MA Social Work. Faculty of Education and Society. Department of Social Sciences PROGRAMME SPECIFICATION

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1 M Social Work Faculty of Education and Society Department of Social Sciences PROGRMME SPECIFICION Date of Validation Event: 20 th March 2014 Date pproved by QMSC: 1

2 Version History Please complete each time a new version is drafted e.g. Version Occasion of Change Change uthor Last Modified 1.0 Version presented for approval 2.0 Version presented for Periodic review 3.0 Modification to Programme. Updated onto new template and revisions made to the programme 2

3 SECION : CORE INFORMION 1. Name of Programme: M Social Work 2. Programme Routes: 2 routes full-time and part-time 3. ward title: M Social Work 4. Is the programme a top up only? No 5. Does the programme have a foundation year associated with it so that students enter for a four year programme and progress directly from the foundation year to stage 1 without having to re apply? No 6. Level of ward: 7 7. warding body: University of Sunderland 8. Faculty: Education and Society Department: Social Sciences 9. Programme Studies Board: Social Work 10. Programme Leader: lex Summer 11. How and where can I study the programme? Full-time on campus, part-time on campus 12. How long does the programme take? his is an academic degree and a professional qualification, including 170 days on practice placement.herefore the standard length of time for the full-time route is 2 years: September July. he standard length of time for the part-time route is 4 years :September July. his is comparable to Masters qualifying programmes in social work nationally. here is a programme specific regulation for this programme which fixes the maximum time allowed for completing the programme at 6 years to meet professional body requirements to ensure currency of knowledge, research, theory and practice at the point of graduation Modes of delivery and duration: *Entry subject to route availability ick all that apply Min number of years Max number of years Intake dates (months) Full-time x 2 6 September Part-time x 4 6 September ny other issues SECION B: FURHER CORE INFORMION FOR PPROVL ONLY 13. Funding Source: Student Fees only 14. What Fee has been agreed with Planning and Finance? a. Home full-time students he current academic cost of the programme is 4, b. Home part-time students he current academic cost of the programme is 225 per 10 credits.

4 15. Viability: Maximum and minimum intake numbers: he minimum number of students would be 12 FEs with a view to this growing to 25 as the shift towards Masters qualifications in social work becomes more prevalent nationally. 16. How will the student numbers be included within the student number control? (Home/EU students in undergraduate programmes only): N/ 17. Intake: Start date for the first cohort and intake cycle: nnually in September 18. Market analysis a) Outline the market, including the basis for your market analysis he University of Sunderland has been successfully delivering professional qualifying programmes in social work for over 30 years at an undergraduate level. he Social Work ask Force was established in 2008 to review social work training and practice in England. In December 2009 it made fifteen focused recommendations for reform. It established the Social Work Reform Board to implement these recommendations and these are now being translated into revised training programmes nationally. he B Social Work programme at Sunderland was successfully revalidated to reflect these changes on May 3 rd Since this work was undertaken by the Social Work Reform Board there has been a significant change in the employment context for social workers. Public sector cuts have in fact impacted on the frontline work force and employers have moved from actively seeking to recruit graduates from qualifying programmes to making choices to recruit qualified and experienced staff only. his has a particular impact on a region like the North East where the majority of students are local and unlikely to seek employment further afield- in contrast to London and to a lesser extent other large urbanised areas where there are still vacancies, especially in the area of child protection. longside this, and influenced by the Munro review of child care social work (Munro, 2011), which identified the need for improved skills amongst the child protection workforce to analyse complex information and assess risk, there have been indications that government and employers are starting to look at positioning the professional qualification at Master s level. For example the government is currently promoting a pilot project Frontline which aims to recruit graduates from Russell group universities and fast track their training. One of our local partners has indicated that they may wish to focus on offering placements to Master s students only, and look for this level of qualification in recruitment. Recent changes in bursary arrangements are slightly more favourable for post graduate courses. he Masters degree in Social Work can be a desirable option for students who complete an undergraduate programme in a related field and at the time of applying for undergraduate study did not feel they were ready or had sufficient experience to train to become a social worker, or for those who make this decision during or at the end of their undergraduate degree. Graduates from the Masters programme are more likely to have had the opportunity to gain additional relevant experience which can be a more attractive prospect for some employers. Within the region, Durham University has always offered the programme at Master s level only and five years ago University of Northumbria introduced this route alongside their undergraduate route. In pril of this year eesside University introduced a Masters route, is keeping an undergraduate route and has closed their joint social work and nursing route. It is clear that it is important that we position ourselves appropriately in this changing market. Offering the Masters degree at the University of Sunderland will appeal particularly to those students who are already studying at undergraduate level at the University and wish to continue to benefit from an excellent standard of support and teaching, and those who have ties to the local area. 4

