Outline

Overview

This unit aims to provide students with an understanding of a range of theoretical perspectives underpinning social work research and practice in a range of settings. This unit will offer students the opportunity to reflect upon the relative contributions of these perspectives towards achieving social justice, particularly with marginalised individuals and communities. Developing requisite knowledge, skills and values to engage in critically reflective social work research and practice is a core component of this unit. Students are encouraged to reflect upon and analyse research and practice through multiple lenses.

Unit details and rules

Academic unit	Social Work
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Mareese Terare, mareese.terare@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Presentation In-class presentation and Written task	40%	Please select a valid week from the list below Due date: 13 Aug 2021 at 14:00	Equivalent to 1500 words
Outcomes assessed:
Creative assessment / demonstration	Class Participation Written Work	15%	Week 03 Due date: 26 Sep 2021 at 23:00	1000 words
Outcomes assessed:
Assignment	Exploring theory in practice Written task	45%	Week 09 Due date: 11 Oct 2021 at 23:00	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1. Class Presentation

Students will be expected to conduct a presentation, on at least 2 theories for professional practice that impacts on their work.(see the topics above). The presentation should run for a maximum of 10 minutes, inclusive of class discussion and address:

A link with Aboriginal knowledges and sensibilities
A brief history of the development of the particular theory for practice.
Key principles of this approach to practice.
Provide a concise account of how these theories are relevant to professional practice. (eg. provide example(s) from current or recent practice and/or draw on the practice experiences of other students in the group)
Outline the strengths, weaknesses and issues of this particular theories for practice.
Provide a one page summary of key aspects of the presentation for all students in the group and to be distributed at the presentation.

Assessment criteria:

Content (20%)

Theory or theories to be relevant to professional practice
To have depth, that is, offer not only descriptions but explanations and a good understanding
To have a clear focus
To reflect complexity and limitations
Written summary is concise and clearly written.

Clarity of presentation (20%)

be engaging and creative
show links between theory development and practice
be critical in perspective
keep within the time limit.

Assessment 2. Class Participation

Students are to write a report on their reflections of their class participation.

Students may include their active involvement in the class discussions, the influence of the readings on their class participation and the appropriateness of the assessment tasks on their class participation. Also, any challenges that impeded class participation could be noted.

Assessment criteria: (15%)

The report is to address and reflect how the student:

Demonstrates critical and active engagement with the work of the group and the material in the unit of study
Interacts effectively and respectfully within the group
Persuasively articulates argument displaying a clear focus
Describes and analyses barriers or limitations to active and positive participation.

Assessment 3: Major Essay – The Links between Theory and Practice

Choose a subject that really matters to you. Students are to choose a subject (person/group/community/nation), that is important to you and address the relevant Aboriginal knowledges or sensibilities, and relevant Western theories that helps to understand and analyse this subject

With analysis and critical reflection, describe the core revelations that emerge and what you would recommend for that individual, group, community or nation.

Marking criteria: (45%)

A clear introduction and description of the person/group/community/nation and the rationale for your choice.
A thorough discussion of the range of 2-3 theories, social policies and research that is relevant to your person/group/community/nation.
Analysis of the material and key themes and a thorough critique of the theory/theories and how this assists you with your work or understanding of the subject.
Attention to structure, expression, grammatical correctness and appropriate referencing.

Detailed information for each assessment can be found on Canvas.

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
Week 01	Day 1 Introduction Unit Outline Overview	Online class (1 hr)
	Day 1 Aboriginal/First Nations Worldviews. First Nations Worldviews: Ways of Knowing, Doing and Being.	Online class (3 hr)
	Day 1 Big Picture theories: Psychoanalytical Theories, Post Modern, Post Colonial theories.	Online class (3.5 hr)
	Day 2 Loss Grief, Spiritual and Cultural Bereavement	Online class (2 hr)
	Day 2 Narrative Theories and Assessment 2 preparation	Online class (3.5 hr)
	Day 2 Session 3 Community Development Theories	Online class (2 hr)
	Day 3 Critical Race Theory and Feminist theory	Online class (4.5 hr)
	Day 3 Library Session	Online class (3 hr)
	Day 4 Overview of Theories and Assessment research and Preparation	Online class (7 hr)
	Final Day Summary and Assessment Presentation	Online class (6.5 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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, 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 the application of critical knowledge about social work theories and practices and to articulate the influence of the cultural, philosophical, ideological, practical, ethical, social and environmental context on theory and practice development
LO2. analyse and critique theories and perspectives underpinning social work practice in relation to their relative contributions towards achieving commonly articulated social work objectives
LO3. develop connections between social work theories, practices and research
LO4. use critical thinking and communication skills (recollection, comprehension, application, analysis, evaluation, justification and synthesis) in different social work related contexts
LO5. communicate in a professional and reflective manner and demonstrate the ability to use social work knowledge and skills
LO6. demonstrate a critical disposition.

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.

This unit is regularly reviewed and updated based upon student feedback collected through evaluation means including the University of Sydney USS surveys.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

SCWK6943: Practice Theory Development

Semester 2a, 2021 [Block mode] - Remote

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect