UNIVERSITY OF KENT



Programme SpecificationDegree and Programme Title PG Dip / MA Social Work (Step Up to Social Work)Awarding Institution/BodyUniversity of KentTeaching InstitutionUniversity of Kent School responsible for management of the programmeSchool of Sociology, Social Policy & Social Research Teaching SiteMedway Mode of DeliveryFull time Programme accredited byApproval to be sought from the Health and Care Professions CouncilFinal AwardPostgraduate Diploma Social Work (Step Up to Social Work) MA Social Work (Step Up to Social Work) Alternative Exit Award:Postgraduate Certificate in Social Studies ProgrammeSocial WorkUCAS Code (or other code)Credits/ECTS valuePG Diploma – 120 credits/60 ECTSMA – 180 credits/90 ECTSStudy LevelLevel 7Relevant QAA subject benchmarking group(s)Subject Benchmark Statement for Social Work (QAA 2016)Other professional documentation has also been used in the development of learning outcomes and educational aims for this programme see section 16 for full details.Date of creation/revision (note that dates are necessary for version control)Feb 2017Intended Start Date of Delivery of this ProgrammeFrom Jan 2018Educational Aims of the ProgrammeThe programme aims to:Provide high-quality social work education, including an assessment strategy and design, that meets:The Standards of Education and Training set out by the Health and Care Professions Council (HCPC SETs)The Standards of Proficiency required for registration as a qualified social worker with the Health and Care Professions Council (HCPC SoPs; SETs 4.1; 6.1)The outcome statements for qualifying education in relation to the Professional Capabilities Framework (British Association of Social Work)The Knowledge and Skills Statement for approved child and family practitioners (Department for Education 2014)Expectations about standards for the award of the Masters degree in social work as set out in the Subject Benchmark Statement for Social Work (QAA 2016)Deliver research-led social work education to a diverse student population which will equip students with the knowledge and skills, particularly those relating to child and family social work KSS1-10, confidence and critical understanding necessary to practise social work in complex and demanding environments.Provide social work education which emphasises the importance of social work as a moral activity involving “the study, application of, and critical reflection upon, ethical principles and dilemmas” SB4.6; ensure that students understand the implications of the HCPC’s standards of conduct, performance and ethics HCPC SETs: 4.5Enable students to “learn to become to become accountable, reflective, critical and evaluative” SB4.7, and support and develop autonomous and reflective thinking HCPC SETs 4.6Enable students to “acquire, critically evaluate, apply, and integrate knowledge and understanding” in the specified core areas of study SB5.1 and to integrate theory and practice effectively at an advanced level HCPC SETs 4.3Promote the development of skills that “may be of value in many situations, for example, analytical thinking, building relationships, working as a member of an organisation, intervention, evaluation and reflection” SB5.7.Deliver social work education that is relevant and up-to-date and which encourages creativity, evidence-based and research-informed practice HCPC SETs 4.4; 4.7Ensure that students acquire skills, knowledge and abilities commensurate with Masters degree requirements, including independent research skillsProduce and prepare post graduates of value to the region and nationally, in possession of key knowledge and skills with the capacity to develop further professionally16 Programme OutcomesThe programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes make reference to the following:Health and Care Professions Council (2014) Standards of Education and Training, London: HCPCHealth and Care Professions Council (2017) Standards of Proficiency: Social Workers in England, London: HCPCBritish Association of Social Work The Professional Capabilities FrameworkDepartment for Education (2014) Knowledge and skills statement for approved child and family practitioners, London: DfEQuality Assurance Agency for Higher Education (2016) Subject Benchmark Statement for Social Work London: QAAA. Knowledge and Understanding of: Critical understanding of social work services, service users and carers SB5.4; the service delivery and organisational context SB5.6 KSS1,10; and the nature of social work practice SB5.5Comprehensive understanding of the role of child and family social work KSS1Critical knowledge of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them PCF5.8; SB5.2; SoP13.4. The nature, definition, development and application of relevant values, philosophical ethical principles SB5.3; SoP13.4 and professional ethics KSS9In depth appreciation of the principles of rights, justice and economic well-being and their significance for social work practice PCF4The relevance of psychological, environmental, sociological, economic and physiological perspectives for understanding the impact of a range of factors on personal and social development and functioning SB5.2; SoP 13.4; PCF5.4 including spiritual and cultural factors PCF5Human growth and development across the lifespan including the impact of abuse and neglect of children KSS3,4,5 mental health, disability and needs arising from age-related ill health and disadvantage PCF5.3; SoP13.4 KSS 3,4In depth appreciation of the legal and policy framework for social work practice with individuals, families, groups and communities SB5.6; SoP 13 4 in particular the family justice system