MA-level Social Work CPD modules

Course information

Social, Therapeutic and Community Studies

Modular

Course overview

Support the professional learning of others through leadership in education, supervision and reflective practice.

Newly developed post-qualifying social work CPD programme

Goldsmiths’ social work team is recognised for its provision of excellent continuous professional development (CPD) for social workers. We are part of the Department for Education (DfE) funded Consortium led by Research in Practice (RiP) to develop and deliver a national Practice Supervisor Development Programme.

The outstanding quality of our social work programmes was recognised in 2015 when Goldsmiths, in collaboration with Royal Borough of Greenwich, the London Borough of Southwark and the London Borough of Lewisham, became a Social Work Teaching Partnership (SWTP) early adopter site, one of only four in the country. Since then we have developed this new programme for qualified social workers who want to develop their professional leadership in line with the revised Professional Capabilities Framework (PCF):

"We act and show leadership, individually and collectively, through promoting social work’s purpose, practices and impact. We achieve this through activities such as: advancing practice; supervising; educating others; research; evaluation; using innovation and creativity; writing; presenting; using social media; being active in professional networks and bodies; influencing; challenging; contributing to policy; taking formal leadership/ management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and stakeholders in developing our leadership and aims for the profession."
– The British Association of Social Workers (BASW), 2018

Why study with us?

The MA-level Social Work CPD modules support flexible and modular professional development across three pathways: Direct Practice, Practice Education and Management.
We recognise that much of learning takes place in the workplace. All modules fully integrate practice with relevant theory/research and values.
We believe in strength in diversity and our teaching, lecturers, participants and experts by experience reflect this.
Participants can gain academic credit for developing their capability through work-based activities in either direct social work practice, practice education or management roles.
Access to university facilities, library and resources on and off campus.

All modules on the post-qualifying MA programme align with career development, from initial consolidation and early professional development to supporting social work students on placement (Practice Educator), to becoming a Practice Supervisor or Practice Development Educator. In essence, the modules support the enhancement of practice relevant to participants’ roles with a focus on professional leadership as defined by the PCF and are aligned with the different Knowledge and Skills Statements (KSS) for both Child and Family and Adult Social Work. Download our diagram outlining the different leadership pathways (PDF) for more information.

Staff

Find out about the staff currently teaching in the Department of Social, Therapeutic and Community Studies.

Contact the department

If you have specific questions about the degree, contact Sharon Jennings.

What you'll study

You can choose from a range of modules, listed below. See links to the module outlines for details and download the applicant pack (PDF) for more detailed information.

	Module title	Credits
	Consolidation of Practice and Early Professional Development Consolidation of Practice and Early Professional Development 30 credits Who is this module for? Social workers who have completed their Assessed and Supported Year in Employment (ASYE). How will it support my development? This module is designed to support participants moving from the ASYE into early professional career roles. The portfolio you have produced during your ASYE will provide a basis for agreeing on a learning plan with your tutor for your early professional development. You will then focus on your practice in increasingly complex and challenging situations and the module seeks to support you regarding your professional decision-making and confidence. What will I learn? How do novices develop their expertise? How can continue to develop professionally following the ASYE? Reflective practice models to support social workers emotionally and in their critical thinking and professional decision-making. The role of employer endorsement and National Assessment and Accreditation System. When will it run? There will be three cohorts (4 days each) starting in October 2019, March 2020 and April 2020. How will I be assessed? Direct observation of practice – Record of observation of practice by an appropriate assessor. Career plan – Written record endorsed by line manager. Critical reflection – Active participation in and presentation to reflective practice session. Critical practice review – A written review of own practice.	30 credits
	Enabling the Learning of Others Enabling the Learning of Others 15 credits Who is this module for: The module is designed for practitioners who do not yet meet the requirements of the Practice Education Professional Standards at stage 1. The module provides professional practitioners with the tools to support learning for professional practice in the workplace. How will it support my development? Candidates will be helped to consider and apply in practice the professional values required in enabling the learning of others through the integration of the relevant professional codes of practice or ethical principles; respecting the uniqueness and diversity of learners; and assessing in a manner that does not stigmatise, disadvantage or unjustifiably discriminate against any learner. A required element of the module is that the candidate is providing work based learning and assessment for a recognised professional award to a social work or other social care or human services professional student or member of staff, including social workers undertaking a newly qualified social worker programme. Candidates will work towards completing a portfolio demonstrating how they have met the Practice Education Professional Standards at stage 1. This will involve demonstrating the following: organising opportunities for the demonstration of assessed competence in practice; enabling learning and professional development in practice; and managing the assessment of learners in practice When will it run: There will be three cohorts of this module: the dates are as follows: Cohort 1 – Fridays from 10:00 – 16:30 on 4 October, 11 October, 18 October, 1 November and 8 November 2019 Cohort 2 – Fridays from 10:00 – 16:30 on 10 January, 17 January, 24 January, 31 January and 7 February, 2020 Cohort 3 – Summerschool running on the following dates: 2, 3, 6, 27 and 28 July 2020 – please note this cohort is only open to candidates working with Goldsmiths students and who will be taking a 100 day placement student and studying SW76008A Assessing and Teaching the Adult Professional Learner in the Autumn (2020).	15 credits
	Assessing and Teaching the Adult Professional Learner Assessing and Teaching the Adult Professional Learner 15 credits Who is this module for? This module is for candidates who have completed the Enabling the Learning of Others module (or equivalent) and building on this module, will enhance their learning and competence in practice education. What will I learn? Further teaching on key principles of theoretical frameworks relating to and relevant research about experiential and adult learning and practice assessment will be offered. Reflection on the use of service user feedback in contributing to the assessment of the student’s practice will be an important component of this module. Teaching on making professional decisions on readiness to practice is also included. How will this support my development A required element of the module is that the candidate is providing work based learning and the final assessment for a recognised professional award to a social work or other social care or human services professional student or member of staff. Candidates will work towards completing a portfolio demonstrating how they have met the Practice Education Professional Standards at stage 2. This will involve demonstrating: organising opportunities for the demonstration of assessed competence in practice; enabling learning and professional development in practice; and managing the assessment of learners in practice effective continuing performance as a practice educator When will it run? There will be 3 cohorts of this module. The dates are as follows: Cohort 1- Fridays from 10:00 – 16:30 on 11 October, 18 October, 15 November and 22 November 2019 Cohort 2 – Fridays from 10:00 – 16:30 on 22 November, 29 November, 6 December and 13 December 2019 Cohort 3 – Fridays from 10:00 – 16:30 on 28 February, 6 March, 13 March and 20 March 2020	15 credits
