Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study.

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1 Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study. Section 1 - General Course Information Course Title Qualification Intermediate Qualification(s) Awarding Institution Location of Delivery Mode(s) of Study and Duration Core Teaching Pattern Social Work MSc Because of the restriction of title protected by the Health and Care Professions Council requirements for professional registration intermediate qualifications will be granted as Applied Social Welfare awards and will not provide either the professional qualification or eligibility to join the HCPC register. Postgraduate Diploma in Applied Social Welfare 120 M level credits Postgraduate Certificate in Applied Social Welfare any 60 M level credits University of Bedfordshire AA (University Square) Full time over two years 3 (with variation) FHEQ Level Level 7 Professional, Statutory or Regulatory Body (PSRB) accreditation or endorsement PSRB Renewal Date University of Bedfordshire Employability accreditation Route Code (SITS) Subject Community UCAS Course Code Relevant External Benchmarking Health and Care Professions Council (HCPC) The College of Social Work (TCSW) To be confirmed N/A MSXXW Social Work and Youth and Community Work L508 (applications through UCAS required for this course) QAA Benchmark statement for Social Work (2008) QAA Masters Degree Characteristics (2010) QAA Quality Code (2012) Section A1 The Framework for Higher Education Qualifications 1 P a g e

2 QAA Quality Code (2012) Chapter B10 Managing Higher Education provision with others The College of Social Work (TCSW) Professional Capabilities Framework (PCF) 2012 Health and Care Professions Council (HCPC) Standards of Education and Training (SETs) Health and Care Professions Council (HCPC) Standards of Proficiency for Social Workers in England (SOPs) Section 2 - Published Information Material in this section will be used on the course web site to promote the course to potential students. The text should be written with this potential audience in mind. Course Structure The Units which make up the course are: Unit Code Level Credits Unit Name Core or option ASS Working with people: theories & methods for Core social work practice ASS People in context: ethics, legislation and social Core policy for social work practice ASS Knowledge for social work: critically reflective Core and research-informed practice ASS Critical issues in specialist and interprofessional Core practice ASS Skills development and first placement (70 Core days) ASS Last placement (100 days) Core Why study this course In addition to gaining a postgraduate qualification, successful students will be eligible to apply for professional registration with the Health and Care Professions Council (HCPC) and when registered will be able to pursue professional social work careers in a range of settings, equipped with deep knowledge, reflexivity and critical ethical awareness. Course Summary Educational Aims Underpinned by the Professional Capabilities Framework (TCSW, 2012) and Standards of Proficiency (HCPC, 2012) the course aims to equip you with the knowledge, skills and attributes necessary for social work practice at qualification level with adults and children in statutory and private/voluntary/independent sectors. Also leading to a postgraduate award, it will enable you to develop skills and knowledge in the areas of Enquiry: you will engage critically with the professional knowledge base, developing deep and systematic understanding of current theoretical and methodological approaches and the skills necessary for analytical research-informed practice in areas of complexity, diversity and unpredictability. Drawing on specialised knowledge, you will synthesise ideas innovatively to construct transformative solutions to practice issues. Contextual understanding: the course will facilitate a critical appreciation of the professional social work role, its inter-relationship with other relevant disciplines, and the ethical base for social work Course Information Form (CIF) - February QAP0021 2

3 practice where initiative is balanced with accountability to employers, the profession and serviceusers and carers. You will have the capacity to adapt your performance to varied contexts and to incorporate messages from best practice. Collaboration: classroom and placement activities will enable you to develop collaborative and communication capabilities applied to complex problem-solving and evaluative tasks, and in multiple practice settings. You will be able to work effectively in teams as a member or leader, and to draw creatively on the capacities of others. Enterprise: the course will provide you with the tools and opportunities for the development of skills in flexibility, critical reflexivity and emotional literacy which underpin collaborative social work practice and proactive professional development driven by best outcomes for service users and carers. Course Information Form (CIF) - February QAP0021 3

