Programme Specification

Transcription

1 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: 9 th July 2015 Date of Implementation: Sept 2015 Year of First Award: July 2017

2 2

3 CONTENTS 1. Programme Title Awarding Institution Accrediting Body Distinctive Features 5 5. Relevant QAA Subject Benchmark Group 7 6. Programme Structure 8 7. Programme Aims Programme Intended Learning Outcomes Admissions Criteria, including APCL, APEL and DAS arrangements Progression criteria for Final and Intermediate Awards Exceptions to Regulations Transitional Arrangements Mapping and Appendices: 37 Appendix 1: HCPC Standards of education and training (SETs) mapping document 38 Appendix 2: Standards of proficiency (SOP) mapping social worker in 47 England mapped to the Professional Capabilities Framework (PCF) Appendix 3: Learning Outcomes: Stakeholder Statements and the 90 Professional Capability Framework (PCF) Qualifying Social Worker Level Capabilities and HCPC Standard of Proficiency for Social Workers 3

4 4

5 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 L 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 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 5

6 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. 6

7 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) SEEC Level Descriptors (2010). 7

8 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 Use ICT effectively for professional communication, data storage and retrieval and information searching Use ICT with people who use services Demonstrate sufficient familiarity with statistical techniques to enable effective use of research in practice Integrate appropriate use of ICT to enhance skills in problemsolving in awareness raising, skills and knowledge acquisition; conceptual understanding; practice skills and experience; reflection on performance Apply numerical skills to financial and budgetary responsibilities Have a critical understanding of the social impact of ICT, including an awareness of the impact of the digital divide Assessed in module[s] SCW701 SCW706, SCW707 SCW705 SCW702 SCW706, SCW707 SCW703, SCW707 8

9 6.2 Module Codes, Credits, Titles and Leaders and Teachers Year One Module Credit Title Module Leaders * Module teachers SCW Social Policy and Law Penelope Welbourne * Level 7 Professor Bill Jordan Deirdre Ford SCW Professional Practice Clare Colton * Level 7 Dr Sue Cook Julia Wheeler SCW Contemporary Social Work Theories and Professor Michael* Level 7 Issues Sheppard Penelope Welbourne Gillian Madge SCW Ethics and Values for Social Workers Penelope Welbourne * Level 7 SCW Level 7 SCW Level 7 Research for Social Work Practice Professor Michael* Sheppard Integrated Practice I Clare Colton * Julia Wheeler Year Two SCW Level 7 40 SCW708 Level 7 Integrated Practice II Dissertation Julia Wheeler* Clare Colton Professor Michael* Sheppard 9

10 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 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 Structure and Assessment of Practice Learning SCW706 1 st Period of Practice Learning consists of 70 days of practice learning comprising: 70 days in a practice setting SCW707 2 nd Period of Practice Learning consists of 100 days of practice learning comprising: 100 days in a practice setting 10

11 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 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 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. 11

12 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. 12

13 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 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. 13

14 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. 14

15 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 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. 15

16 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) 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 webbased resources, designed to aid directed self-learning, supports lectures. Service users/clients/ carers may also be involved in these sessions. Module leaders will 16

17 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; 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. 17

18 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. 18

19 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% Marking Classification for MA/PgDip Social Work Classification Distinction ( 80%) Comments 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. Distinction (70-79%) 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. 19

20 Pass (60-69%) 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. Pass (50-59%) 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 20

21 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 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 21

22 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 , 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. 22

23 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 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. 23

24 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. 24