	Designing Learning Opportunities for Teams and Groups Designing Learning Opportunities for Teams and Groups 15 credits Please note this module will not be running during 2019-2020. For more information please contact CPD Convenor Sharon Jennings (s.jennings@gold.ac.uk) Who is this module for? This module is for any social worker who as part of their role is involved in or responsible for learning and development activities for teams and groups, such as Practice Educators, Team Leaders, Advanced Practitioners, Workforce Development staff, Teaching Consultants, ASYE Assessors, Coaches, Mentors or Principal Social Workers. You should be familiar with principles of adult learning introduced in the module ‘Assessing and Teaching the Adult Professional Learner’. How will it support my development? In this module you will develop your understanding of how to design and evaluate learning and professional development opportunities for teams and groups. These learning opportunities may be designed for student social workers, service users and carers, foster parents, qualified staff or volunteers. A wide range of learning activities can be planned and evaluated. The learning on evaluation and research methods will be transferrable to the evaluation of practice in general. What will I learn? Alignment of learning outcomes, learning methods and evaluation of intended and unintended learning outcomes. Frameworks and methods for designing and evaluating interventions designed to support learning. Ethical issues, including service user, carer and learner When will it run? Day 1: Friday, 7 September 2018 – 10:00-16:30 Day 2: Friday, 14 September 2018 – 10:00-16:30 Day 3: Friday, 21 September 2018 – 10:00-16:30 Day 4: Friday, 28 September 2018 – 10:00-16:30 How will I be assessed? Design and evaluation for a learning opportunity – Plan to outline intended learning outcomes and activates, teaching methods and evaluation plan on which you will receive formative feedback. Design and evaluation proposal for a learning or development activity – Final proposal in the form of an essay.	15 credits
	Facilitating Learning in Teams and Groups Facilitating Learning in Teams and Groups 15 credits Please note this module will not be running during 2019-2020. For more information please contact CPD Convenor Sharon Jennings (s.jennings@gold.ac.uk) Who is this module for? This module aims to support participants in facilitating and evaluating learning opportunities designed in the module 'Designing Learning Opportunities for Teams and Groups'. It is for any social worker who is involved or responsible for learning and development activities for teams and groups, such as Practice Educators, Team Leaders, Advanced Practitioners, Workforce Development staff, Teaching Consultants, ASYE Assessors, Coaches, Mentors or Principal Social Workers. How will it support my development? In this module you will be supported to develop your skills to facilitate learning in teams and groups. Project presentation and discussion sessions will promote reflective dialogue between participants and the lecturer and facilitate linking of theory, research, values and practice. You will be able to review the design and evaluation plan for the learning opportunity and provide and receive peer feedback. Ethical, data collection and analysis issues are examined, and participants are supported in their analysis of the emerging data. Participants will observe each other’s practice and provide written feedback. What will I learn? How to critically reflect on practice, knowledge and values in relation to learning design, evaluation of outcomes and professional development as an educator. Facilitation skills for working with groups and teams. Working with diversity, promoting equality and inclusion of experts by experience. How to write a report on a learning intervention and how to present data, discussions and conclusions of an evaluation. When will it run? Day 1: Friday, 5 October 2018 – 10:00-16:30 Day 2: Friday, 12 October 2018 – 10:00-16:30 Day 3: Thursday, 18 October 2018 – 10:00-16:30 Day 4: Friday 26 October 2018 – 10:00-16:30 How will I be assessed? Peer Observation Report – You will observe and be observed in your practice by another participant and provide and receive formative written feedback. Evaluation Report – You will report on the learning intervention and its evaluation.	15 credits