4 Entry requirements Standard entry requirements for UK students Students from the European Union - International students Academic qualifications Successful applicants will normally have an honours degree, at 2.1 degree classification and preferably in a relevant social science discipline. In addition, as for any qualifying Social Work course, all successful applicants must also have achieved at least Key Skills level 2 in English and Mathematics. This would normally be equivalent to grade C in the GCSE examination in English and Mathematics. International applicants must have achieved IELTS Level 7 in order to be considered. Practical experience All applicants should be able to demonstrate aptitude and commitment to a career in social work by providing significant evidence of experience of working with people in need, in a voluntary or paid capacity. Other requirements Applicants will be required to declare any previous offences (including cautions and formal warnings) and, if selected, undergo a Disclosure and Barring Scheme (DBS) check to ensure their suitability for work with vulnerable groups. In addition applicants will need to complete a health check questionnaire and give permission for contact with their GP or other relevant medical professional, if necessary, to confirm their suitability for social work training. Applicants must confirm their ability to use basic IT facilities, including word processing, internet browsing and use of . If you have relevant prior experience and /or certificated learning you may be able to claim RPL (Recognition of Prior Learning) in accordance with the University s published criteria and up to a maximum of 60 academic credits at M level. Should you wish to make a claim for admission with advanced standing you should identify yourself at the earliest opportunity and complete and submit the form which can be found at data/assets/pdf_file/0011/23420/apl-luton-pg pdf PSRB details Health and Care Professions Council (2012) Standards of Proficiency [online]. Available at The College of Social Work (2012) Professional Capabilities Framework [online]. Available at On successful completion of the MSc Social Work course you will be eligible to apply for registration as a social worker with the HCPC, which regulates social work in England. HCPC registration also entitles you to apply for registration with the social work regulators in Wales. Scotland and Northern Ireland details of these reciprocal arrangements are available at The intermediate qualifications (named awards) listed on page one do not provide either the professional award or the eligibility to apply for registration as a social worker. Should you wish to work as a social worker outside the UK after qualification, you are advised to make Course Information Form (CIF) - February QAP0021 4

5 enquires in the country you are interested in regarding your eligibility to practice and register (if applicable) there. For further guidance in relation to the PSRB requirements please contact Graduate Impact Statements The course has been designed to develop graduates who Have the knowledge, skills, confidence and values necessary to work with people in need and in challenging situations Engage confidently with multi-agency colleagues, employing skills of co-operation, team-working and advocacy to secure best outcomes for service users Develop skills in critical and reflective practice and emotional literacy which will enable them to flourish and respond constructively in constrained circumstances, demonstrating creativity, curiosity and proactivity Engage critically with the knowledge-base for their profession, drawing on relevant research to inform their practice and having the skills to contribute to the knowledge-base themselves Higher Education Achievement Report - Additional Information N/A Learning and Teaching Academic and practice learning are closely integrated throughout the course. A team of social work academics, with a range of professional and research experience, co-ordinate teaching supported by dedicated researchers, practitioners and service users and carers. Methods include lectures, seminars, group-work and tutorials, with structured support designed to help develop confidence as you approach the point of qualification. Classroom activities make extensive use of case examples, scenarios and your own experiences and the virtual learning environment is variously employed, for example in provision of resources, e-learning activities, blogs and assessments. Practice education comprises a total of 170 days on placement, with 30 additional days of skills development, and you will be taught, supported and assessed by registered social workers who have met TCSW Practice Educator Professional Standards (PEPS). The project undertaken in the second year of the course provides the opportunity to undertake a piece of primary or secondary research, usually based in or with relevance to the final practice placement. Developing your employability The MSc in Social Work is a professional qualifying course and so employability is intrinsic to its content and design, which are determined by relevant national frameworks (TCSW, 2012; HCPC, 2012) and informed by widespread consultation with and direct input of employers, practice educators and service users. Newly qualified social workers are expected to have the knowledge, skills and values to work in a range of settings, to manage complexity and to work autonomously but accountably, while making good use of reflective supervision (TSCW, 2012). To enable you to achieve this, teaching on the course is research-informed, participative and with explicit relevance for contemporary practice articulated throughout, for example with input from practitioners and extensive use of case scenarios. Learning activities are intended to provide a safe but challenging environment in which you can develop skills of critical reflection and awareness of your own values, and assessment and classroom tasks provide you with the opportunity to develop a range of writing and presentation skills which will be of direct use in your practice. The course also expects high standards from you in terms of reliability, punctuality etc., and your tutors and practice educators will work with you throughout the course as you develop your professional social work persona. As a postgraduate student you will be supported to act with initiative, to evaluate your own performance critically and to work effectively in groups, thus developing further attributes of direct relevance to your future career. The emphasis on research-informed teaching and the development of your own research skills will Course Information Form (CIF) - February QAP0021 5

