Unit information: Unit 5, Practice Education (Professional Practice with Children and Young People in 2009/10

Unit name	Unit 5, Practice Education (Professional Practice with Children and Young People
Unit code	SPOL33338
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 4 (weeks 1-24)
Unit director	Dr. Dugdale
Open unit status	Not open
Pre-requisites	SPOL32000 Unit 1: Professional Skills in Practice
Co-requisites	None
School/department	School for Policy Studies
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit is designed to be delivered in collaboration with employers in the region and focuses on enabling staff to support learning in the workplace. The unit will introduce participants to theories of adult learning, and will enable them to plan learning opportunities for students on professional training programmes or as part of a mentoring or induction process within the workplace. It will promote an understanding of the skills required in assessment and observation of practice, and in mentoring and supervision of colleagues.

This unit will enable students to:

1) Gain a critical appreciation of theories of adult learning and their application in the workplace;

2) Develop a critical understanding of the arrangements needed to promote practice education and professional development;

3) Participate in practice education and work-based learning through activities such as mentoring, supervision, student supervision, practice assessment, or equivalent.

Intended Learning Outcomes

On completion of the Unit, students will be able to:

1) Critically evaluate relevant theories of adult learning and apply this knowledge in the context of supporting students in professional training, colleagues or other learners;

2) Demonstrate skills in planning, organising and evaluating learning opportunities, e.g. for students undergoing professional training, colleagues and other learners;

3) Promote learning and professional development in practice through the use of effective working relationships with learners.

4) Critically evaluate a range of assessment strategies, and take responsibility for the assessment of learners such as students in professional training or other relevant staff;

5) Integrate, evaluate and reflect on personal and professional values in their work with learners, including anti-oppressive practice, child-centred practice and service user perspectives.

Teaching Information

Lectures, seminars, reflective practice.

Assessment Information

• A reflective assignment (3000  4000 words).The submission may be based on student supervision and assessment, or a piece of work relating to staff development, supervision or mentoring.

• 1500 word analytical commentary on a specified piece of practice or practice-related issue (Pass/fail)

Reading and References

• Cartney P. (2000), Adult Learning Styles: implications for practice teaching in social work. Social Work Education, 19 (6), 609-626.

• Fry H., Ketteridge S. and Marshall S. (2003), A Handbook for Teaching and Learning in Higher Education. London: Kogan Page (2nd ed).

• Parker J. (2004), Effective Practice Learning in Social Work. Exeter: Learning Matters.

• Shardlow S. and Doel M. (2005), Modern Social Work Practice: Teaching and Learning in Practice Settings. Aldershot: Ashgate.

• Thompson N. (2006), Promoting Workplace Learning. Bristol: Policy Press.

• Turner B. (2000), Supervision and mentoring in child and family social work: the role of the first-line manager in the implementation of the post-qualifying framework. Social Work Education, 19 (3), pp 241  240.