Course summary

TEACHING, LEARNING AND ASSESSMENT

Strategy

As part of an overarching strategy for Social Work, a range of approaches will be adopted for teaching, learning and assessment. This strategy will have the following characteristics:



All modules will be expressed in terms of learning outcomes.



Students will be informed, through module booklets, of the outcomes to be achieved and the methods for achieving them.



Assessment methods and criteria will be congruent with these outcomes.



The learning environment will reflect the ethos and values considered important to the development excellent social work practice



Skills and knowledge essential to understanding and practising social work will be acquired through students being offered an environment where they feel safe to express their views and opinions. The flexible, student centred approach to the course will be reflected in the teaching, learning and assessment strategies resulting in a variety of teaching and learning modes.



An emphasis will be placed on developing both a critical understanding of the themes, concepts, legislation and research informing social work practice in order that students can undertake sustained periods of practice that is assessed on an ongoing basis.



Students will be expected to demonstrate self direction and autonomy in planning their learning



The skills of self reflection as well as the ability to analyse, synthesise ,evaluate and apply knowledge to practice will underpin the aims of the programme

Key Lectures will be used to introduce the knowledge base to be explored and analysed during the programme. These lectures will be supplemented by reference lists, guidance to reading, e journals, websites and other materials as appropriate.

Seminars/workshops will provide a forum for students to develop their understanding regarding the key concepts, learn and practice skills, demonstrate synthesis of material examined and gain experience in sharing insights and justifying conclusions drawn from study of selected programme topics. Active learning will involve students in making decisions about what they explore and how they approach these tasks. Students will be expected to make presentations to the group and share aspects of their learning that reflect openness to feedback from peers. The use of a wide range of text based and electronic sources of knowledge will be encouraged.

Video sessions will provide an opportunity for students to role play practice situations, seek visual feedback on their own skills and develop their confidence in handling a range of situations.

Independent study is an essential and appropriate component of this programme. In consultation with tutors, students will be expected to manage their programmes of study by selecting and interpreting relevant academic and professional literature from both text based and electronic sources. They will also be involved in planning individual and group seminars and presentations and preparing material for assessment.

Practice learning: All modules will seek to equip students for practice and thus much practice learning will take place within the classroom. However direct assessed practice of a minimum of 200 days across two settings is a key component of the social work degree and thus forms a substantive component of the intermediate and advanced levels. Assessment of students’ competence will be based on the national occupational standards.

Computing skills are essential in the development of technical competence to use the technology available and to increasing students’ awareness of the importance of such technologies in the conduct of social research for information collection, retrieval, analysis and communication. Social Work students will, therefore, be offered opportunities to study for the European Computer Driving Licence. In addition, they will be encouraged to use e journals and websites that provide information for social work.

Breadth of learning experience, in order to ensure that students are exposed to the full range of perspectives, will be supported through invitation to visiting speakers (particularly from outside agencies) and team teaching where appropriate.

Staff development: is addressed through a commitment to effective peer-review of teaching (already in place within DASS) as a tool for reflection and the continuing development of the teaching, learning and assessment strategy. In addition, new staff are provided with the opportunity of gaining a

Post-Graduate Certificate in Learning and Teaching as well as, via ICT training for staff, developing appropriate information and communication technology based support for the delivery of modules.

Regular team and department based discussions are arranged to address contemporary issues and research developments within the subject areas.

Assessment practice is governed by the overarching assessment regulations of the University. The assessment of individual modules is managed within the department according to standard procedures.

Field Boards confirm module assessment outcomes and report to the relevant Awards Boards, which meet subsequently. Appropriate external examiners are appointed to each Field Board.

Assessments for the programme are designed to build upon students’ existing and newly acquired knowledge and skills through a series of theoretical and practical tasks. These culminate in the production of a Dissertation, which demonstrates the students capacity to execute an extended piece of assessed work reflecting on key research findings, theories, concepts and contemporary issues within their chosen area of social work interest.

Assessments for individual modules illustrate a concern with student-centred learning and diversity while ensuring a balanced and coherent approach to the student experience. Individual syllabuses provide specific details on module aims, learning outcomes and assessment tasks. In preparing this, consideration has been given to demonstrating the relationship between aims, teaching and learning strategies and the assessment of the module.

Mixed modes of assessment are considered essential to the Social Work programme. Social Work requires a variety of teaching and learning styles and these are, in turn, reflected in the range of assessment tools employed throughout. Given the applied nature of the modules and the limited scope of options available to students, this variety enhances student opportunities to demonstrate both their understanding of the principles and practices at the centre of social work and competence in practice.

Within the general principle of mixed mode assessment, there are diverse instruments as appropriate to individual modules as follows:



Examinations: multiple choice, short answer papers, seen and unseen papers usually required at the end of a module which are designed to test students in depth understanding and knowledge of the subject at Masters level.



Coursework: practical assignment reports, case studies, group and peer assessment, seminar (including Poster) presentations, field research exercises and essays. All coursework assignments will be set in a manner that test students cognitive, intellectual and practical skills required of Masters students. While some coursework will be required at the end of modules (summative), other assignments will be completed at different stages of module delivery (formative) in order to provide students with an opportunity to spread their assessment load and as part of a process of continuous assessment. Service users and carers will play a part in formative assessments.



Practice Assessments - though the development of a portfolio which will contain diverse sources i.e.

written work; direct observation; feedback from colleagues and service users; self reflection; project work; discussion and questioning; and simulation.

7.2 Additional Course Related Information

The overall content of the Social Work curriculum is based on 4 key factors:

 The Prescribed Curriculum for the social work degree currently adheres to the requirements and standards laid down in 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

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

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

boundaries

There are 4 main themes that underpin the curriculum:

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

6. 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

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

8. Understanding and application of inter professional working within the context of current policy and organisational issues within Health, Social Care and Youth Work.

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

Students will build upon their academic degree and practice experience to develop and advance their learning on the programme.

7.3 Placements/study abroad

Placements are an integral part of the MSc Social Work programme and all students undertake two assessed practice placements. The minimum number of days in the first placement is 90 days and in the second placement is 110 days. Placements take place in a wide range of statutory and voluntary settings within the University’s partnership agencies, which are listed below. We regret that due to the national shortage of practice placements we cannot offer students a choice. All placements are selected to enable the students to meet the formal requirements laid down by HCPC.

London Metropolitan University has a range of placements with a variety of social work agencies both statutory and voluntary. It is essential that all students spend at least 200 days gaining required experience and learning in practice settings. 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 adults with mental health needs)

By the end of the course students are expected to achieve the standard of competence for newly qualified social workers laid down by the national occupational standards. Students will be provided with the opportunity to learn about a range of client and user groups including children and families, young people, adults and older people. We are committed to providing a programme in which the context and content of learning takes place within an anti-discriminatory and anti-oppressive framework. This commitment applies both in the University and whilst the student is on placement.

It is essential that all students understand that we cannot offer a choice in relation to practice placements and you may have to be prepared to travel up to 1.5 hours each way to the agency.

Nevertheless we are committed to trying to match both your learning and individual needs as best as is possible.

In setting up a placement the programme works in accordance with the Quality Assurance Agency

precepts and guidance to ensure high quality practice learning opportunities (http://www.qaa.ac.uk/public/cop/copplacementfinal/precepts.htm). Agencies are selected for the appropriate learning opportunities that can be offered to students to meet intended learning outcomes and assessments are devised that are appropriate to assess practice competence.

In document Course Handbook MSc Social Work (Page 49-54)