6 further enable you to make effective use of research in your practice, and to contribute to your profession by engaging in practice-based research yourself. Department (s) Applied Social Studies Assessment Your academic learning will be assessed using a range of methods including reflective assignments, case studies, group and individual presentations, research tasks, examinations and evidence drawn from learning in the work place. Assessments are designed to integrate theory and practice throughout the course and the variety of assessment methods used develops academic and professional skills in writing concisely and drawing on your knowledge with confidence, for different purposes and audiences. A summative assignment towards the beginning of the course complements input on expectations of study at M level and personal and unit tutors provide a range of assessment support including tutorials, seminars and workshops. Your practice learning will be supported by practice educators and on-site supervisors and assessed at each stage by the submission of a portfolio at the applicable level of the Professional Capabilities Framework (TCSW, 2012). Your personal tutor will support your learning in each of your placements and facilitate learning needs identified at the end of the first placement being incorporated in planning your learning in the next. Overall, assessments throughout the course are designed to provide a range of varied opportunities for you to develop increasing confidence and autonomy and ultimately demonstrate your knowledge and skills in all areas necessary for competent practice as a newly qualified social worker. After Graduation Successful students will be eligible to apply to enter the HCPC Professional Register as qualified social workers and to work in a wide range of statutory, private, voluntary and independent organisations. You will also have the benefit of an academic award at postgraduate level, demonstrating your capacity for deep understanding, initiative and the management of complexity. These skills may equip you for further academic study such as a Professional Doctorate or PhD, or enable you to contribute to the knowledge base of your chosen profession with practice-based research. The University also provides a suite of postqualifying courses designed to support Social Workers in their continuous professional development Student Support during the course You will be allocated a personal tutor who will provide support and oversight throughout the course as well as liaison with practice agencies during periods of practice learning. Whilst on placement you will be supported by a dedicated and qualified practice educator. You will be signposted and supported to access other forms of support as necessary to enable you to develop as an adult learner, proactive in identifying and engaging with your personal learning and support needs. Students with disabilities The course actively encourages and supports students with disabilities and aims to ensure that assessment strategies are adapted as necessary to ensure that any disabled student registered on the course is not disadvantaged, and is enabled to attain the learning outcomes, develop identified skills and achieve the professional requirements. University disability services, will, once notified, put in place a process to assess and review your needs and make any necessary adjustments to your studies. Students with specific needs that may require additional resources for practice learning (i.e. aids or adaptations) will need to notify the placement co-ordinator of these needs at the earliest opportunity so that appropriate arrangements may be made with practice learning providers to ensure equality of opportunity. Placement agencies will be selected and supported to ensure that they can make reasonable adjustments in the practice learning setting in order to ensure that students are enabled to make full use of the learning opportunities available and to demonstrate the required level of competence in practice. Unit assessments are designed to allow all students to demonstrate their knowledge, skills and competence, as required by the HCPC and DH requirements. Reasonable adjustments may be made where necessary to ensure that students with disabilities are enabled to meet the academic and professional requirements of the course. Course Information Form (CIF) - February QAP0021 6

7 Assessment Map All units are core Stage 1 week Christma s ASSXX2-6 ASSXX3-6 ASSXX4-6 break Easter 1S 1F 1G 2S 1S 1F 1G 1S 1F break Stage 1 week ASSXX2-6 2F 2G ASSXX3-6 2S 2F 2G ASSXX4-6 2S Course Information Form (CIF) - February QAP0021 7

8 Stage Christmas break Easter break 1S 2S 1F 1G 2F 2G 1S 1F 1G Stage 2 ASSXX5-6 ASSXX6-6 ASSXX7-6 ASSXX5-6 ASSXX6-6 ASSXX S 2F 2G 3S S submission F feedback expected G grade (subject to Exam Board confirmation) expected Feedback on placement portfolios will be provided by the first available Practice Assessment Panel Course Information Form (CIF) - February QAP0021 8

