programme specification select approval stage part 1 ... › reg › cr › progspecs ›...

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PROGRAMME SPECIFICATION

Select approval stage

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award PG Certificate Professional Social Work Practice

Intermediate award

Course status Validated

Awarding body University of Brighton

Faculty College of Social Sciences

School School of Applied Social Science

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course.

Applicants must normally:

- Have a first degree or demonstrate ability to study at Level 7

- Hold a recognised social work qualification

- Have current registration with HCPC as a social worker

- Be engaged in social work practice with adults/ in mental health services for a minimum of 15 hours per week (normally)

- Have the agreement and support of an employer who will facilitate relevant practice to meet assessment requirements

Start date (mmm-yy) Normally September

Jan-16

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time Select Select

Part-time 2 years 4 years

Sandwich Select Select

Distance Select Select

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Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Dr Jem Price

Admissions Tutor Dr Jem Price

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Prof Brian Littlechild

University of Hertfordshire

October 2017

Examination Board(s) (AEB/CEB)

SASS AMHP and CPD Combined AEB/CEB

Approval and review

Approval date Review date

Validation April 20131 April 20182

Programme Specification April 20133 Continuous approval for 16/17 onwards4

Professional, Statutory and Regulatory Body 1 (if applicable):

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1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The overarching aim of the course is to provide a course of continuing professional development at Level 7, in a supportive learning environment in order to support, review and plan professional development as a social worker

Specific aims are to enable students:

To develop, appraise and apply further knowledge for ethical, outcome-based and person-centred assessment and support planning and to inform professional development in work with adults

To demonstrate critical understanding of the place of rights, diversity and social justice and the importance of promoting autonomy, rights, partnership and participation in the provision of assessment, support and protection when working with adults

To demonstrate critical awareness of current issues in relation to social work locally and nationally and with regard to inter- professional, inter- agency and collaborative working

To reflect critically upon social work roles in adult services/mental health services and to develop a critical and analytic approach to the application of knowledge, law, policy, theory and research to judgements in situations of complexity, risk and uncertainty

To reflect critically upon professional development and consider on-going professional developmental needs and priorities, including use of supervision

Learning outcomes

Learning outcomes are informed by the Professional Capability Framework guidance for ‘Social Worker’ Level and the Knowledge and Skills Statement for Social Workers in Adult Services

Knowledge and theory On successful completion of the course, the student will be able to

demonstrate:

1. Detailed and systematic understanding of contemporary professional

practice, knowledge, theory and research (including sound knowledge

of relevant, specialist legislation, policy, statutory duties and powers)

2. Detailed and systematic understanding of partnership working with

service users and carers and proactive promotion of human rights,

equalities, social justice and discrimination, together with critical

understanding of the importance of the active promotion of autonomy,

rights, partnership and participation in practice

3. Critical and in depth knowledge of the complexity of diversity and

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disadvantage in own practice settings; the importance of challenging

discrimination; the confident application of social work ethical

principles and values together with critical reflection on use of own

power and authority

4. Critical awareness of current issues in relation to social work and inter-

professional/ agency collaborative work in own area of practice.

5. Critical application of knowledge, theory and research evidence to

decision making in own area of complex social work practice, including

situations involving risk, mental capacity and protection

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

On successful completion of the course, the student will be able to

demonstrate:

6. Self-directed and sophisticated skills in analysis and decision-making,

with the ability to produce well-reasoned accounts of decisions in

complex cases, including those involving issues of risk, mental capacity

and protection

7. Self-directed and effective skills in critical analysis and evaluation of,

and reflection on, own practice, professional development and

professional leadership

QAA subject benchmark statement (where applicable)6

QAA subject benchmark As a Level 7 course of Continuing Professional Development, the QAA subject benchmark for social work does not apply Framework for Higher Education Qualifications (FHEQ 2008)

PGCert Professional Social Work Practice has been developed in accordance with the QAA Framework for Higher Education Qualifications (QAA 2008), descriptor for a higher education qualification at Level 7: Master’s degrees. By the end of the course, students will be required to demonstrate the achievement of the Course Learning Outcomes (detailed above) which have been informed directly by, and developed in accordance with, the FHEQ descriptor for Level 7.

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

As a course of Continuing Professional Development PGCert Professional Social Work Practice is not accredited by a PSRB, although, given the protection of title, students must hold current registration as a social worker with HCPC

6 Please refer to the QAA website for details.

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LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

As a course of continuing social work professional education and development at Level 7 supporting and developing students who are social workers, learning and teaching on PGCert Professional Social Work Practice is concerned with the development, consolidation and demonstration of:

Detailed and contemporary knowledge (as set out in the Course Learning Outcomes) in relation to social work practice with adults

The academic and conceptual skills associated with scholarship at level 7 Understanding of the place of research in social work practice and decision making Critical analytic and reflective skills in relation to, and to support decision making in, practice

and in relation to own practice To support these ends, and in line with the University’s Strategic Plan, the learning and teaching methods on the course aim to offer students a research led, reflective, active and transformational learning experience which will support and promote their own personal and professional development, promoting their practice as social workers and supporting future career development. The learning and teaching methods used on the course may be summarised as follows: Formal lectures, presentations and workshops Formal lectures, presentations and workshops, with associated seminar and small group work are used in module learning and teaching as a method of introducing (and at times updating and reviewing), knowledge. These formal presentations are given by University lecturers, but given the specialist nature of much knowledge on the course’s modules specialist lecturers (e.g. lawyers; police; social work, health and medical practitioners) and service users and carers are also involved extensively. This course is focussed upon the consolidation and development of social work practice and so all students are registered social workers and inter-professional learning does not occur. University based staff are research and scholarship active and their research expertise and knowledge ensures that learning and teaching is research led, to support the development of evidence based decision making in practice. This approach, involving a range of presenters with different expertise, ensures that knowledge is up to date and relevant to students’ advanced practice. Use of case material: Central to learning in these formal methods is the integration of new/updated learning with practice. This is achieved via the extensive use of simulated and actual (anonymised) case material with presentation of new material. Thus, new learning is illustrated and explained by applying it critically to situations which present in practice (e.g. in relation to issues of capacity; the complexities in relation to needs for protection). Most module learning and teaching occurs intensively; i.e. in ‘blocks’ of approximately 1 weeks teaching, in order to fit with the demands for practice. Blended Learning Blended Learning has been defined as a method which combines directly taught sessions with online learning materials (Sharpe, et al, 2006). Sharma and Barrett (2007) state it ‘combines a face-to-face (F2F) classroom component with an appropriate use of technology’. Gibbs 2002; Nicholls and Garner 2002 refer to it as a ‘flexible form of course delivery’. This approach, in placing emphasis on the creative use of technology is in line, again, with the University’s Strategic Plan. Mixing methods of learning, including use of e-learning, addresses:

- The integration of academic learning and complex practice with the students’ developing specialised skills and knowledge, and

- The fact that learning takes place in the University and when students are away from campus and in practice

Thus, while formal presentations introduce learning on specialised areas and issues of practice, the