	Professional Supervision and Practice Assessment Professional Supervision and Practice Assessment 15 credits Who is this module for? This module is for those who are undertaking practice supervisor and practice development education roles, including ASYE mentors and assessors, team leaders, senior practitioners, advanced practitioners and those responsible for quality assurance of professional standards and practice. How will it support my development? The module introduces key principles of good practice in supervision, coaching and mentoring and practice assessment. It is aligned to KSS Practice Supervisor and PCF domain of Professional Leadership at the experienced to advanced level. You will be supported to reflect critically on your practice and develop your interpersonal skills. The role and the importance of actively seeking service user and carer feedback, of evidence-informed decisions and consideration of ethical principles in the assessment of practice are explored. In this module candidates will consider how reflective approaches can be promoted through their work with individual learners and staff members. What will I learn? Key principles of good practice in supervision, coaching and mentoring, including best practice in feedback and reflective supervision, leadership values and distributed leadership. Methods and approaches to post-qualifying practice assessment with a focus on service user and carer feedback, evidence-informed decisions and ethical principles in the assessment of practice. Critical reflection on your own practice and interpersonal skills. When will it run? There will be two cohorts (5 days each) starting in October 2019 and February 2020 How will I be assessed? Peer observation report – You will observe and be observed in your practice by another participant and provide and receive formative written feedback. Written feedback from a supervisee – Feedback on your practice will inform your own reflection. Reflective essay – A critical reflection of your own practice in relation to supervision and practice assessment.	15 credits
	Reflective Practice Within and Across Organisations Reflective Practice Within and Across Organisations 15 credits Please note this module will not be running during 2019-2020. For more information please contact CPD Convenor Sharon Jennings (s.jennings@gold.ac.uk) Who is this module for? This module is for any social worker who as part of their role is involved in or responsible for the support, development or facilitation of reflective practice groups within or across organisations, such Practice Educators, Team Leaders, Advanced Practitioners, Workforce Development staff, Teaching Consultants, ASYE Assessors, Coaches, Mentors or Principal Social Workers. You should be familiar with principles of adult learning introduced in ‘Assessing and Teaching the Adult Professional Learner’, and of concepts in relation to designing and evaluating learning in ‘Designing Learning Opportunities for Teams and Groups’, ‘Facilitating Learning in Teams and Groups’ and ‘Professional Supervision and Practice Assessment’. How will it support my development? The module introduces and expands theories and models of reflective practice with a focus on reflection in groups. It enables participants to develop their skills by practically exploring different models of professional reflection in groups. Participants will be given the opportunity to develop their group facilitation skills to an advanced level. They will use their developed knowledge and skills to develop the practice within their own organisation and/or across organisations. What will I learn? Theories and models of reflective practice for groups to support emotional containment, challenge and evidence-informed professional Development of reflective questioning and group facilitation skills. Exploration of different models for professional reflection in groups. When will it run? Day 1: Friday, 7 December 2018 – 10:00-16:30 Day 2: Friday, 14 December 2018 – 10:00-16:30 Day 3: Friday, 11 January 2019 – 10:00-16:30 Day 4: Friday, 17 January 2019 – 10:00-16:30 How will I be assessed? Peer observation report – You will observe and be observed in your practice by another participant and provide and receive formative written feedback. Case study – A critical reflection in the form of a case study of the reflective practice session(s) participants have led in their own practice.	15 credits
	Work-based Learning Modules 1-4 Work-based Learning Modules 1-4 15 credits (modules 1 and 2) or 30 credits (modules 3 and 4) Who are these modules for? The Work-based Learning modules are for social workers from all areas of practice and at all career levels who want to gain academic credit for developing their capability through work-based activities in either direct social work practice, practice education or management. For example, as a social worker, you may want to deepen your learning gained in in-house training by doing a literature review of in relation to a topic covered in training, present your findings to your team and facilitate a discussion of implications. You then produce a literature review and discuss the implications in relation to team’s practice. As a manager, you may want to identify an area of practice within your service or team to be improved and develop a small-scale research project to investigate current practice, followed by a literature review with a focus on good social work practice in relation to the topic. From this you will develop a proposal for a practice approach that is underpinned by theory, research, legislation, service users’ views and based on local need. As a practice educator, in a workforce development role, you could develop an implementation plan for a practice development initiative based on theoretical and research literature and develop training plans and resources for the training of social workers, team managers, service users and others. Goldsmiths offers applicants information sessions for these modules to help you decide, which module to apply for. How