9 Section 3 - Academic Information This section will be used as part of the approval and review process and peer academics are the target audience. Course Learning Outcomes By the end of the course students should be able to Demonstrate a deep, systematic and critical understanding of the applied social sciences, including sociology, social policy, law and ethics, and apply these critically to social work practice while recognising power structures of society which create inequalities (PCF 2,3, 4, 5, 7 & 8) Demonstrate reflective and contextual ability to identify, consider and evaluate a range of different theoretical perspectives on working with people, applying them to multiple contexts and selecting the approach which is most appropriate in the circumstances and acknowledges individual differences in working with diverse service user groups (PCF 1, 2,3, 4, 5 & 6) Evidence a critical awareness of and response to current social issues and confidence and creativity in the practice approaches required to address them (PCF 3, 4,5,7 & 8) Demonstrate creativity and originality in the appreciation, application and generation of knowledge, together with a critical understanding of discourses and methodologies underpinning researchinformed social work practice (PCF 1,4,5,6, & 7) Critically and systematically evaluate their own and others practice and academic research, drawing on skills of reflexivity to generate new insights and demonstrate the ability to apply their learning in unfamiliar contexts (PCF 1, 5, 6, 7,8 & 9) Course-specific regulations IELTS 7 is an approved variation to Course Regulations for entry on to the course. Students must pass all components of each unit assessment. Subject to sufficient academic progress overall students may continue to stage 2 with outstanding academic work at the discretion of the Examination Board and with the expectation that they will retake the unit at the earliest opportunity. However, students may not continue to stage 2 until their stage 1 practice learning unit ASSXX4 is successfully completed. In addition to this: A completed self-evaluation pro-forma must be competed with each academic submission, which will not be accepted without it. The MSc in Social Work has expectations of students in terms of attendance, fitness for practice etc. which reflect its leading to a professionally qualifying award. These are detailed in the course handbook. There is no automatic right to another placement should a placement be failed: the decision will be based upon the circumstances of the fail The first summative assessment falls in week 8 rather than 6 as usually required. This is because the task involves a practical piece of work (negotiating a child observation) and therefore may take longer to complete than a purely theory-based assignment. At least one external examiner must be registered with the HCPC. Practice Learning (placements) in the MSc. Social Work is assessed at Level 6 and in order to complete the professional qualifying award students must achieve passes in 120 M Level credits plus the 60 Level 6 credits associated with practice. Teaching, Learning and Assessment Social work is an applied academic subject characterised by a distinctive focus on practice in complex social situations to promote and protect individual and collective well-being (QAA, 2008, p.8). The integration of academic learning and practice are therefore central to the course and reflected throughout the units, with taught input informed by current knowledge from practice and research and drawing on students own practice learning experiences. Course Information Form (CIF) - February QAP0021 9

10 The teaching strategy is based on realistic learning with application to ethically-based practice throughout and underpinned by up-to-date research; it thus draws on the practice experience of the teaching team, practitioners and service users and carer and on research expertise located in the team and the wider department. Alongside this, an emphasis on analysis and reflection enables students to engage with the knowledge base deeply and systematically and to develop critical responses and creative research strategies. Teaching is highly interactive and includes both opportunities for discussion and activities which necessitate working co-operatively to formulate critical responses to knowledge or problems and to recognise the role of the self in the learning process. Presentations are employed as learning tools which develop both academic skills of research, analysis and synthesis and practical skills of direct relevance in seeking employment and in the workplace. A range of assessment methods are used including reflective assignments, online activities, and the construction of portfolios and workbooks. This variety is intended to provide opportunities to develop a range of learning strategies and to present knowledge for a variety of purposes and audiences, thus developing academic skills of direct relevant to practice where effective communication in complex contexts is essential. Assessments encourage students to identify and reflect upon their own learning, areas for development and application to their future practice. The curriculum in the first year of the course aims to develop understanding of core concepts and areas of knowledge which underpin all areas of social work practice with service users in both their immediate and wider social contexts. Students also engage in a range of activities which develop enable them to develop their understanding of the social work role, its contested identity and ethical commitment, and to demonstrate their readiness for the first period of assessed practice. In the second stage of the course students develop their understanding of both themselves as reflective practitioners and of the complex, changing and inter-professional contexts for practice, and assessments are designed to enable students to apply their knowledge to their particular areas of interest. This furthers scholarly initiative, culminating in the research project which comprises an applied piece of research, usually located in or of relevance to the final practice placement, and with students required to include recommendations for practice and to engage with dissemination. In addition, matters of attendance, punctuality, approach to learning, engagement with others and other evidence of conduct and good character (HCPC 2012) are monitored throughout the course. The University is committed, under the terms of its HCPC approval to consider issues of suitability and fitness to practise throughout the duration of your studies as well as the specific requirement to formally assess a your readiness for practice before the first period of assessed practice learning. Students who are identified as needing additional support to reach this standard will have an individual action plan drawn up and agreed against which progress will be monitored prior to confirming their first period of assessed practice learning. Core pattern The course follows a variation of core pattern 3, as a two-year Masters course with stage 1 induction in September, placements in both years which run into the summer holiday period and a project submitted in September of the second year. Unit weighting Two of the academic units are of 45 credit value which reflects their content which is broad but in each case provides a coherent whole in respect of the applicability of the unit learning to practice. In addition these substantial units provide the opportunity for students to engage with the unit learning in depth throughout the year alongside their practice placements. A third unit is worth 60 credits: this includes the project element of the course and constitutes the dissertation stage of the course. Course Information Form (CIF) - February QAP