KSS8, including critical understanding of the scope for professional judgement PCF5.28.The impact of injustice, social inequalities, policies and other issues which affect the demand for social work services SoP13.49.Concepts of participation, advocacy, empowerment, partnership working, including working with service users and carers, information sharing across professional disciplines and agencies, supervision and research SoP13.4; SoP 7; KSS9, 10Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedWorkshops, seminars and lectures including use of selected social work case material, group and individual presentations, exercises and role-play/simulations, video work, and individual guided study. Assessed coursework including video role play work, seminar work and presentation that assesses student knowledge and understanding of the role and place of theory in social work activity, models of intervention and evidence based practice with a range of user groups and in a number of settings. Practice Summaries linking evidence of practice to theory, values, analysis and reflection.Individual self-directed study, led discussion and debate.Teaching and seminars that engage with epistemological debate about the quality and nature of knowledge and evidence in social work. Optional dissertation (including specific teaching on Research Methods). All students will have access to electronic course related resources via the University’s VLE; they will also have access to the internet, the University libraries and other resources. Skills and Other AttributesB. Intellectual Skills: (i.e. subject-specific intellectual skills) A developed capacity for the critical evaluation of knowledge and evidence from a range of sources SB5.13, 7.3An ability to use research and inquiry techniques with reflective awareness, to collect, critically analyse and interpret relevant information SB5.12, 7.3Ability to practise as an autonomous professional, exercising their own professional judgement SoP4; exercise autonomy and initiative in individual decision-making SB7.4Critical awareness of the impact of culture, equality and diversity on practice SoP5Advanced ability to reflect on and review practice SoP11; incorporating appraisal of previous learning into future learning and practice SB7.3Critical understanding of the key concepts of the knowledge base relevant to their profession SoP13Acknowledgement and understanding of the potential and limitations of social work as a practice-based discipline to effect individual and social change SB7.3Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedWorkshops, seminars and lectures including use of selected social work case material, group and individual presentations, exercises and role-play/simulations, video work, and individual guided study.Each module, whatever the format of teaching, involves the critical reflection of key issues and themes, and discussion, analysis, interpretation of research evidence and other material. Lectures and student led seminars and project work promote this. Students are introduced to ways in which different perspectives can be employed to interpret a range of issues and their influence on decision making.The assessment process through coursework, including work linked to practice placements, allows students to demonstrate sustained ability and iterative learning throughout the programme. For those completing it, the dissertation additionally demonstrates an ability to collect and interpret data, analyse evidence, and critically evaluate arguments, abstract concepts and data to make judgements. Assessed practice across 30 skills days and two practice placements, one of 70 days and one of 100 days. Practice Summaries link evidence of practice to theory, values, analysis and reflection.Individual self-directed study, led discussion and debate.Optional dissertation (including specific teaching on Research Methods). All students will have access to electronic course related resources via the University’s VLE; they will also have access to the internet, the University libraries and other resources. C. Subject-specific Skills: (These will include practice and professional skills)Ability to draw on appropriate knowledge and skills to inform practice SoP14; using knowledge and understanding in an integrated way in specific practice contexts and to engage in effective relationships with service users and carers SB7.3 including effective communication and direct work with children and families KSS1,2Ability to practise safely and effectively within their scope of practice SoP1, SoP15; applying creatively a repertoire of core skills SB7.4Ability to acquire and integrate skills in problem-solving including: managing problem solving activities; gathering information; analysis and synthesis; decision making, assessment including assessment of risk, planning, intervention, review and evaluation SB5.10-14, KSS6,7Ability to practise within the legal and ethical boundaries of their profession SoP2; integrate clear understanding of ethical issues and codes of values in practice SB7.4Ability to maintain fitness to practise SoP3Ability to practise in an anti-discriminatory and non-oppressive manner SoP 6Ability to maintain confidentiality SoP 7 and maintain records appropriately SoP10Ability to assure the quality of their practice SoP12; demonstrate habits of critical reflection on their performance and take responsibility for modifying action in light of this SB7.4Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedWorkshops, seminars and lectures including use of selected social work case material, group and individual presentations, exercises and