5 b) How does this programme fit into the portfolio for the subject area as a whole? - does it replace a previous programme? What is the evidence that it won t simply take students from other programmes? his is a unique programme within the University that will enable students who already hold a relevant undergraduate degree (such as Sociology, Criminology, Health and Social Care, Psychology) to study to achieve a Masters degree and a professional qualification in social work; there are no comparable programmes available at the University. wo years ago, final year students from our own Health and Social Care, Criminology and Sociology undergraduate programmes were surveyed to ascertain interest in Master s provision and the strongest interest shown was in social work. It was clear that these students had really enjoyed their experience at Sunderland, had often been taught by social work staff at some point in the programme and, importantly, lived locally so Sunderland was likely to be their first choice. here has already been a lot of interest in us offering a Masters degree in Social Work from University of Sunderland existing students as well as those who live locally and wish to study in Sunderland. s part of widening participation the Masters degree will enable people who wish to stay in Sunderland to study social work at Masters level to do that. 19. Outline content he first year of the programme is intended to provide a solid foundation for students helping them to critically develop their knowledge, skills and values. Students will study modules which consider and ask them to critically reflect upon the context of social work, legal and policy frameworks, social work theory, psychological and sociological theory, power, discrimination and anti-oppressive practice. here will be focused sessions on developing communication and interviewing skills and understanding service user and carer perspectives and practice within particular areas of social work. his will take place in the first semester, during which students will also undertake an observational placement, as part of preparing them for practice. Students are supported in their development as reflective practitioners, through a personal development portfolio, which includes exercises they submit to their personal tutor. In February students start their first assessed practice placement, which lasts 70 days, in line with the Social Work Reform Board requirements. During this they attend the University for teaching around skills development and reflective practice. he second year is designed to support students to continue to develop as reflective practitioners and the personal development portfolio continues into this year, and starts to explore social work practice much more critically and enable students to become more research-minded. So in semester 1 students undertake a module about critical perspectives in social work practice, which includes current research, models and methods of practice and explores topical social issues from a human rights perspective. hey also undertake a module on social work research and a dissertation. In January students go out on their second assessed practice placement, which is 100 days, in line with the Social Work Reform Board requirements; they also have further teaching at the University as part of the critical perspectives module and one- to-one supervision sessions on their dissertation. 5

6 Programme Structure: Post Graduate Certificate he Social Work Context 15 credits Preparing for Practice 15 credits heories and Models for Social Work Practice 30 credits NB ny student leaving the programme having achieved 60 credits after successfully completing the modules outlined above will be awarded a Postgraduate Certificate in Social Welfare Studies. he name of the award does not contain the protected title of social work and the conferment of this award does NO lead to eligibility to apply for registration with HCPC. Postgraduate Diploma Practice Placement 1 15 credits Social Work Research 15 credits Critical Perspectives in Social Work Practice 30 credits NB ny student leaving the programme having achieved 120 credits after successfully completing the modules outlined above will be awarded a Postgraduate Diploma in Social Welfare Studies. he name of the award does not contain the protected title of social work and the conferment of this award does NO lead to eligibility to apply for registration with HCPC. M Social Work Dissertation 30 credits Practice Placement 2 30 credits he M in Social Work is approved by the HCPC and successful completion of the full programme only (180 credits)leads to eligibility for the successful graduate to apply to the HCPC for registration as a qualified social worker. Full ime Route Year 1 Sept October November December Jan. February March pril May June SWK M26 he Social Work Context SWKM27 Preparing for Practice SWK M28 heories and Models for SW Practice SWK M31 Practice Placement 1 Year 2 Sept October November December Jan. February March pril May June SWK M29 Critical Perspectives in SW Practice SWK M30 Social Work Research SWK M32 Social Work Dissertation SWKM33 Practice Placement 2 6

7 Part ime Route Year 1 Sept October November December Jan. February March pril May June SWK M26 he Social Work Context SWKM27 Preparing for Practice Year 2 SWK M28 heories and Models for SW Practice SWK M31 Practice Placement 1 Year 3 Sept October November December Jan. February March pril May June SWK M29 Critical Perspectives in SW Practice SWK M30 Social Work Research Year 4 SWK M32 Social Work Dissertation SWKM33 Practice Placement 2 7

8 20. Cross faculty collaboration: No 21. ccrediting body: Health and Care Professions Council (HCPC) he Health and Care Professions Council is the regulatory body for the social work profession. Only programmes that have been approved by the HCPC may contain the protected title of social work in their named award. Only successful completion of the programme approved by the HCPC ( M Social Work) will lead to eligibility to apply for registration as a professionally qualified social worker with HCPC. student leaving the programme with an interim award of Postrgraduate Certificate in Social Welfare Studies or Post Graduate Diploma in Social Welfare Studies will not be eligible to apply for registration with HCPC Other points of reference: Q Framework for Higher Education Qualifications NICS level descriptors +NICS+Level+Descriptors.pdf National credit guidelines University of Sunderland credit framework and regulations he following are particular professional body requirements for this programme: he College of Social Work guidance on curriculum development and the Professional Capabilities Framework he Health and Care Professions Council Standards of Proficiency for Social Work SocialworkersinEngland.pdf he Health and Care Professions Council Standards of Education and raining Rationale for programme development: I. How will research and reach out activity inform the programme s/subject s development and operation? eaching staff are experienced social work practitioners and constantly update their own knowledge on current practice and research. o support and further this, the social work team is part of the Centre for pplied Social Sciences research and practice centre. s is the case with our current undergraduate programme, the Masters programme will be supported by close partnership links with local employers, and practitioners will be involved in all aspects of delivery of the programme to ensure that students learning is informed by current practice. In addition staff use their own research e.g. re risk, childhood sexual abuse, dementia, mental health services to inform their teaching. Service users and carers will be an integral part of the programme to ensure students learn from their experience and expertise and students will be encouraged to reflect on what they have learnt from service users and carers throughout the programme. 8

9 II. How has the proposal been informed by employers in the sector(s)? Initial discussions onwards have included employers; at the earliest phase through involvement on the B Social Work Programme Management Board, which includes representatives from employers. Consultation was then held with our partner agencies who supported a higher level qualifying route, providing the demand for placement was managed. It was agreed that the introduction of a Masters programme would initially increase the demand for placements but that this would be balanced with a reduction in the size of the cohort for the undergraduate programme and would plateau once the programme was established.. For this reason the initial intake for the Masters programme has been set at here have been further individual discussions with strategic leads in Local uthority Children and dults Services formal consultation event including service users,(people who use or have used social work services) carers and local employers in the field of social work and social care was held in October 2013 he service users and carers involved in this process have been those who have been partners in the development and delivery of our B programme through for instance interviewing, teaching and assessment. III. How will the proposed programme(s) address graduate employability, specifically the development of employability skills; he programme will develop students knowledge, skills and values and provide them with formal opportunities to demonstrate their professional competence in accordance with the College of Social Work Professional Capabilities Framework with a view to meeting the Health and Care Professions Council s Standards of Proficiency for Social Work. s indicated above, some employers are starting to favour the employment of students at Masters level, so the qualification is becoming increasingly desirable. In addition having an undergraduate degree in a related subject can be a factor in successful progression in the jobs market as students will be able to draw on a wider range of experience. It will also provide a good foundation for those students who wish to progress into academia. We will work closely with the University s Careers and Employability Service and there will be formal input from the service at particular points as part of helping to prepare students for employment or further academic study. Opportunities for students to undertake work placements/internships; Students on the programme undertake five days observation in a social work/social care setting in the first semester as part of preparing them for practice then an assessed practice placement of 70 days in the first year and a further assessed practice placement of 100 days in the second year, in line with Social Work Reform Board requirements. Opportunities to meet and work with active professionals in the field; s indicated above, as part of the teaching and learning strategy, practitioners will be involved in all aspects of programme delivery. his will be through for instance involvement in interviews, applicant events, teaching and assessment; for example, reading students practice portfolios, or as a practice educator on placement supporting or mentoring students on placement. Opportunities for students to showcase their work to employers. hrough practitioners involvement in the programme and the practice placements students will have a number of opportunities to make connection with potential future 9