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initial introduction of material is supported further by a blended learning approach, involving directed learning, using refereed journal articles; key texts; key legislation/ regulations/ policy documents. Key in this blended approach to learning, is the use of e-learning, using studentcentral (the University’s student intranet), which offers opportunities for posting relevant module learning materials and information; for posting exercises for students to check and rehearse knowledge (in timed sequences if appropriate) and for facilitating discussion groups. Use of studentcentral, and reference to the extensive number of electronic journals held by the Library, allow materials to be continuously and easily available, whether the student is in the University or in practice. It is important to be mindful that students learn in a variety of ways and that key to developing knowledge base and cognitive and conceptual skills also is self-directed, or private study. Small group and individual work Central to the development practice is the ability to critically analyse and reflect on own and others’ practice, especially in the arena of complex and demanding practice. To this end the course modules involve a degree of small group work, in order to help students develop their skills in relation to analysis of, and reflection on, practice, knowledge base, professionalism and leadership. All students have also the support of a Tutor (who is usually the Course Leader) to support individual personal and professional development. PGCert Professional Social Work Practice and issues of sustainability Sustainability is a core value of the University and is critical to all its ways of working, including learning and teaching (University Strategic Plan 2012-2015). Sustainability is considered in a number of fora in the School of Applied Social Science and it is suggested that learning and teaching on this course contributes in promoting, in the area of social work, ‘social progress which recognises the needs of everyone’. (Higher Education Partnership for Sustainability 2004. Learning and Skills for Sustainable Development: Developing a Sustainable Literate Society). PGCert Professional Social Work Practice engages with local communities and organisations through developing and delivering the course in partnership with Local Authorities and Service Users and Carers and through the involvement of the students who are social work practitioners. In terms of education for sustainable development, the course promotes students’ critical thinking and problem solving abilities and, as advanced practitioners, students are able to work with service users, carers, groups and communities to develop their own problem solving skills. As stated, the course is participatory in its ethos with partnership working with local organisations and between students. It is a course which is driven by core social work values relating to ethical decision making, respecting different values, knowledge and opinions. Further, the course has an interdisciplinary ethos, supporting students’ ability to consider the complexities of social work practice from a range of different perspectives, taking individuals’ personal, social, economic and environmental contexts into account. References Gibbs G. 2002. Editorial Open Learning. 17 (1) 5-7 Nicholls M and Garner N (2002) Evaluating Flexible Delivery Across a Tertiary Institution Open Learning 17(1):11-22 Sharpe, R., Benfield, G., Roberts, G.& R. Francis. 2006. The undergraduate experience of blended e-learning: a review of UK literature and practice. Available online at The Higher Education Academy:http://www.heacademy.ac.uk/assets/documents/research/literature_reviews/blended_elearning_exec_summary_1.pdf [Accessed 10 March 2013]

Learning and Teaching Method % of Student Effort

Lectures, formal presentations, workshops, small group work, tutorials (i.e scheduled learning and teaching)

25%

Independent study (i.e. directed learning, self-directed study; assignment preparation)

75%

http://www.heacademy.ac.uk/assets/documents/research/literature_reviews/blended_elearning_exec_summary_1.pdf

http://www.heacademy.ac.uk/assets/documents/research/literature_reviews/blended_elearning_exec_summary_1.pdf

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Key to the assessment strategy of PGCert Professional Social Work Practice, is the need for students to demonstrate successfully

- The application of detailed and contemporary knowledge (theory, research, including, as appropriate, sound knowledge of legislation, policy, statutory duties and powers) to increasingly complex, independent practice

- Academic skills - i.e. conceptual, analytic and reflective skills Thus, the course uses reflective, analytic and critical case studies and analyses where new knowledge is applied to developing practice. Given adult services covers a wide range of practice situations from hospital social work, to independent living schemes, older people’s services, learning disability services and specialist services for the visually impaired, this approach allows for flexibility and ensures that assessment is relevant to students’ own practice, practice demands and professional development needs. All modules have assessment workshops in order to support students in preparing for, and developing, their assessments and are supported in a range of different forms of formative assessment (e.g. development and discussion of essay plans with module co-ordinators; group work to prepare for assessment). Word length, assessment criteria and generic grading descriptors Each module assessment has a clear word length and is given a percentage mark and is assessed against module assessment criteria derived from the module learning outcomes, which are made available to students in the module handbook at the start of each module. Percentage marks are informed by The University’s Postgraduate Grading Descriptors for Level 7, which are made available to students via the Course Handbook.