role-play/simulations, video work, and individual guided study.Assessed ‘Readiness for Direct Practice’ prior to the first placement and assessment of practice across 30 skills days and two practice placements, one of 70 days and one of 100 days. Assessed coursework including video, seminar work and presentation that assesses student knowledge and understanding of the role and place of theory in social work activity, models of intervention and evidence based practice with a range of user groups and in a number of settings. Individual self-directed study, led discussion and debate.Practice Summaries linking evidence of practice to theory, values, analysis and reflection.Individual self-directed study.All students will have access to electronic course related resources via the University’s VLE; they will also have access to the internet, the University libraries and other resources. D. Transferable Skills: (Non-subject specific key skills)Ability to communicate effectively to an advanced/post graduate level SB5.15; SoP8Ability to apply I.T. and numerical skills SB5.18Advanced problem solving skills, including managing problem-solving activities, gathering information, analysis and synthesis, intervention and evaluation SB5.10-14Ability to work effectively and appropriately with others, including challenging others where necessary SB5.16; SoP9Skills in personal and professional development including managing uncertainty, change and stress; critical and effective use of research SB5.17Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedResearching materials and analysing evidence for assignments including practice related activities e.g. case studies and dissertationPractice learning across 30 skills development days and two practice placements, one of 70 days and one of 100 days. Workshops, seminars and lectures including use of selected social work case material, group and individual presentations, exercises and role-play/simulations, video work. Individual self-directed study, led discussion and debate.Assessed coursework including essays, video work and presentations.Assessed practice across 30 skills days and two practice placements, one of 70 days and one of 100 days. Practice Summaries link evidence of practice to theory, values, analysis and reflectionAll students will have access to electronic course related resources via the University’s VLE; they will also have access to the internet, the University libraries and other resources. Individual self-directed study, led discussion and debate.For more information on the skills developed by individual modules and on the specific learning outcomes associated with any alternative exit award relating to this programme of study, see the module mapping table, located at the end of this specification.17 Programme Structures and Requirements, Levels, Modules, Credits and AwardsStep Up to Social Work is a national initiative to provide intensive, 14-month, full-time, employer-led training programmes for trainee social workers (). This programme offered under the initiative will give students the opportunity to complete a 14-month, full time, partly work-based postgraduate Diploma programme, delivered in partnership with local authorities and sponsored by the Department for Education. Students are based in teams within the contracting local authorities and will attend university classes on designated days. On successful completion of the Diploma students may opt to complete an additional dissertation module in order to gain a Social Work MA.The programme is divided into two stages. For Diploma students, Stage 1 comprises modules to a total of 70 credits and Stage 2 comprises 50 credits. MA students also complete a 60 credit dissertation module at the end of Stage 2. Students must successfully complete each module in order to be awarded the specified number of credits for that module. One credit corresponds to approximately ten hours of 'learning time' (including all classes and all private study and research). For further information on modules and credits refer to the Credit Framework at Each module and programme is designed to be at a specific level. For the descriptors of each of these levels, refer to Annex 2 of the Credit Framework at . To be eligible for the award of a Masters degree students must obtain 180 credits, at least 150 of which must be Level 7. All modules on the Step Up to Social Work programme are compulsory. The module ‘Social Work Skills and Values’ incorporates a ‘Readiness for Direct Practice’ assessment which must be passed before students are permitted to begin their first placement. At each stage of the programme no modules can be compensated or condoned or trailed with the exception that students will be allowed to trail their first placement into stage 2 if necessary. There can be issues with placement providers that are outside of a student’s control which require placement time parameters to be lengthened. By allowing students to trail part of their first placement into stage 2 it ensures they are not disadvantaged, whilst still ensuring progression is properly monitored. Should there be issues with completion of student’s second placement they would be asked to repeat part, or all, of their placement at the end of the stage. Sufficient concessionary evidence would allow for this opportunity to be deemed ‘as for the first time.’ For further information refer to the Credit Framework at . Students are required to pass all modules in Stages 1 and 2 and both placements in order to be awarded the postgraduate Diploma in Social Work (Step Up to Social Work). Students are required to have passed the Diploma in full before being allowed to register for the dissertation module. A student who withdraws or fails to complete the Diploma successfully may be awarded a postgraduate Certificate in Social Studies (non-qualifying) provided they have obtained at least 60 credits and met the requirements of the University’s Credit Framework. This alternative exit award does not lead to eligibility to apply for professional registration as a social worker.All students are required to follow the HCPC Guidance on conduct and ethics for students. Breaches of these are a serious matter that can lead to a student’s studies being curtailed at any stage, in accordance with the University’s Social Work Professional Suitability Procedure.The programme has been designed to meet in full the requirements outlined in 15.1 above, including 30 skills development days and two assessed practice placements, the first being 70 days long and the second 100 days. Students will undertake their 100-day practice placement in a statutory child and family team within the local authority in which they are based. A different practice experience will be offered for the first placement.The teaching of theoretical knowledge, skills and values is complemented by teaching about their application in practice. All teaching and learning emphasises the importance of partnership with service users and carers and inter-agency and inter-disciplinary work. Teaching is regularly updated in the light of developments in legislation, policy, social work training and best practice.A particular feature of the social work programme is the involvement of service users and carers. A Partnership Group (made up of service users and carers) ensures service user involvement in the recruitment and selection of students, the design and delivery of the programme, teaching within modules, and assessed work. Assessment within the programme is based on academic coursework, on assessment of readiness for direct practice, and evidence from portfolios created during taught modules and the two periods of assessed practice. Assessment is cumulative and enables learners and teachers to monitor progress incrementally. Students’ achievements in terms of required standards are regularly assessed. All successful students will have been assessed and met all required standards before being awarded the Social Work Diploma (Step Up to Social Work) or MA (Step Up to Social Work). The content, structure and delivery of the programme are consistent with the QAA Social Work Benchmark Statement and enable students to demonstrate that they have met the requirements of the BASW Professional Capabilities Framework for qualifying level, and the HCPC Standards of Proficiency for Social Workers in England, and that they have demonstrated appropriate progress towards meeting the Department for Education’s Knowledge and Skills statement for approved child and family practitioners. Those successfully completing the Diploma will be eligible to apply for registration as professional social workers with the Health and Care Professions Council at the end of the programme. Registration with the HCPC is a prerequisite for working as a social worker, which is a title protected in law. Successful completion of the programme does not automatically lead to registration. CodeTitleLevelCreditsTerm(s)Stage 1Compulsory Modules Social Work Skills and Values720Spring Life-course Development710Spring Legislation and Policy in Social Work Practice710Spring Social Work Processes, Theories and Methods710SpringPractice Placement 1 (Step Up)720SummerStage 2Compulsory Modules Issues for Families in Contemporary Society710Autumn Advanced Social Work Practice with Children and Families720Autumn/Spring Practice Placement 2 (Step Up)720Autumn/SpringOptional Modules Students may opt to complete the following module in order to complete an MA SO899Research Methods and Dissertation760Summer/ Autumn/ Spring/ Summer18 Work-Based LearningDisability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements. Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students.Work based learning is an intrinsic part of Step Up to Social Work. In accordance with national requirements for social work training the programme includes two practice placements, one of 70 days in stage 1, and one of 100 days in stage 2, as well as 30 days of skills development activities. During the first term of the programme students are based part time within a team in the contracting local authority for at least two days a week. Their work completed in this work base is not formally assessed as part of the Step Up programme, but students are required to submit a satisfactory brief report from their supervisor in their work base as part of the Readiness for Practice assessment in the Social Work Skills and Values module, which they are required to pass before starting their first practice placement. The 30 skills development days are spread throughout the programme and are attached to specific modules. Twenty of these days take place prior to the first placement, and help to prepare students for the assessed practice placements as well as enhancing their development of a range of social work skills. The content of each skills development day is relevant to the teaching and learning in the module to which it is attached. Placements are organised and allocated in partnership between the university and the contracting local authority. The final placement takes place within statutory local authority children and family teams. The first placement takes place in a different setting, either within the local authority or in another social work or social care agency.Students