Practice Learning (WS40)
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The document outlines the structure and components of the PDA Practice Learning Social Services (PDAPL) program initiated in March 2013, which emphasizes supporting learning, evidence-based practice, and leadership within social services education. It details the curriculum over four modules focused on facilitating learning, assessment, and critical reflection, along with preparation for student placements and collaboration among candidates. Additionally, it addresses the role of independent practice teachers and the benefits of integrating student placements into agencies, particularly within the third sector.
Practice Learning (WS40)
- 1. PDA Practice Learning SS (PDAPL) New Programme March 2013
- 2. PDAPL Units • Support Learning in a Practice Context • Evidence Based Practice • Create an Environment for Learning • Establish Effective working Relationships • Facilitate Learning • Assessment of Learners • Evaluate Learning • Leadership for Learning
- 3. Pre programme work Planning for assessment 1, and review of on line learning (such as PDA PL SS learning objects from SSSC website) Assessment 1 – develop a piece of learning for use with others, which will promote thinking around the current social services context, and in particular: • The law and practice guidance, and how this defines roles, responsibilities and accountability • Positive and negative impacts of the law for practice and different perspectives on the law
- 4. Induction PART OF MODULE 1 (DAYS 1 & 2) Starting point - review of learning programme and assessment Expectations - what we expect from candidates and what they should expect from us SCQF descriptor - what this means in practice Resources - the resources candidates should expect to access, such as: CLF, SSSC Codes of Practice, Key Capabilities … Working with on line resources - either SSKS direct input or SSKS module from website
- 5. MODULE 1 (days 1 & 2) Units 1. Support learning in a social services context (WJ) 2. Evidence based practice (WF) Delivery Routes • Tutor lead workshop • Candidate support group (to take place within Module 1) • Guided candidate self study
- 6. Before next module (6 weeks) • Candidates need to - research, prepare, deliver and evidence learning activity for assessment 1, and, provide either a detailed plan (to be written up later • Complete assessment 2 - working with other candidates, create a document to promote awareness of research and evidence based practice (to be started as part of module 1)
- 7. MODULE 2 (days 3 & 4) Units 3. Create an environment for learning (WC) 4. Establish effective learning relationships (WB) Delivery Routes • Tutor lead workshop • Candidate support group (to take place within Module 2) • Guided candidate self study
- 8. Assessment arising from module 2 To be completed in preparation for student/learner placement: • Assignment – candidate’s critical reflection • Observation • Supportive statements - feedback • Products • Learning agreement • Induction plan • Mid point review
- 9. MODULE 3 (days 5 and 6) Units 5. Facilitate learning (WG) 6. Assessment of learners (WA) Delivery Routes • Tutor lead workshop • Candidate support group (to take place within Module 3) • Guided candidate self study
- 10. Assessment arising from module 3 To be completed when working with student/learner on placement: • Candidate’s critical reflection on own performance in assessment (including own performance and developments for the future • Observation – candidate providing feedback to a learner (to be undertaken, and recorded by the assessor) • Supportive statements – feedback • Products • learning agreement • direct observations of learners carried out by the practice educator/teacher • mid point review • final report
- 11. MODULE 4 (days 7 and 8) Units 7. Evaluate Learning (WD) 8. Leadership for Learning (WH) Delivery Routes • Tutor lead workshop • Candidate support group (to take place within Module 4) • Guided candidate self study
- 12. Assessment arising from module 4 To be completed when working with student/learner on placement: • Observation of candidate’s practice • Candidates’ critical reflection, and the creation of a learning object to promote awareness of research and evidence based practice • Supportive statements – feedback • Products • Learning objects and/or other learning materials
- 13. Portfolio contents 1. Candidate’s reflection 9. Candidate’s reflection 2. Product evidence 10. Observation 3. Observation 11. Supportive statements 4. Supportive statement 12. Product evidence 5. Candidate’s reflection 13. Candidate’s reflection 6. Observation 14. Product evidence – learning object 7. Supportive statement 15. Supportive statement 8. Product evidence 16. Product evidence
- 14. Independent Practice Teachers Who are They ? Qualifications / Experience / Registration Recruitment Process Support for IPTS Daily Fee / Expenses Ongoing Development
- 15. The Current Climate •Challenges for agencies •Creative approaches to challenges •Growth of Third Sector solutions
- 16. Benefits to agencies of student placements •Third sector placements offer contrast for students •Wider awareness amongst qualifying SWS of third sector •Potential recruits for agencies •Wider sharing of learning
- 18. Scenarios What are the benefits to voluntary agencies in having their own practice teachers? If you are thinking about providing a practice learning opportunity for BA (Hons) in Social Work Student – How do you go about this? What would a placement look like in your organisation?
Editor's Notes
- #3: Explain the units and SQA / SSSC award. How candidates need to satisfy evidence requirements Language difficult in units – therefore changes made to hopefully give a clearer understanding to candidates.