10 employers. Students are also encouraged attend events involving employers through the Careers and Employability Service. he programme is aimed at those students who already hold a relevant undergraduate degree to gain a professional qualification in social work and a Masters degree. hey will then be able to apply to register with the Health and Care Professions Council as a newly qualified social worker. IV. Sunspace: Please indicate plans for discussion/development of the use of Sunspace for the programme. Sunspace will be one of a range of resources and media used in the delivery of the programme. Materials for sessions, links to academic papers, policy documents and on-line reading materials through the University s My Module Resources site and communication forums/discussion threads will be part of the support offered to our students on Sunspace. his is common practice on our undergraduate programme. Submitting assignments via turnitin will also be used. We are developing the way we use online forums with our students, through discussion threads on Sunspace but also through our social work blog, Facebook and witter page. hese are intended to complement the programme and to encourage students to share knowledge and discuss issues through the media many are comfortable with using on a day to day basis Sunspace will continue to be the way essential programme information is made available to ensure all students have the information they require. 23. Collaborative provision: No 24. Quality assurance record (to be added by academic services) 25. ny other information: In their final report the Social Work ask Force wrote they had heard that many employers prefer to offer placements to and employ those who have achieved their qualification at Masters level. Mindful of this and in order to better support career progression, we would encourage expansion of the Masters qualification for those who hold appropriate degrees (Social Work ask Force, 2009, p.22) s discussed above there are strong indicators then for this development at this point in time to ensure the University remains a viable and attractive option to students considering studying social work. 26. Learning and teaching strategy he teaching, support and learning practice take full account of the University s cademic eaching and Learning Plan in order to ensure that teaching offers: flexible and discursive relationship between staff and students, encouraging their active participation and valuing the experience and skills they bring to the programme New ideas and ways of working which encourage and challenge students to learn actively when engaging with their subject Inspirational teaching and learning methods appropriate to the subject and which address the needs of a diverse range of students ssessment that is consistent with learning outcomes and embedded in the learning and teaching process, providing opportunities for learning as well as checking learning has taken place he use of ongoing formative feedback opportunities to support student learning 10

11 Structured opportunities for supporting students in their academic, personal and professional development on the programme, based on collaborative working relationships. eaching informed by current research and evidence-based effective practice Opportunities for students to develop reflexive skills and the capacity to think creatively in order to address complexity and risk. n approach which engenders a culture of professional responsibility in preparation for qualification and the social work role he University s cademic eaching and Learning Plan reflects key aspects of the process curriculum as described by the College of Social Work (College of Social Work edref4) which is operationalised as described below. he programme team has a strong commitment to adult learning principles which is evident in the careful choice of teaching and learning strategies. In particular, students are encouraged to be actively involved in managing their own learning, using and building on their own relevant experiences and that of others in the teaching/learning group. here is an emphasis on activities that support students to develop the ability to reflect on their own learning, values and skills, as a basis for professional practice. he programme team has developed an interactive and flexible workshop format for University based learning as its favoured approach, although the more traditional lecture and seminar mode is also used where this is more appropriate. ctivities within any workshop are likely to include some or all of, formal lecture input, group discussion, experiential exercises, student research,analysis and presentation, analysis of video and audio material and input from expert practitioners, service users and carers to develop students knowledge and understanding. he programme team works closely with employer partners to ensure that students are offered the opportunity to learn from practitioners about how current policy developments are being translated into practice, and about cutting edge practice models. Similarly the programme team has developed a wide range of partnerships with service users and carers who will be involved in teaching and assessment at all levels of the programme, sharing both their experiences and training expertise in particular areas. eaching strategies are underpinned throughout by opportunities for students to consider issues of oppression, marginalisation, and alienation and the diverse experiences of individuals and groups with whom they might work as social workers. Similarly group work and other activities are used as opportunities for exploring these processes within the learning environment. Over the course of the programme students will become increasingly familiar with legislation, frameworks and guidance that protect and promote human rights and social justice and the challenges to maintaining good practice within these frameworks. Small group learning activities are introduced at an early stage to encourage skills in peer support and team working, which are particularly relevant to social work. Where students bring relevant personal, voluntary work or employment experiences they are valued and utilised in the learning process. However, for all students, case studies, service users and carers experiences and a variety of interactive practice material reflecting the diversity of circumstances experienced by service users and carers are used to support learning and the development of practice skills. During the first term the involvement of service users and carers and practitioners in communication skills teaching creates opportunities for students to practise basic interviewing and assessment techniques in realistic but safe settings, and then reflect on their own recorded performance. his teaching and learning process has been recognised by a University ward for Innovation in eaching and Learning. Service users and carers are actively involved however in teaching activities throughout the programme. 11