are supervised by a qualified Practice Educator (PE). The PE supervises the student’s practice and provides support and practice teaching. Where the PE operates off-site, the student’s practice will be supervised on-site by an appropriately experienced practitioner who will liaise closely with the PE. At the end of each placement, the student and the PE will produce a portfolio of evidence and, based on that evidence, the PE will make a recommendation that the student should pass or fail the placement. Placement provision complies with the quality standards of the Quality Assurance for Practice Learning and Practice Educator Professional Standards (BASW)Responsibility for quality assurance of work-based learning is shared between the Practice Learning Manager and the contracting local authority, together with the programme’s Practice Assessment Panel (PAP). PAP is comprised of suitably qualified and experienced practitioners and managers from the social work field. PAP members monitor practice arrangements, advising when there are problems and verifying evidence of students’ meeting practice standards in PE assessment reports and practice summaries. They also offer an ‘early intervention’ service to ensure that students experiencing difficulties on placement are quickly and appropriately responded to.Each student’s Academic Advisor or allocated Placement Advisor will meet with the student and PE during the placement period to agree a learning contract and also to review progress in the middle phase of the placement. 19 Support for Students and their LearningSchool and University induction programmeProgramme handbooksModule guidesPersonal Academic Support System (PASS) Support Student Wellbeing kent.ac.uk/studentwellbeing/ Student Learning Advisory Service Counselling Service kent.ac.uk/counselling/ Kent Union kentunion.co.uk/ Graduate Student Association (GSA) kent.ac.uk/graduateschool/community/woolf.html Graduate School (Provision of (i) skills training (workshops and online courses) (ii) institutional level induction and (iii) student-led initiatives such as social events, conferences and workshops) kent.ac.uk/graduateschool/index.html Information Services (computing and library services) kent.ac.uk/is/ Postgraduate student representation at programme, School, Faculty and Institutional levelsCentre for English and World Languages kent.ac.uk/cewl/index.html Careers and Employability Services kent.ac.uk/ces/ International Recruitment Office ; International Partnerships Office Medical Centre services Electronic resources: The University’s internet and other electronic resources are excellent, and provide students with ready access to up-to-the-minute research theory and data in social work and social work research. Learning and teaching on this programme are enhanced by use of a variety of technologies including the University’s virtual learning environment, online submission of assessments and online marking (using Turnitin). The University’s VLE hosts a range of resources related to teaching including seminar papers, key references, key web links, module guides and seminar group information.20 Entry ProfileThe minimum age to study a degree programme at the university is normally at least 17 years old by 20 September in the year the programme begins. There is no upper age limit.20.1 Entry RouteFor fuller information, please refer to the University prospectusThe entry requirements and the recruitment and admissions process for Step Up to Social Work are set by the Department for Education. Eligibility criteria, as set by the Department for Education, are as follows:Applicants must have one of the following in any discipline except social work from a UK higher education institution (or an approved overseas equivalent):a minimum 2.1 level 6 degree qualificationa minimum 2:2 honours degree plus a higher degree (level 7 or above), which can include a master’s degree or a Postgraduate Certificate in EducationApplicants must also have all of the following:GCSEs in English or English Language and Mathematics at grade C or above (or approved equivalent)experience of voluntary or paid work with children, young people or familiesthe right to remain and work in the UK.Applicants must meet the eligibility criteria at the time of submitting an application form and will be required to provide evidence of their qualifications with their application.Non-British, European Union (EU) nationals without the appropriate study visa at the point of applying to the Step Up programme must have been an EU national for 3 years or longer.In addition to the necessary qualifications and permission to work in the UK, Step Up students must have the emotional resilience to become an effective social worker.Applicants should: understand social work theory and researchbe aware of the risk indicators of different forms of harm to childrendemonstrate intuition and logic in decision-makingshow the ability to record accurate child and family assessmentshave an understanding of the Knowledge and Skills Statements for Child and Family Social WorkersFollowing initial screening of paper applications candidates will be invited to attend an assessment centre for selection activities and an individual interview with a member of the programme team and an experienced practitioner from one of the contracting local authorities. For all social work programmes candidates are also required to have a satisfactory enhanced Disclosure and Barring Service (DBS) check and to provide a satisfactory health declaration. The University requires all non-native speakers of English to produce evidence of proficiency in written and spoken