| Social work education and training has rarely been | | | | learning experience for students and practice |
| under so much scrutiny and the quality of practice | | | | educators. |
| learning is now very much in the spotlight. | | | | A well designed curriculum which makes clear |
| The current scrutiny of the social work degree | | | | links to the National Occupational Standards assists |
| has led to an increased interest in the idea of a | | | | practice educators when they come to |
| curriculum for social work practice learning. The | | | | completing the final assessment report on the |
| GSCC recently called for an agreed National | | | | student. |
| Curriculum for the social work degree, arguing | | | | To develop a practice learning curriculum for a |
| that a National curriculum will improve quality in the | | | | social work placement we would suggest that |
| degree and will mean that employers can be | | | | practice educators work through the following |
| clearer about what to expect of newly qualified | | | | process: |
| social workers. | | | | Set the learning agenda |
| Only a small number of Universities actually | | | | Think about: |
| require practice educators to devise a practice | | | | What does the student need to learn? |
| learning curriculum, although most do encourage | | | | What will the student be assessed on? |
| their use in recognition of the many benefits of a | | | | Select appropriate learning opportunities |
| curriculum for practice learning. | | | | Bear in mind: |
| In our experience, once they have found a | | | | Any specific University requirements |
| framework, most practice educators are keen to | | | | What can be provided in the setting |
| develop a practice learning curriculum. There are | | | | Any specific learning needs the student has |
| various reasons for this: | | | | Theories of adult learning |
| The curriculum will give some focus to the | | | | Student preferences about learning |
| placement. It should also structure the learning | | | | opportunities |
| process (although there will still be flexibility). This | | | | Plan delivery of the opportunities |
| is important since placements can seem very | | | | Think about: |
| short considering the amount of work there is to | | | | Who is best placed to provide the |
| do. | | | | opportunities/support the student in accessing the |
| The use of a learning curriculum and the | | | | opportunities? |
| regular review process will ensure that nothing is | | | | When is the best time to provide the |
| "missed out" or taken over by other issues. | | | | opportunities? |
| A learning curriculum is particularly useful in off | | | | Plan for review and evaluation |
| site practice learning situations. It ensures that the | | | | Ensure there are plans in place to review the |
| practice educator and on site supervisor are each | | | | effectiveness of the opportunities, to evaluate |
| aware of their own particular role in facilitating the | | | | the curriculum etc. This will involve agreeing: |
| student's learning. | | | | Review dates |
| A learning curriculum is particularly helpful if a | | | | Evaluation methods |
| practice educator finds themselves working with a | | | | Make links with assessment |
| failing or marginal student. They will be able to use | | | | Think about: |
| the curriculum to reflect on whether the student | | | | How will the learning curriculum be linked into |
| has had sufficient learning opportunities. They can | | | | the assessment process? |
| also revisit and amend the curriculum to support | | | | How will the student's learning be assessed? |
| the student and supplement any action planning. | | | | What outcomes/evidence might be |
| Whilst the production of a learning curriculum | | | | generated from the learning activities? |
| is time consuming in itself, in the longer term it | | | | What the actual document looks like isn't |
| saves time. | | | | important. Some Universities provide a set format |
| The development of a learning curriculum | | | | for practice teachers to use but most don't. |
| assists in improving placement planning and | | | | There is a huge variety in how a curriculum is |
| generally means that the practice educator and | | | | recorded and documented and as long as it is |
| team will be better prepared to support the | | | | accessible to both the practice educator and the |
| student. | | | | student a practice educator has significant |
| Curriculum development is in itself a useful | | | | freedom in developing their own style. |