11 Additional Academic Information Peer-assisted learning (PAL) n/a Initial Assessment A summative assessment in the first eight weeks of the course is intended to Build student confidence at undertaking academic work at M level Assist students and tutors to identify any additional support which may be necessary Contribute to consideration of students at StAR boards Support preparation of students for their first period of practice learning This will be located within unit ASSXX2-6, Working with people: theories and methods for social work practice Improving students learning Students will have met academic and practice experience entry requirements before beginning the course which are predictive of their ability to succeed. However, early support will be provided in the transition to study at postgraduate level and, recognising students varied prior experiences, of the requirements of social work study including taking responsibility for continuing professional development. Feedback on all academic and practice assessments includes developmental guidance and further support will be available from personal and unit tutors throughout the course. It is recognised that students will have a range of experiences in undertaking research, and in the second year of the course input will be provided to support the development of the research project/literature review. Course Information Form (CIF) - February QAP

12 Academic Integrity The HCPC Guidance for students on conduct and ethics (HCPC, 2012) notes that the honesty expected of social work students includes academic integrity; this is therefore emphasised to students as an issue pertinent not only to their academic progress, but potentially to their ultimate suitability for professional registration. The importance of proper attribution of sources is introduced in the first term of the course with the practical use of worked examples and broader consideration of the relevance of academic integrity for sound evidence-informed practice. The possible implications for students suitability as social workers in cases of poor academic practice or plagiarism are made clear in handbooks, in teaching and in induction week and reiterated as necessary in assignment feedback. Students struggling with referencing and proper use of source material will be signposted to personal tutors and University services for support and guidance. The appropriate and properly referenced use of knowledge will also be specifically and incrementally addressed in Skills input in stage 1 (unit ASSXX4-6, Skills Development and first placement) and stage 2 (unit ASSXX5-6, Knowledge for Social Work: critically reflective and research-informed practice). HEAR implementation N/A Internationalisation The course team recognises that social work has a complex history and that while as a global activity it is universally underpinned by principles of rights and justice (IFSW, 2012) a wide range of activities across the world may be defined as social work. As a qualifying course in England the MSc is mapped within English frameworks, however fluid and changing contexts for practice are noted and explored, for example in stage 1 in unit ASSXX3-6, People in Context: ethics, legislation and social policy for social work practice and in stage 2 in ASSXX6-6, Critical issues in Specialist and Inter-professional practice. Similarly, the effects of global issues on practice, such as migration, asylum and poverty are included in both academic teaching and as relevant within practice learning placements Sustainability The MSc Social Work course is informed by an awareness of the implications of our impact on the environment for others and our responsibility to be proactive to mitigate harm. Sustainability is understood as a matter of social justice and thus of direct relevance to social work practice: for example, environmental events such as global warming have the greatest effect on the lives of people who live in vulnerable circumstances and are already affected by structural inequalities (Max, 2012). Teaching therefore minimises the use of hard copy materials unless pedagogically justified: course and unit information and materials are provided electronically wherever possible and students encouraged to use electronic resources as far as is consistent with their own circumstances and learning needs. Meetings which may involve travel are offered by Skype or other remote means where feasible and appropriate. In addition, the focus on and involvement of service users and carers throughout the course helps develop students critical awareness of the implications of their interventions for the lives, life-chances and overall wellbeing of the people and communities they serve in the immediate and longer term. Max, C. (2012) Sustainable health and social care: a briefing for commissioners and health and wellbeing boards London: SCIE [online]. Available at Course Information Form (CIF) - February QAP

13 Section 4 - Administrative Information This section will be used as part of the approval and review process and peer academics are the target audience. Faculty Portfolio Department/School/Division Course Coordinator Health & Social Sciences Social Professional Studies (Postgraduate) Applied Social Studies Sally Cornish Version Number v 1 Approved by (cf Quality Handbook ch.2) Date of approval (dd/mm/yyyy) Implementation start-date of this version (plus any identified end-date) Form completed by: Name: Sally Cornish Date:.June Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC) Chair: Date:.. Course Updates Date (dd/mm/yyyy) Nature of Update FTQSC Minute Ref: Course Information Form (CIF) - February QAP