English. We require a minimum score in one of the following: 7 in International English Language Test (IELTS)600 in paper-based or 250 computer-based Test of English as a Foreign Language (TOEFL)'B' in the Cambridge Certificate of Proficiency in English'A' in the Cambridge Advanced Certificate in English20.2 What does this programme have to offer?Eligibility to apply for professional registration with the Health and Care Professions Council (HCPC). The national required standard in knowledge and skills needed by professional social workers.Extensive work in practice learning settings that meet Government requirements.The opportunity to study in a department with a long established tradition of research; supportive, student centred learning and teaching; and of provision for a diverse cohort of students.Excellent facilities for the enhancement of academic knowledge, critical awareness and research skills in social work.Teaching by a range of specialists with national and international reputations. Outstanding teaching, research and support facilities including access to extensive online resources, national and cross-national databases, and books and journals.20.3 Personal ProfilePotential to develop advanced communication and interpersonal skills.Sensitivity to the central importance of social injustice, oppression and discrimination in the lives of people with whom social workers come into contact.Intellectual ability to develop sophisticated knowledge and understanding of complex issues.Capacity to develop critical and analytical thinking.A commitment to achieving high standards of professionalism and ethical practice.A readiness to recognise and exercise responsibly the power vested in qualified social workers.A commitment to on-going professional development, reflection and emotional resilience.Potential to demonstrate the HCPC standards of conduct, performance and ethics and BASW Professional Capabilities Framework at entry to qualifying level.21 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning21.1 Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standardsHCPC Accreditation (pending)Student module evaluationsQuality Assurance Framework Periodic Programme Review External Examiners system Annual programme and module monitoring reports QAA Higher Education Review Annual staff appraisalPeer observationSchool Graduate Studies Committee & Faculty Graduate Studies Committee Graduate School Board Committees with responsibility for monitoring and evaluating quality and standardsBoard of ExaminersSchool Graduate Studies CommitteeFaculty Graduate Studies CommitteeFaculty BoardGraduate School Board Staff/Student Liaison CommitteePractice Assessment PanelPartnership Initiative (Service users and carers)21.3 Mechanisms for gaining student feedback on the quality of teaching and their learning experienceStudent module evaluationsStaff-Student Liaison Committee Postgraduate Taught Experience Survey (PTES)Postgraduate Student Representation System (School, Faculty and Institutional level)Student representation at Practice Assessment Panel and Partnership Initiative meetings21.4 Staff Development priorities include:PGCHE requirementsAnnual appraisalsInstitutional Level Staff Development ProgrammeAcademic Practice Provision (PGCHE and other development opportunities) Professional body membership and requirementsProgramme team meetingsStudy leaveTeaching staff are encouraged to pursue their own academic and professional development to keep in touch with current practice initiatives and regularly update their HCPC registration (if appropriate).Staff are supported in presenting at relevant academic and conferences and seminars and to pursue scholarly activities including grant applications and academic publication.Maintenance of successful national and international publication and research profiles in order to contribute to the REF School submission, research reputation and aimsMost staff belong to professional research groups or bodies linked to their research interests 22 Indicators of Quality and StandardsAnnual External Examiner reportsResults of periodic programme review (November 2011)Annual programme and module monitoring reportsGraduate Destinations SurveyPostgraduate Taught Experience Survey (PTES) resultsProfessional accreditation by HCPC (pending) QAA Higher Education Review 2015Research Excellence Framework22.1 The following reference points were used in creating these specifications:QAA UK Quality Code for Higher EducationQAA Benchmarking Statement for Social Work (2016)Requirements of the HCPC’s Standards of Education and Training (2014) and Standards of Proficiency: Social Workers in England (2017) Department for Education Knowledge and skills statement for approved child and family practitioners (2014)BASW Professional Capabilities Framework School and Faculty plan University Plan/Learning and Teaching StrategyConsultation with local stakeholders including employers and service users and carersStaff research activitiestemplate last updated November 2016Programme Title: Social Work PGDip/MA (Step Up to Social Work)Stage 1Stage 2Social Work Skills & ValuesLife-course DevelopmentLegislation & Policy in SW PracticeSW Processes, Theories & MethodsPractice Placement 1 (Step Up)Issues for Families in Contemporary SocietyAdvanced SW Practice with Children & FamiliesPractice Placement 2 (Step Up)SO899 Research Methods & dissertation (Optional) Programme Learning outcomesKnowledge and Understanding:A1A2A3A4A5A6A7A8A9A10Intellectual Skills:B1B2B3B4B5B6B7Subject-specific Skills:C1C2C3C4C5C6C7C8Transferable Skills:D1D2D3D4D5 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download