Module SOCI42415: Professional Development 2

Department: Applied Social Sciences

SOCI42415: Professional Development 2

Prerequisites

• Professional Development 1.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The purpose of this module is to build on students’ earlier understandings of professional development, and to provide a vehicle to enable students to apply and integrate learning from the discrete elements of the programme. In so doing, they will be able to develop and enhance a range of generic skills, identify and address their own learning goals, evidence their own learning, and demonstrate the capacity to critically reflect on and enhance their practice. Students will also begin to gain an understanding of the expectations of continuing professional development in social work, as well as beginning to apply relevant techniques to enable them to record, analyse and build on prior learning, gained in both applied and academic settings.
• This is a 15 credit module which builds on Professional Development 1 and is organised around the further enhancement of the professional development portfolio. The module will incorporate several summative assessment components.
• The Portfolio will be closely linked to the 30 days skills development integral to the programme, offering the opportunity to evidence learning and demonstrate the capacity to reflect and build on previous work throughout the students’ experience, and to capture achievements and support professional development through their training.

Content

• The module will incorporate a number of discrete elements, focusing on the critical development of professional skills, and the integration of learning across the academic and practice components of the programme.
• The module elements will comprise short blocks of skills-based teaching and learning, opportunities to develop reflective learning capabilities, and a number of shorter activities which will focus on specific aspects of professional and skills development.
• The following list of subjects is indicative of topics to be covered:
• Working with Interpreters (skills based)
• Working with People with Sensory Impairment
• Working with Children
• Into Work (preparation for employment and building resilience)
• Interprofessional Work.

Learning Outcomes

• On completion of the module, students will have demonstrated at a qualifying level that they have:
• Extended on their understanding of the contexts and challenges of partnership working;
• Become more aware of issues and challenges associated with working in organisations;
• Gained insights into the expectations of leadership in a professional role.

• Acquired the tools and insights required to support continuing professional development;
• Demonstrated the ability to consolidate learning and integrate social work theory and practice;
• Equipped themselves with the ability to identify and address challenges, conflicts and ethical dilemmas;
• Built on their capacity to evidence individual professional developments whilst on placement and in teaching;
• Developed and enhanced a range of generic transferable skills.

• Acquired a strong ability to apply the skills of critical reflection actively to the lessons emerging from their academic and practice experience;
• Developed the capacity to manage their own professional learning and development at a qualifying level;
• Been enabled to identify strengths and learning needs and to articulate strategies for building on or addressing these as appropriate in their AYSE year and beyond.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module learning outcomes will be addressed through a combination of direct teaching, workshops, practice learning opportunities, and collaborative learning.
• Knowledge, skills and professional development will be assessed through portfolio-based:
• Student account of practice;
• Evidence of specific learning, practice or skills development;
• Critically reflective accounts of the application of ideas and learning to practice;
• Documentary evidence of feedback from other sources (eg practice educators, service users, or peers);
• A complete and coherent portfolio of professional evidence (pass/fail)

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

This module builds on similar principles of critical self reflection used in Yr 1 of the programme and so no further formative assessment is offered in Yr 2.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University