module specification

SW7060 - Practice Education (Stages 1 and 2) (2023/24)

Module specification Module approved to run in 2023/24
Module title Practice Education (Stages 1 and 2)
Module level Masters (07)
Credit rating for module 30
School School of Social Sciences and Professions
Total study hours 300
180 hours Guided independent study
120 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 60%   A critical evaluation of the ways in which you managed the learning and assessment process
Practical Examination 0%   A report by practice assessor based on two direct observations of practice of the practice educator
Coursework 40%   A reflective account of your professional development as a practice educator, 2500 words
Running in 2023/24

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Year North Friday Morning
Year (Spring and Summer) North Variable -
Year North Tuesday All day
Year North Monday All day
Year North Friday All day

Module summary

This module has been designed to conform to the professional requirements and competencies for Stage 1 & 2 (combined) of the Practice Educator Professional standards for social work. As prescribed by The College of Social Work (TCSW) Practice Educator Professional Standards for Social Work (PEPS), (TCSW, 2012). 

The combined module will enable Practice Educators to supervise, teach and assess students up to and including the last placement. They will also be expected to mentor an AYSE candidate. In effect, these practice educators will have the authority and capability to recommend, on the basis of appropriate evidence, that the social work students are fit to practise at the point of qualification.

The emphasis of this module will be to develop further the knowledge and skills of individual practice educators (PE), acquired from their practice experience of being qualified social workers in the field for at least 2 years.  The PE will have the opportunity to share their knowledge and understanding of arrange of different techniques used in supervising, teaching, and assessing a social work student’ s practice; within the context of anti-discriminatory and anti-oppressive practice.

The combined module, will introduce the PE’s to research processes, research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research and evidence based practice and research design. There will be ongoing critical analysis of up-to-date policy development and practices in order to encourage and build on reflective practice learning and teaching in the field.

Theoretical frameworks used and ethical reasoning used that inform decision making in professional practice will be examined in the context of assessing a social work student’s fitness for practice.   A combination of lectures, the use of weblearn, seminars, workshops  skills days and group presentations workshops as well as work and practice based learning activities will be used to enhance teaching, assessing and supervisory skills in the assessment of social work students practice. The modules ethos is guided by anti-oppressive practice and the principles of adult learning.  In addition each trainee practice educator will be allocated a personal tutor at the beginning of the module. We are committed to supporting employers to developing solutions to support their work force development needs.


Combined module
The indicative syllabus includes:

• Anti Oppressive Practice, values and ethics and social justice  LO1-5
• Adult learning theories and  models  Combined module   Combined module   LO1-5
The indicative syllabus includes:

• Anti Oppressive Practice, values and ethics and social justice  LO1-5
• Adult learning theories and  models  LO1-5
• Supervisory models, roles and skills, which recognise the power dynamics between practice educator and learner LO1-5
• Direct observation of practice  LO1-5
• Refine assessment skills in order to make judgements about learner’s academic and practice progress and supply evidence of achieving competencies  LO1-5
• Using more complex assessment methods including recording, reports, observations, feedback from people who use services and carers, professionals and other colleagues  LO1-5
• Critical reflection  LO1-5
• HEI quality assurance systems  LO1-5
• Contemporary research, theory, policy, legislation and practice including agency policy, procedures and practice  LO1-5
• Conflict resolution  LO1-5


Balance of independent study and scheduled teaching activity

The teaching and learning strategy for this module is based on an integrated programme of lectures, with supporting material and exercises, together with direct observation of practice.  Lectures will be used to provide a conceptual framework. 

There will also be inter-active/discussion forums, involving skills days, group activities and workshops. Assignments will enable practice educators to reinforce and expand their knowledge as well as to obtain competence in adult learning principles and ethical argument and research skills.  Tutorials will address specific issues, and allow a venue for debate and presentations.  

Web-based learning is available to support, reinforce and test practice educators’ understanding with access to additional learning resources. A combination of lectures, the use of weblearn, seminars and workshops  will be used. The programme ethos is guided by anti-oppressive practice and the principles of adult learning.  In addition each student will be allocated a personal tutor at the beginning of the Programme.

Learning outcomes

On successful completion of this combined module, the Practice Educator will be expected to demonstrate and evidence the attainment of 4 Domains A-D, as prescribed by The College of Social Work (TCSW) Practice Educator Professional Standards for Social Work (PEPS), (TCSW, 2012) and be able to:

1. Organize opportunities for the demonstration of assessed competence in Practice and meet Domain A competencies 1-8
2. Enable learning and professional development in practice and meet Domain B competencies 1-9) including the application of an appropriate range of supervisory models, roles and skills, which recognise the power dynamics between practice educator and learner
3. Manage the assessment of the student in practice and meet Domain C competencies 1-14 including using a range of assessment methods and marking
4. Demonstrate effective continuing performance as a practice educator and meet Domain D Competencies 1-7
5. Apply values required for Practice Educators and assure the quality of learning and teaching

Assessment strategy

The assessment strategy for this module is designed to assess achievement of the module learning outcomes that encompass the domain A-D competencies. It includes a range of formal and informal assessment tools; assignments will be formatively and/or summatively assessed.

The formative process includes the regular maintenance of a reflective  learning log from their experiences of teaching and assessing the student . This allows the practice educator  to plan and monitor their progress, and  to reflect on their learning from their experience.

These assignments will include individual and group activities, case-study work, presentations, progress exercises, coursework and direct observations of the candidates practice.

Apart from the module’s formal description of assessment there is also:
• A feedback report from the social work student, based on the practice educator’s performance as a teacher, assessor and supervisor

Marks will be aggregated for the written reports but students cannot pass the module without passing the practice assessor’s report.


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