Learning Outcome Assessment method Module Number of credits

1. Detailed and systematic

understanding of contemporary

knowledge, theory and research

(including, as appropriate, sound

knowledge of all relevant

legislation, policy, statutory duties

and powers), critically applied to

decision making in assessments,

interventions and protection in

own area of practice with adults

3000 word Practice Analysis SS735 Social Work with Adults

20

Take Home Examination SS7132 Deprivation of Liberty Safeguards: Skills and Assessment

20

Portfolio of Evidence

SS7108 Enabling Learning and Assessment of Practice in Social Work

20

2. Detailed and systematic

understanding of partnership

working and proactive promotion

of human rights, equalities, social

3000 word Practice Analysis SS735 Social Work with Adults 20


20

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justice and discrimination, together

with critical understanding of the

importance of the active promotion

of autonomy, rights, partnership

and participation in practice


SS7108 Enabling Learning and Assessment of Practice in Social Work 20

3. Critical and in depth

knowledge of the complexity of

diversity and disadvantage in a

range of settings; the importance of

challenging of discrimination; the

confident application of social work

ethical principles and values

together with critical reflection on

use of own power and authority


20



20

4. Critical awareness of

current issues in relation to social

work and inter- professional/

agency collaborative work in own

area of practice.

3000 word Practice Analysis SS735 Social Work with Adults 20



20

5. Critical and effective

application of knowledge, theory

and research evidence to decision

making in own area of complex

social work practice, including

situations involving risk and

protection


20


20



20

6. Systematic and critical

appraisal of own attitudes, values

and power in assessments and the

learning process, applying a critical

understanding of learning theories

in enabling own and others’

learning and development in

professional practice



20

7. Specialist knowledge for assessments as Best Interest Assessors of people who lack mental capacity, in the context of the Mental Capacity Act 2005, Deprivation of Liberty Safeguards


20

8. Self-directed and

sophisticated skills in analysis and

decision-making, with the ability to


20

Take Home Examination SS7132 Deprivation of 20

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write well-reasoned accounts of

decisions in cases of complexity,

risk, competing needs and conflict

Liberty Safeguards: Skills and Assessment

9. Self-directed and effective

skills in critical analysis and

evaluation of, and reflection on,

own practice, professional

development and professional

leadership


20


20



20

10. Skills in contributing

systematically to the learning and

assessment of others


SS7108 Enabling Learning and Assessment of Practice in Social Work 20

11. Skills for the assessment as

Best Interest Assessors of people

who lack mental capacity, in the

context of the Mental Capacity Act

2005, Deprivation of Liberty

Safeguards

Take Home Examination SS7132 Deprivation of Liberty Safeguards: Skills and Assessment 20

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: the University and you

Course Handbook

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Personal tutor for advice and guidance

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Induction and orientation to the course session

Learning and teaching sessions include contributions from practitioners and service users and carers

User of studentcentral (the student intranet) to support blended learning so e learning materials are available off campus

Tutorials facilitated by University social work qualified staff, to support students generally and the integration of academic based and practice learning specifically

Study of social work in a research active School, where University social work staff are undertaking research in collaboration with practitioners and users and carers

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE.

On PG Cert Professional Social Work Practice, learning is concerned with the consolidation and further development of learning after qualification. This is in line with the Professional Capabilities Framework guidance for ‘Social Work Level’, the Assessed and supported year in employment (ASYE) framework (Skills for Care) and the Knowledge and Skills Statement for Social Workers in Adult Services (Department of Health, 2015). Whereas module SS735 Social Work with Adults is designed to support and complement the ASYE process for newly-qualified social workers, SS7132 Deprivation of Liberty Safeguards: Skills and Assessment and SS7108 Enabling Learning and Assessment of Practice in Social Work move on to address core practice expectations for social work in adult services. The modules which form part of the course normally are as follows, although students may take other relevant modules, where appropriate, subject to prior agreement of the Course Leader:

SS735 Social Work with Adults is designed to support the development of newly-qualified workers in adult services in their Assessed and Supported Year in Employment (ASYE). The module focuses upon more specialist knowledge and skills for assessment, decision-making and complex practice with adults.