will it support my development? Your learning will focus on the enhancement of practice relevant to your role with a focus on professional leadership as defined by the PCF. You can follow your interests and extend your knowledge, skills and values. To support you with this you will be allocated a personal tutor with whom you agree individual learning outcomes and a personal reading list. An action plan will identify what you will do and what learning outcomes you should be able to achieve with this. You will be supported by a peer learning group. Overall you may gain up to 60 credits through any combination of these work-based modules. What will I learn and how will I be assessed? You will develop personal learning outcomes with your tutor that will focus on developing your knowledge, your critical thinking, your practice and your value base. You will produce an agreed learning plan (500 or 1000 words) (not graded), a portfolio (1,000-2,000 words or 2,000-4,000 words) (Pass/Fail) and an academic self-evaluation of learning and practice (2,000 words or 4,000 words) (Graded). When will it run? Work-based Learning Module 1 (15 credits) and Module 3 (30 credits) – Autumn Term: 25 October / 22 November and 13 December 2019. Work-based Learning Module 2 (15 credits) and Module 4 (30 credits) – Spring Term: 24 January / 13 March / 30 April 2020	15 credits (modules 1 and 2) or 30 credits (modules 3 and 4)
	Research Methods in Professional Leadership for Social Work Research Methods in Professional Leadership for Social Work 15 credits Please note this module description has not been finalised and may be subject to change. Who is this module for? This module is for social workers who have already gained 120 MA- level credits and who want to achieve a Master in Professional Leadership for Social Work. This is the first of two modules that enable you to carry out a self-directed research project in a chosen area of practice. How will it support my development? The module introduces participants to the knowledge, ethics and skills associated with ethical research practice. The learning will support students to produce an evidence-informed, theory-based and ethically sound proposal for a research project. What will I learn? Understanding of research methodology and methods. Research skills and methods necessary to evaluate and research advanced level professional leadership in direct practice, management or practice education. How to write a proposal for a research project. TBC by SELTP Curriculum Planning Group When will it run? Various dates from September 2019 – Feburary 2020. This includes shared teaching and action learning sets with MA in Social Work and STaCS research candidates. How will I be assessed? Draft research proposal – A draft research proposal on which formative feedback will be provided. Research proposal – A proposal outlining the current discourse and knowledge in relation to the practice area that is being researched, the research question and the methodology for the research project. Application for ethical approval.	15 credits
	Research and Practice in Professional Leadership for Social Work Research and Practice in Professional Leadership for Social Work 45 credits Please note this module description has not been finalised and may be subject to change. Who is this module for? This module is for social workers who have already gained 120 MA- level credits, have passed the module ‘Research Methods in Professional Leadership for Social Work’ and who want to achieve a Master in Professional Leadership for Social Work. This is the second of two modules that enable you to carry out a self-directed research project in a chosen area of practice. How will it support my development? The module focuses on your research practice and you are supported with individual supervision and action learning sets to carry out a self-directed research project based on your proposal produced in the ‘Research Methods in Professional Leadership for Social Work’ module. You will carry out a literature review of the topic area to develop your knowledge base in relation to your research question; investigate an area of professional leadership in direct practice, management or practice education and; write your dissertation. As a practitioner-researcher you will be supported to reflect on your role, on ethical issues of your research practice and on how to promote the rights and participation of service users and carers, learners and staff within their project. You will draw conclusions on how your research can contribute to the development of local and/or national practices and understanding of issues. What will I learn? How to utilise research skills and methods necessary to evaluate and research advanced level professional leadership in direct practice, management or practice education. In-depth understanding based on an independent literature review in the chosen area of practice How to write a research dissertation TBC by SELTP Curriculum Planning Group When will it run? Day 1: Thursday, 12 March 2020 – 11:00-13:00 Day 2: Friday, 1 May 2020 – 10:00-16:30 Day 3: Friday, 5 June 2020 – 10:00-16:30 How will I be assessed? MA research dissertation Observation reports - Observation of practice to demonstrate advanced level professional leadership capability.	45 credits