12 Students are supported to critically reflect on their own values and develop an in depth understanding of the value base of social work during workshop teaching sessions and also explore these areas in individual and group Professional and cademic tutorial sessions, using directed reading, individual and group exercises in order to analyse their experience. he developmental journey towards practice and professional identity begins in induction and continues throughout the programme. he tutorials are supported by a Professional Development Portfolio, which is designed to develop and support students capacity to plan and make effective use of tutorials and keep appropriate records as preparation for the practice environment. Students are introduced to the concept of emotional resilience within the tutorial process and the Professional Development Portfolio evidences students on-going review of their own emotional wellbeing, and strategies for supporting resilience as they progress through the programme. he range of activities within the portfolio is shaped by, and provides evidence for, the appropriate stages of the Professional Capabilities Framework throughout the programme. he Professional Development Portfolio is the student s own individual development tool to work with throughout the programme. he programme will build upon existing practice in the undergraduate provision of using the VLE (Sunspace) to support learning. Module spaces are used to direct students to useful sources of information as well as additional support around assignments. Increasingly they are used more interactively to develop thinking around assignments, reflect on learning and develop materials for the practice portfolio. his is particularly relevant for Masters students with well developed skills in self-directed learning. hey are the main vehicle for communication about the modules and programme, as well as opportunities within the University or externally to attend research seminars or conferences. he assignment programme, including individual written assignments, presentation work, the use of reflective diary exercises and planned professional discussion develops transferable skills such as data collection, retrieval and use of sources as well as communication and presentational skills in preparation for the working environment. Whilst on placement, students experience independent mentoring from a Practice Educator who is a qualified social worker who has successfully completed or is in the process of completing either Stage 1 (for first placements) or Stage 2 (for final placements) of the Practice Educator Professional Standards (or equivalent) for further details. Opportunities for extending their knowledge and critical understanding is developed in individual practice learning sessions, shadowing and co-working with experienced practitioners, attendance at agency training events, studying agency policies, visits to a range of resources and direct work with service users and workers from a range of professional backgrounds. Placements provide many experiences for students to learn about the ethical dilemmas inherent in social work and to develop their own value framework. Students are expected to reflect on and analyse their practice and learning with the Practice Educator and to present information both as written reports and verbal contributions to these meetings. More general transferable skills are developed within practice learning opportunities through coworking, supervision, team working, direct work with service users, and the need to prioritise and manage work demands, problem solve, analyse complexity and risk. 27. Retention strategy he programme retention strategy has three key aspects; it ensures that students are fully informed about what is expected of them throughout the programme, and resources and support available to students to meet these expectations. it focuses on creating supportive and collaborative relationships between staff and students so that students can fully engage with the programme. 12

13 the programme is robust in its requirements but works within these requirements and regulations to respond as flexibly as possible to possible obstacles to progression. his begins at induction in the first year when activities focus on introducing students to each other, to the staff team, the programme and the University resources and facilities. It is an opportunity to establish the ethos of the programme in terms of teaching, learning, expectations and support. Students identify their learning aims for the year and make plans about how these will be achieved. Students will be issued with a comprehensive Programme Handbook at the beginning of the programme, which will be available on Sunspace. Students will be advised of assessment requirements in each module at the beginning of the academic year, and the information will be repeated in module guides, on Sunspace and in an academic assignment year planner. he programme team recognises the complex contexts that students may need to manage and have developed a coordinated and responsive approach to meeting students personal and academic support needs to enable them so far as possible to maintain their studies. his includes a structured induction process in both years of the programme, to ensure that students are able to identify their learning aims for the year and plan ahead to meet these. In the first year of the programme induction activities focus on introducing students to each other, to Programme staff, to the buildings and resources, and to the Programme. here will be opportunities for students to work together in small groups and to discuss individual queries with members of staff. Library tours and sessions with key members of students support services e.g. Student Finance will be made available and students will be provided with an introduction to Sunspace. In the second year of the programme induction activities focus on review of progress to date and planning for the next academic year and into employment. review of academic skills, based on feedback from academic assignments in the previous year is part of this process. ll students will be allocated a personal tutor for both years of the Programme. he role of the tutor will be clearly outlined within Programme Handbooks and the Personal utor Handbook, so that students are informed and aware of the difference between academic and personal tutoring. hese roles will also be explained at induction. Whilst it is not possible to guarantee the same personal tutor for both years (or in the case of part-time students for the duration of the programme), if a student has a specific need to stay with the same tutor then it is generally possible to accommodate this. he programme has a structured tutorial programme so students know from the beginning of the year how many times they can expect to see their tutor during planned Professional and cademic Development sessions. his programme of tutorials is structured to front load contact in the earlier part of the year. he tutorials include exercises focussing on students personal, professional and academic development which encourage students to reflect on, any barriers to their engagement with the programme from an early stage. Students are also made aware from the point of induction that they are able to contact their personal tutor to arrange additional individual tutorials to seek support with any issues impacting on their studies and tutors are experienced in catering for students individuals needs, making good use of excellent working relationships with wider support services within the University (see section 42 pp29-30 for further details). In addition to the tutorial system, the programme leader maintains regular contact with the student cohort during each year of the programme, ensuring there are planned opportunities for feedback (Student Staff Forum at the end of each term) as well as responding to informal feedback during teaching and tutorial sessions throughout the year. ll students will be able to access module guides on Sunspace in accordance with the University format. hese will provide students with information about the content and expectations of the module, and provide a range of material/ signposts to material to support the student s learning. 13