SS7132 Deprivation of Liberty Safeguards: Skills and Assessment enables students to develop specialist skills and prepare for assessments as Best Interest Assessors of people who lack mental capacity, in the context of the Mental Capacity Act 2005, Deprivation of Liberty Safeguards. Key to learning is the exploration of the issues of human rights, equality, social justice, diversity, discrimination and oppression in the context of Deprivation of Liberty. Students learn to apply the relevant law and codes of practice as well as to complete the required statutory documentation and procedures.

SS7108 Enabling Learning and Assessment of Practice in Social Work provide learning opportunities for students preparing to act as a Stage 1 Practice Educator (known as a Practice Supervisor), as delineated in the Practice Educator Professional Standards (PEPS) - (May 2012). In line with PEPS, practice supervisors at Level 1 may manage the day to day activities of the social work student and contribute to the learning and assessment, but not have overall responsibility for it.

On PGCert Professional Social Work Practice, studies are particularly concerned with supporting and developing assessment, intervention and support planning in complex work across the full range of Adult Services. The course is concerned also with developing further students’ skills in critical analysis and reflection both on practice, in order to inform decision making and also in relation to own professional development and career planning.

SS735 Social Work with Adults

SS7132 Deprivation of Liberty Safeguards: Skills and Assessment

SS7108 Enabling Learning and Assessment of Practice in Social Work Note: Social Work with Adults is Mandatory but students may take modules other than SS7132 and SS7108 where appropriate, in agreement with the Course Leader

Modules

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Level7

Module code

Status Module title Credit

7 SS735 M Social Work with Adults 20

7 SS7132 M/O Deprivation of Liberty Safeguards: Skills and Assessment 20

7 SS7108 M/O Enabling Learning and Assessment of Practice in Social Work

20

Note: Social Work with Adults is Mandatory but students may take modules other than SS7132 and SS7108 where appropriate, in agreement with the Course Leader

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits8 Minimum credits9 Ratio of marks10: Class of award

Final PGCert Professional Social Work Practice

7 Total credit 60 Minimum credit at level of award 60

Level 7 marks Postgraduate degree

Select Select Total credit Select Minimum credit at level of award Select

Select Select


Select Select


Select Select


Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate11 degree (excludes PGCE and BM BS)

70% - 100% Distinction irst (1 Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) a s

40% - 49.99% Third (3)

8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 11 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 of 13

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The examination and assessment regulations for the course are in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from studentcentral). COURSE EXAMINATION AND ASSESSMENT REGULATIONS 1. Failure to meet module assessment requirements Referral and progression. A student may be referred if the Examination Board considers the student can demonstrate the achievement of the module learning outcomes without having to repeat the module. Such referral is at the discretion of the Examination Board. 2. Attendance In line with the professional nature of the course and to ensure appropriate learning, students must attend normally 80% of all scheduled teaching, learning and tutorial sessions in the University. Failure to maintain this requirement will be relevant in considering student referral and progression at the AMHP and Social Work CPD Examination Board 3. Awards Subsequently, a successful student may receive the award of MSc Advanced Social Work/ and Management and/ or PGDip Professional Social Work Practice, notwithstanding the fact that they have received the award of PGCert Professional Social Work Practice, since these awards will be made as they are commensurate with particular levels of professional social work capability. 4. Fitness to Practice and Matters affecting Registration as a Social Worker 4.1 Fitness to Practice Students registered on the course are HCPC registered social workers and are expected to conduct themselves at all times in accordance with Health and Care Professions Council requirements. Any issue of fitness to practice arising on the course would be considered under the University’s Fitness/ suitability to Practice Procedure and/ or referred to the student’s employing authority and/ or HCPC, depending upon the issue that arose. 4.2 Matters affecting Registration as a Social Worker

Given the protection of title and the title and nature of this award, students are required to advise the University, as well as HCPC and their employer, of any matters affecting, or changes to, their registration status as a social worker with HCPC.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

programme specification select approval stage part 1 ... › reg › cr › progspecs ›...

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