This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 12/10/2022 14:32:13
|
Title of Module: Learning & Applying Lessons from Svc Failures |
|---|
|
Code: SWPG11006 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | G
Graham |
|---|
| Summary of Module |
|---|
Through the use of an inquiry-based learning pedagogy, students will be supported to develop a conceptual understanding of need and risk, and to grasp the practical relationship between the assessment of need, risk and positive outcomes, or alternatively failures in service delivery. Students will consider and analyse the findings from Serious Case Reviews (renamed Learning Reviews from 2022).
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the concepts of need and risk.
L2.
Provide a critical analysis of the processes of assessing need and risk with reference to practice frameworks.
L3.
Provide a critical review and analysis of key findings from reviews of service failures.
L4.
Demonstrate an understanding of ethical practice in the assessment of need and risk.
L5.
Demonstrate the ability to articulate a cogent analysis in a manner that conforms to professional expectations and academic conventions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 11.
At the end of this module students will have a critical understanding of the relationship between service failures and subsequent changes to policy and practice.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Students will make use of inquiry based learning approaches to direct their own learning to develop their own critical analysis.
|
| Generic Cognitive skills |
SCQF Level 11.
Students will be able to understand key principles in social work practice and how we learn and develop form service failures. Students will be able to recognise and critically reflect upon ethical dilemmas and the different, and sometimes competing, perspectives of stakeholders.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Students will make effective use of ICT to support and develop written and oral communication skills.
|
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Students will be able to take responsibility for planning their own learning and academic and professional development in keeping with the SSSC Codes of Practice for Social Services Workers. Students will work in groups to explore evidences sources used to support social work practice.
|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| Significant elements of this module will be delivered online, with opportunities for meaningful campus-based engagement. Learners will be required to engage with resources on the university’s Learning Experience Platform (LEP) and/or Virtual Learning Environment (VLE). |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Care Inspectorate (2019) Learning from Significant Case Reviews March 2015 to April 2018. Available at: https://www.careinspectorate.com/images/documents/5064/Learning%20from%20significant%20case%20reviews%20March%202015%20-%20April%202018.pdf
Getting It Right For Every Child 2006, (Latest Update) The Scottish Government: https://www.gov.scot/policies/girfec/
Parton, N. (2004). "From Maria Colwell to Victoria Climbié: reflections on public inquiries into child abuse a generation apart." Child Abuse Review 13(2): 80-94
NSPCC (22 September 2021) History of Child Protection in the UK. Available at: https://learning.nspcc.org.uk/child-protection-system/history-of-child-protection-in-the-uk
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with: timetabled sessions (whether online or in-person); course-related learning resources including those accessed via the LEP/VLE and if they complete assessments and submit these on time. |
[Top of Page]
Supplemental Information
| Programme Board | Psychology & Social Work |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Ug/Pg Social Work & CDAS |
|---|
| Moderator | L Nuttall |
|---|
| External Examiner | S Lucas |
|---|
| Accreditation Details | Scottish Social Services Council |
|---|
| Version Number | 2.03 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
There are two assessments for this module. The first assessment will require students to work individually, to produce an essay of 2,000 words for which they will receive feedback from the module teaching team. This essay will be worth 30% of the module marks.
The second assessment for this module will require students to produce and present an individual poster presentation. The poster will be worth 70% of the module marks. Each student will record their presentation and submit it in accordance with further instructions.
Standard University regulations apply to the pass thresholds for postgraduate modules.
|
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Aligned with the overall commitment to equality and diversity, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School.)
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|