14 Module leaders and tutors can provide support with academic work and will also signpost students to additional support in academic writing available in the Murray Library where this is needed. here is also a Faculty Disability Support utor and students who have other learning needs can be referred to the University s Disability Support Services for assessment and specialist support and module leaders and tutors are experienced in working with students with a range of needs. 28. ny other information In the Department of Social Sciences alone there are a range of undergraduate programmes with students who may wish to go on to the study the Masters in Social Work. he programme also appeals to those who decide upon a change of careers but who already have an undergraduate degree. Offering a part-time route will also attract applicants from people who wish to continue working and contribute to widening participation. here is already a well established undergraduate programme in the department, which receives very positive responses from employers and the Masters in Social Work will continue to enhance the University s position as a provider of social work education in the region. 14

15 SECION C: ECHING ND LERNING 29. What is the programme about? he overall programme aims are: to ensure that students, on successful completion of the programme, meet the Standards of Proficiency for Social Work and are eligible for registration as Social Workers with the Health and Care Professions Council. to ensure that students reach the standards of practice at qualifying level, as outlined in the Professional Capabilities Framework. to ensure that students develop as critically reflective, analytical and research minded practitioners. to ensure that the students learning is informed and influenced by critical analysis of current research and practice and the experiences of service users and carers. to ensure that students integrate a critical understanding of social work values of valuing diversity and commitment to anti-oppressive practice into all aspects of their learning and practice. 30. What will I know or be able to do at each stage of the programme? Post Graduate Certificate In order to exit with a Postgraduate Certificate in Higher Education/Postgraduate Certificate in Social Welfare Studies students will demonstrate: NB chievement of this award does not confer eligibility to apply for registration with HCPC Knowledge C01 Critical understanding of the values and ethical principles that underpin social work practice and their implications for professional behaviour. C02 Critical understanding of the importance of partnership working with service users and carers and processes for ensuring service user and carer participation and influence. C03 Critical understandings of dimensions of diversity, discrimination and oppression and their impact on individual identity and experience. C04 Critical understanding of the legislative, policy and organisational context for meeting needs, promoting choice, safeguarding and protecting human rights. C05 Critical understanding of key theories and models from social work and relevant disciplines, including sociology, psychology and human growth and development, and the way they may shape social work processes and practice. C06 Critical understanding of social work processes in addressing need, choice and risk. C07 C08 Skills C09 C10 15 Critical understanding of forms of harm and the concept of risk. Critical understanding of the use of professional judgement in all aspects of decision making in social work. he ability to adopt an independent proactive and critically evaluative approach to their own learning and professional development. he ability to critically analyse diverse or competing perspectives theories or values orally and in writing.

