How you will learn
Learning is based in academic study as well as practice placements which students will be actively encouraged to use, apply and integrate their developing knowledge within the context of Social Work practice. In adopting a reflective approach, we endorse a pedagogically valid method that fosters an enquiring, evaluative attitude to academic study. Learning and assessment are interrelated. We recognise that as individuals you all have different learning styles and needs. We also recognise that as we encourage you to be critical thinkers, we must also be the same and that no one theory about effective learning will meet with our complete endorsement. There are a number of theories that we advocate. These are Transformative Learning (Mezirow, 1997) and Threshold Concepts and Troublesome Knowledge (Meyer and Land, 2003, 2006, 2010). These theories show us how learning can have an irreversible impact on each individual and this can change how the learner views the world and their place in it. In terms of postgraduate learning, the team also emphasises Threshold Learning, which we believe has relevance to the transition from undergraduate study to holding a Master's qualification.
Threshold Conceptual learning may be ‘considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress.’ Meyer and Land (2003). They state 5 characteristics of this theory which are:
- Transformative Learning: a dramatic shift in one’s perspective
- Irreversible: once learned it is not possible to unlearn
- Integrative: you begin to see connections between previous learning and theories that had previously not been considered or observed.
- Bounded: while the integrative attribute may be present at times, there must be the recognition that there are limits between different theories, and that while they might share some similarities, there is always a demarcation line between the two.
- Troublesome: when grappling with new material and knowledge there is a process where you ‘get it’. When it is applied to a situation, you realize that you haven’t quite got it and you need to return to learn more.
How you will be assessed
A key feature of your academic journey will include formative assessment. That is work that helps to inform or become part of your final ‘summative’ assessment, and the nature of it varies across the modules. Formative work may include in‐class or online activities such as presenting draft assignments, work in progress, or multiple-choice tests. Everything that you undertake, and the products of that learning, embed through active participation for, dialogue and feedback. A number of modules include formative activity that helps your tutors give you feedback on your development to enhance your overall learning (Nichol & McFarlane-Dick, 2006).
Summative assessment is authentic and aligned to both the module-learning outcomes and programme aims. Summative assessment encourages progressive development through feedback and reflection, which is of relevance to both further academic progression and your future employment needs. Intellectual, subject specific and key transferable skills are central to learning opportunities and assessment. The curriculum follows a specific strategy for assessing students to ensure you meet the requirements of Level 7 study as well as Social Work England requirements. For example, we incorporate assessed group presentations into the curriculum, which will assess your own contribution to the topic as well as the overall group performance. Once you have qualified as a Social Worker, being able to successfully work in groups with other professionals will be a crucial element of everyday practice. Similarly, being able to communicate effectively both verbally and in written form is something you will need to be consistently successful in doing. Our assessment strategy reflects these professional and academic needs and ensures that our graduates are able to immerse themselves productively in the demands of the profession.
At Master's level, you will discover the importance of research and how to integrate knowledge, application and production of research in your everyday practice. This programme runs yearlong research modules in both academic years to ensure you are fully able to integrate your research capabilities into your practice and ongoing professional learning. Research is not an optional attribute for either professional or Master's study.
Indicative Range of Assessment Methods: The breadth of assessment methods acknowledges that graduate and employability skills are many and varied and so students need opportunities to develop, practice and be assessed on as full a range of skills as possible. An example of the range is as follows: intervention design and evaluation, critical reflection, academic essay, portfolio, presentation and simulation.