Example of pathways

To help you choose the right combination of modules, you might want to consider the following examples for the different pathways:

Direct Practice Pathway

Consolidation and Early Professional Development (30 credits)
Enabling the Learning of Others (15 credits)
Assessing and Teaching the Adult Professional Learner (15 credits)
Reflective Practice within and across Organisations (15 credits)
Work-based Learning Modules (45 credits)
Research Methods in Professional Leadership for Social Work (15 credits)
Research and Practice in Professional Leadership for Social Work (45 credits)

Practice Education Pathway

Enabling the Learning of Others (15 credits)
Assessing and Teaching the Adult Professional Learner (15 credits)
Designing Learning Opportunities for Teams (15 credits)
Facilitating Learning in Teams and Groups (15 credits)
Professional Supervision and Practice Assessment (15 credits)
Reflective Practice within and across Organisations (15 credits)
Research Methods in Professional Leadership for Social Work (15 credits)

Management Pathway – Outline for Developing Leaders

Enabling the Learning of Others (15 credits)
Assessing and Teaching the Adult Professional Learner (15 credits)
Professional Supervision and Practice Assessment (15 credits)
Reflective Practice within and across Organisations (15 credits)
Work-based Learning Modules (60 credits)
Research Methods in Professional Leadership for Social Work (15 credits)
Research and Practice in Professional Leadership for Social Work (45 credits)

Management Pathway – Outline for Senior Leaders

Recognition of Prior Experiential and or Credited Learning (60 credits)
Work-based Learning Modules (60 credits)
Research Methods in Professional Leadership for Social Work (15 credits)
Research and Practice in Professional Leadership for Social Work (45 credits)

Please note, these are just suggestions and you can put together a flexible programme that suits your role and development and which are best aligned to the needs of your team or organisation. Ultimately all these modules are there to support you and your organisation to continuously engage in learning for the benefit of service users and carers.

Download the current timetable for modules running in 2018-19 (PDF).

Please note that due to staff research commitments not all of these modules may be available every year.

Entry requirements

Before you apply to undertake any of the post-qualifying social work modules at Goldsmiths, you need to complete an application form and get agreement from your employer. Talk to your line manager and your Practice Learning or Workforce Development Coordinator. Download the application form (Word document).

If you are in full-time employment, we recommend that you sign up to no more than 30 credits per year on the Continuing Professional Development programme (PG Credits - 270002A). If you complete the modules successfully you will get a Transcript of Record.

If you want to obtain the Postgraduate Certificate or the Postgraduate Diploma in Professional Leadership for Social Work and you do not want to take any further modules or if you have already obtained 120 credits at MA level and you wish to gain the MA award you will need to apply to the MA in Professional Leadership for Social Work.

Criteria for admission

The procedures for recruitment and selection adhere to the College’s general admissions policies including equality and diversity strategies and objectives.

Normally applicants should:

Hold a degree level professional qualification in social work;
Be registered or be in the process of registering with the professional regulator as a social worker;
Have passed the Assessed and Supported Year in Employment (ASYE) or can demonstrate post qualifying professional development to an equivalent level or above;
Be able to demonstrate that they can meet the academic requirements of a post-graduate programme;
Be working or intending to take up employment (usually in a paid, but exceptionally in a voluntary capacity) in a setting that will enable you to demonstrate competence in professional leadership for social work at the required level.

Selection process

In the majority of cases, applicants will be selected and sponsored by your employing agency. However, we welcome applications even if you are not being sponsored by your employing agency, provided that you are in a position to demonstrate capability in professional leadership at the required level in your professional and academic work.

Admission will be via an online application process that asks for:

Details of professional and academic qualifications and experience;
A personal statement of 500 words in which applicants,
- outline the skills, knowledge and values that you bring from your professional practice
- describe existing experience in professional leadership
- discuss what knowledge and skills you hope to gain from attending the programme

Supply a reference from a line manager or equivalent recommending you for the programme and confirming that you will be able to demonstrate capability in professional leadership at the level that is required to complete the programme;
Supply a funding confirmation form with a commitment from your agency or yourself undertaking to pay the necessary fees.

The post-qualifying programme convener will advise applicants and students, assess and make decisions on all applications. A standard assessment schedule will be used to ensure transparent and consistent decision-making. In some situations, you may be asked to provide further information.

Interviews will not normally be held, but in some exceptions, you may be asked to attend an interview.

International qualifications

We accept a wide range of international qualifications. Find out more about the qualifications we accept from around the world.

If English isn’t your first language, you will need an IELTS score (or equivalent English language qualification) of 6.5 with a 6.5 in writing and no element lower than 6.0 to study this programme. If you need assistance with your English language, we offer a range of courses that can help prepare you for postgraduate-level study.

Fees, funding & scholarships

To find out more about your fees, please check our postgraduate fees guidance or contact the Fees Office, who can also advise you about how to pay your fees.

Additional costs

In addition to your tuition fees, you'll be responsible for any additional costs associated with your course, such as buying stationery and paying for photocopying. You can find out more about what you need to budget for on our study costs page.

There may also be specific additional costs associated with your programme. This can include things like paying for field trips or specialist materials for your assignments.

Funding opportunities

Find out more about postgraduate fees and explore funding opportunities. If you're applying for funding, you may be subject to an application deadline.

How to apply

Apply now

Once you have agreement from your organisation, complete the application form, which you can obtain from them. This needs to be signed off by both your line manager and the person who is responsible for workforce development. Once you have done this you can apply to Goldsmiths using our online application system.

If you are a self-funder, please contact the programme convener, Adi Staempfli.

Application deadlines

The application deadline for modules starting in September, October, November or December is Sunday, 9 September 2018.

If you are applying for modules starting in 2019, the deadline is Friday, 7 December 2018.

Find out more about applying.

Learning & teaching

A key feature of this programme is the consistent integration of practice and academic perspectives and this is reflected in both teaching and learning and assessment strategies. This enables students to demonstrate how they are meeting the appropriate Department for Education knowledge and skills statements for approved child and family practitioners and/or for practice leaders and practice supervisors and/or the Department of Health knowledge and skills statements for social workers in Adult Services.

What are the requirements for meeting the PEPS 1 and 2?

To meet the requirements of Practice Educator Professional Standards at stage 1 you will need to: meet the academic standards (pass) for module 1 (Enabling the Learning of Others) and meet the professional standards in your work with your student. For this you will need to have worked with a social work student (first placement), which is assessed by the university's tutor and to be observed by a PQ Assessor in your practice with the student.

To meet the requirements of Practice Educator Professional Standards at stage 2 you will need to: meet the academic standards (pass) for module 2 (Assessing and Teaching the Adult Professional Learner) and meet the professional standards in your work with your student or another learner. For this you will need to have worked with a social work student (final placement) or another learner, which is assessed by the university's tutor and to be observed by a PQ Assessor in your practice with the student. Please note that employers are responsible to keep track of whether their employees meet the PEPS.

To only meet the academic university requirements for modules 1 & 2, you must have worked with a student or another learner and have been observed at least one by a PQ Practice Assessor.

Can I take on a final year student on placement if I only meet the PEPS1?

A social worker who has met the requirements for PEPS 1 but does not meet the requirements of PEPS 2 (or is not in training to meet the requirements of PEPS 2) cannot work with a final year student.

If you are not in training to meet the requirements for PEPS 2 you can only work with a final year student, if you are supervised by a practice educator who meets the PEPS 2 requirements. This supervising practice educator acts as a long arm support by coaching you, by reading and signing off the reports on the assessment of the student.

What support can I expect?

Once you have started with the module you will receive a handbook for the CPD modules. This handbook lists all the relevant dates (see the chapter on curriculum). In the handbook, you can also find all the relevant information on your module(s), including module outlines, learning outcomes, assessment requirements, reading lists, additional support available to practice educators with a learning disability, etc. In addition, we offer an induction workshop, where you will be supported with your enrolment, receive information on the virtual learning environment (VLE) and be given an induction to the library. In relation to your assessment, we are running portfolio preparation workshops for some modules and are also offering sessions on how to upload your portfolio. You are entitled to 1 hour individual tutorial time per 60 credits, or 30 minutes if you are doing 30 credits. Tutorials can either be face to face, phone or via email.

MA-level Social Work CPD (continuing professional development) modules

Course information

Department

Length

Course overview