Outline

Overview

This is the first part of a field education practicum of 80 days. Field Education is a core component in all social work degree programs. The 80 days of second placement comprising SCWK5005 Practice Learning 2A and SCWK5006 Practice Learning 2B and the seminars provide a forum in which to explore issues concerning the theory/practice relationship, the development of advanced social work practice knowledge, skills and values as well as opportunities for support and consultation with other students and Faculty staff.

Unit details and rules

Academic unit	Social Work
Credit points	12
Prerequisites ?	SCWK5010 and SCWK5004 and 12 additional credit points
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Pam Joseph, pam.joseph@sydney.edu.au
Tutor(s)	Sarah Murray Heal, sarah.murrayheal@sydney.edu.au
Tutor(s)	Suzy Velkou, suzy.velkou@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Oral presentation Presentation.	0%	Multiple weeks	10 minutes.
Outcomes assessed:
Placement	Learning plan Placement learning plan	0%	Progressive	1,500 words
Outcomes assessed:
Placement	Mid-placement report Report	0%	Progressive	1,500 words
Outcomes assessed:
Placement	End of placement report Report	0%	Progressive	1,500 words
Outcomes assessed:
Placement	Placement portfolio Portfolio	0%	Progressive Closing date: 30 Nov 2020	6,000 words
Outcomes assessed:
Assignment	Blog entries Blog	0%	Progressive	1,500 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Details on each assessment task will be provided on Canvas.

These assessment reflect the progressive requirements for Placement Learning 2A (SCWK5005) and Placement Learning 2B (SCWK5006).

Learning plan: Your Learning Plan (LP) should relate to the 8 AASW Practice Standards (2013) and be set out in the template provided to you in class. It should reflect your learning goals for the placement and include specific tasks (strategies) which will assist you to meet those goals. You should begin to draft the LP within the first two weeks of placement, and discuss it in supervision with your Field Educator (FE), and external social work supervisor if you have one. It must be signed by you and your FE, and your external Social Work supervisor if you have one. The LP is be due by Day 15 of your placement.
Mid-placement report: The mid-placement report is a summary of your learning in the first half of the placement. It should be written as a critically reflective essay, not in the format provided for either the Learning Plan or Mid-placement Visit summary/report. Please refer to the 2020 Field Education Handbook for guidance about the content. It should include comments by your FE, and your external SW supervisor if you have one, and be signed by you, your FE, and your external SW supervisor if you have one.
Oral presentation: Prepare a critically reflective 10 minute oral presentation integrating a social work theory, practice approach, piece of research, or an aspect of your academic learning, with your placement experience. This could be a case study, an organisational policy or procedure, an ethical issue, a critical incident, or any other aspect of your placement which has been significant to your learning on placement.
Blog entries: The blog entries comprise three 500-word entries, submitted on Day 30, Day 50 and Day 70 of your placement. Each entry will address a separate aspect that has emerged from your placement experience and which has influenced the development of your social work practice and knowledge.
End of placement report: The end of placement report is written as a final reflection on your learning throughout the placement. Refer to the 2020 Field Education Handbook for specific content. It should include comments by your FE, and external SW supervisor if you have one, and be signed by them and you.
Placement portfolio: The placement portfolio should include all of the following documents: Cover sheet/checklist, Learning Plan, Mid-placement Liaison Visit Summary, Mid-placement Report, End-of -placement Report and signed timesheet.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Pre-semester	Pre-placement seminar: welcome & orientation to PL2.	Seminar (3 hr)
Week 01	Professional integrity in action	Seminar (3 hr)
Week 02	The broad tent of activism	Seminar (3 hr)
Week 03	Building and maintaining alliances	Seminar (3 hr)
Week 04	Power, leadership and justice doing	Seminar (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a deepening knowledge of concepts central to the social work discipline and be able to apply these in your practice
LO2. demonstrate the ability to work productively, collaboratively and openly in diverse groups and across cultural boundaries
LO3. demonstrate an ability to apply critical thinking and problem solving to both social work theory and practice
LO4. demonstrate an ability to communicate appropriately and effectively in a range of academic and professional settings including communicating with confidence using oral/written/digital media, communicating effectively and appropriately in both one-on-one and group interactions, being an engaged and reflective listener and collaborating and functioning as an effective team member
LO5. demonstrate a capacity to work effectively in interdisciplinary (including interprofessional) settings
LO6. reflect on your ethical responsibility through committing to core values of professional integrity; principles of social justice and a knowledge of AASW Practice Standards for Social Workers.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to previous student feedback about duplication of assessment topics, a previous essay task has been replaced with a progressive blog/journalling task.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

SCWK5005: Practice Learning 2A

Semester 1b, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect