1995, p.1) Information Literacy is therefore defined as an essential attribute of the successful

independent learner. This is particularly true in a student-centred learning

environment where students need to develop information handling skills required to interact effectively with a wide range of resources. In addition, as in all professional communities across the sectors social workers need to develop these IL skills to perform in an increasingly Information-driven environments.

The IL skills are fully articulated by SCONUL in its publication on “Information Skills in higher education: a SCONUL position paper”. SWAIL is underpinned by the SCONUL model and is delivered by web-based learning strategies complemented by face-to-face support. The model, shown in the figure below, consists of seven IL competences resting on a foundation of ICT and library skills. These basic skills are essential to develop the more complex IL competences and therefore students need to achieve these in order to progress onto the IL level.

SCONUL’s Information Literacy model

It is expected that undergraduate and postgraduate students on the programmes will achieve similar levels of competence when interacting with information systems as IT and Library skills belong to the lower end of the cognitive spectrum. However, the level and number of IL skills mastered by undergraduate students will differ from those achieved by postgraduate students. For example, undergraduate students will learn to interact with a range of resources to investigate the role of Social Work through the application of simple evaluative strategies, while post-graduate students will be expected to engage with all the processes of investigation including the more complex ones of synthesis and analysis.

SWAIL offers a high level of flexibility in terms of delivery and encourage students’ active participation in the learning process. A diagnostic questionnaire at the start of the

programme enables students to assess their learning needs in relation to the IL skills.

Novice users are guided through a “slow track” route with full support, while expert users can operate entirely as independent learners by working through some or all the learning resources as required in order to complete the assignments with a minimum of support.

Lectures and hands-on workshops in seminars and computer labs will constitute the main methods of delivery. Electronic learning resources are provided for all aspects of the IL provision and support from tutors is also available in both face-to-face and online modes.

Information Literacy not just IT

IT skills will be developed to an equivalent ECDL standards that are deemed appropriate to the Social Work profession. These competences are assessed through the accomplishment of tasks that require interaction with Information and

Communication Technologies (ICT) as well as with information systems environments.

SWAIL team

SWAIL provision is based on the successful collaboration between Social Work, Information Management teaching staff and the Social Work subject librarian. This is in line with

SCONUL’s principle of full and active participation by all those involved in the delivery of the programme. In addition this development, and in particular the learning resources needed to deliver SWAIL, are sponsored by SWAPltsn.

Academic tutorial Scheme for Social Work

The scheme is designed to support , embed and integrate the Professional and Higher Education learning needs of the student across all modules. Each student is allocated to a personal tutor. The functions of the personal tutor are to give individual support and supervision with academic work and practice. The student is advised to seek advice regarding assessment and course work from the module convenor or seminar leader.

Each student will have in the first year 3 small group meetings in the first semester, placement meetings with their tutor in the second semester, an individual review meeting at the end of each semester and access to individual surgery hours by arrangement. In year 2 , students will be expected to have at least 2 individual tutorials in each semester as well as access to surgery hours by arrangements and placement meetings.

'The Department is committed and obligated under the Special Educational Needs and Disability Act to support students with diverse abilities and physical needs. The Department is concerned not only with the physical lay out of our buildings but also the kinds of support required for successful completion of the course and individual modules within it.

In some cases this might require adapted forms of assessment. Course staff will cooperate closely with the University's Disabilities Officer

in ensuring that the outcomes of Needs Assessment Consultations are met through tailored forms of assessment where this is necessary. The form of assessment will be determined through negotiation, but will be guided by the specific needs of the student in the light of their disability.'

28. Standard University entry requirements, inc APEL/AP(E)L