16 Professional Skills C11 he ability to show high levels of skills in communicating and engaging with service users and carers, colleagues and professionals. C12 he ability to critically reflect on own values, prejudices, personal attributes and experiences and how they impact upon the professional task. C13 he ability to behave professionally within different settings. Postgraduate Diploma In order to exit with a Postgraduate Diploma in Higher Education/Postgraduate Diploma in Social Welfare Studies students will demonstrate all of the above, and in addition:: NB chievement of this award does not confer eligibility to apply for registration with HCPC Knowledge D01 Critical understanding of ethical and professional dilemmas and tensions and their impact on decision making. D02 Critical understanding of the ideological and political context for social work. D03 Critical understanding of a human rights framework for analysing the impact of poverty, exclusion and social disadvantage on people s lives. D04 Critical understanding of the impact of values and ethics on the research process. Skills D05 Creative and resourceful problem solving skills when analysing complex information to arrive at a well evidenced argument. D06 he ability to interpret and critically evaluate research methodology, findings and the evidence base for social work and their implications for practice. D07 he ability to critically evaluate and analyse complex information in social work decision making processes. Professional Skills (from the Professional Capabilities Framework) D08 Understand the role of the professional social worker and demonstrate professionalism in a range of contexts. (PCF1) D09 pply social work ethical principles and values to guide professional practice. (PCF2) D10 Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice. (PCF3) D11 Understand and, with support, apply in practice the principles of human rights, social justice, inclusion and equality. (PCF4) D12 pply knowledge of social sciences, law and social work theory to practice. (PCF5) D13 Use skills of reflection and analysis to inform and provide a rationale for professional decision-making. (PCF6) D14 Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse. (PCF7) D15 Understand their role within social work organisational frameworks and within multiagency and inter-professional settings, and operate appropriately within these. (PCF8) D16 Identify how professional leadership in social work can enhance practice and recognise the value of sharing and supporting the learning and development of others. (PCF9) Master of rts In order to receive a Master of rts in Social Work students will demonstrate all of the above and in addition: NB he M in Social Work is approved by the HCPC and successful completion of the full programme only leads to eligibility for the successful graduate to apply to the HCPC for registration as a qualified social worker. 16

17 Knowledge M01 Skills M02 detailed and comprehensively evidenced understanding of an issue or area of practice relevant to social work. bility to integrate a range of research skills to carry out a sustained critical enquiry into an area of specialist interest in social work. M03 he capacity to think critically, logically, systematically and creatively, using a variety of problem solving techniques. M04 he ability to synthesise theory, knowledge and research to create an original, coherent and well-argued discussion. Professional Skills (from the Professional Capabilities Framework) M05 Practice to the standard of proficiency required for application to register as a social worker with the Health and Care Professions Council. M06 Critically develop and use their professional identity, showing commitment to professional development and meeting the requirements of the professional regulator. (PCF1) M07 M08 M09 M10 M11 M12 M13 M14 pply a critical understanding of social work ethical principles and values to guide professional practice. (PCF2) Demonstrate a critical understanding of diversity and apply anti-discriminatory and anti-oppressive principles in practice. (PCF3) dvance and promote human rights, social justice and economic wellbeing. (PCF4) pply a critical understanding of social sciences, law and social work theory to practice. (PCF5) Use skills of critical reflection and analysis to inform and provide a rationale for professional decision-making and develop imaginative, creative practice(pcf 6) Use judgement and authority to intervene in complex situations with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse. (PCF7) Operate effectively within social work organisational frameworks and multi-agency and inter-professional settings and contribute to their development. (PCF8) Recognise the importance of and begin to demonstrate professional leadership and contribute to supporting the learning and development of others. (PCF9) 17

18 31. What will the programme consist of? Programme Structure: Post Graduate Certificate he Social Work Context 15 credits Preparing for Practice 15 credits heories and Models for Social Work Practice 30 credits NB ny student leaving the programme having achieved 60 credits after successfully completing the modules outlined above will be awarded a Postgraduate Certificate in Social Welfare Studies. he name of the award does not contain the protected title of social work and the conferment of this award does NO lead to eligibility to apply for registration with HCPC. Postgraduate Diploma Practice Placement One 15 credits Social Work Research 15 credits Critical Perspectives in Social Work Practice 30 credits NB ny student leaving the programme having achieved 120 credits after successfully completing the modules outlined above will be awarded a Postgraduate Diploma in Social Welfare Studies. he name of the award does not contain the protected title of social work and the conferment of this award does NO lead to eligibility to apply for registration with HCPC. M Social Work Dissertation 30 credits Practice Placement 2 30 credits he M in Social Work is approved by the HCPC and successful completion of the full approved programme only (180 credits)leads to eligibility for the successful graduate to apply to the HCPC for registration as a qualified social worker. Full ime Route Year 1 Sept October November December Jan. February March pril May June SWK M26 he Social Work Context SWKM27 Preparing for Practice SWK M28 heories and Models for SW Practice SWK M31 Practice Placement 1 Year 2 18

19 Sept October November December Jan. February March pril May June SWK M29 Critical Perspectives in SW Practice SWK M30 Social Work Research SWK M32 Social Work Dissertation SWKM33 Practice Placement 2 Part ime Route Year 1 Sept October November December Jan. February March pril May June SWK M26 he Social Work Context SWKM27 Preparing for Practice Year 2 Sept October November December Jan. February March pril May June SWK M28 heories and Models for SW Practice SWK M31 Practice Placement 1 Year 3 Sept October November December Jan. February March pril May June SWK M29 Critical Perspectives in SW Practice SWK M30 Social Work Research Year 4 Sept October November December Jan. February March pril May June SWK M32 Social Work Dissertation SWKM33 Practice Placement 2 he programme is designed to provide students at post graduate certificate stage with a broad foundation in law and relevant social sciences with a focus on the critical application of these to social work practice, social work theories, methods and models of assessment and skills in communicating and engaging with service users and carers. So students begin by exploring the role and value base of social work and examine what is meant by important concepts such as discrimination, oppression, social justice and equality. hey critically explore key aspects of the law in relation to human rights, equality, adult care, mental health and child care. Students discuss and critique relevant theory including social and psychological, explore service user and carer perspectives, and critically appraise practice in relation to some of the different service user groups and relevant law and policy. Students are helped to understand the tensions and complexities around areas such as harm, capacity, risk assessment, professional judgement and working together with other professionals. eaching and learning throughout is strongly underpinned by a systemic approach that encompasses the needs of the whole family and this 19

20 approach is consolidated by specific sessions focussing on a holistic perspective on family needs ( hink Family ) at the end of the first semester, before students go out on their first practice placement of 70 days. t postgraduate diploma stage students are able to explore their own interests in more depth and use their skills as independent learners. he philosophical underpinnings of social work values are critically examined and applied to ethical practice dilemmas with individuals and families, across all age groups and within a range of contexts, and the best of new or current specialist practice explored, with a focus on decision making in complex situations. he module content encourages students to critically evaluate the impact of issues such as discrimination, oppression and poverty and asks them to review principles of human rights and social justice in social work practice. Students are introduced to social research methods and the crucial importance of research informed practice in social work. In the Masters stage of the programme, students use the research skills they have developed to explore a particular area of practice within the dissertation. In the final placement of 100 days students consolidate their learning and further develop their practice skills in more complex situations. s students move towards the position of qualified practitioners they will be helped to build on and further strengthen their understanding of professionalism and leadership, focusing in particular on the use of professional supervision. In both years service users, carers and social work practitioners are involved in the development and delivery of teaching, ensuring that students receive teaching that is reflective of the climate they will be working within and keeping the service user and carer voice at the forefront. Practice Placements he Social Work Reform Board reviewed the existing requirements for 200 days of assessed practice and proposed that this should remain but should be structured differently. In the Masters degree there are two assessed practice placements, one of 70 days in year one and one of 100 days in year two. In addition there are 30 days of practice learning time to focus on skills development and integration between theory and practice, to be delivered collaboratively by HEIs and employers. (Social Work Reform Board, 2010, p.54) he majority of these days are based in the University and include sessions such as particular methods and models of intervention, communication and interviewing skills. Included within these 30 days is also a period of five days observation in a social work/care setting which students carry out during their first semester in year one. Skills development and practice preparation days he Preparing for Practice module in year one focuses strongly on the development of key practice skills. Students undertake a series of workshops in small groups where they explore and apply skills in engagement, active listening and communication. hese are jointly led and assessed by academic staff and service users and carers, with additional input from practitioners. Barriers to effective communication and methods for overcoming these barriers and challenging discrimination are explored. In addition students attend workshops on assessment skills, including assessment of risk, and intervention methods such as solution focused, CB and motivational interviewing. In year two students have the opportunity to develop more advanced practice skills in complex situation such as dealing with conflict and hostility. In both years there are practice preparation sessions, which focus on areas such as emotional resilience, professional boundaries and skills in preparing for and participating in supervision and reflection on practice. ssessment of Readiness for Practice 20