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Step Up to Social Work: A employer-led route to qualification Learner Guide an. Welcome and Overview of the session. West London Social Work Project. Recruitment and Retention. Frontline Child Protection Services. Higher Education. Leadership and Frontline mangers. NQSW. Career

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west london social work project
West London Social Work Project

Recruitment and Retention

Frontline Child Protection Services











the Social

Work Role

Step Up

  • Name, team and experience of social work students
  • One thing you wouldn’t want a student to say on their first day!
  • Feedback to the group (1 min)
hei workstream
HEI Workstream
  • Shared ownership for Social Work Education
  • Admissions
  • Assessment
  • Placements
  • Course content and delivery
  • Workforce planning
key priorities for graduates
Key Priorities for Graduates

In pairs discuss: (20 mins)

  • Does this statement reflect your current experience of social work students or NQSWs?
  • Is this what you, your team and service users require from social work graduates?
  • Are there any additional skills and attributes you feel are essential?
  • Feedback to the larger group (20 mins)
step up to social work
Step Up to Social Work
  • What is ‘Step Up to Social Work’?
  • How does it differ from other models of social work education?
  • Who are the students?
  • Who are the key stakeholders?
  • What does the course and the student journey look like?
work based learning
Work-based Learning
  • Significant departure from traditional forms of learning that are ‘teacher controlled’ towards ‘employer-led’
  • Construction of learning experiences to enable skills development
  • It is a process rather than a ‘one off’ event
  • Encourages students to take responsibility for their own learning
  • Integration of theory/practice and learning from the working environment, supplemented with academic delivery.
what is a learner guide
What is a Learner Guide?
  • An experienced and confident professional
  • Sound working knowledge of the organisation
  • Ability to mentor, coach and support students within a Work-based Learning Framework
roles and responsibilities of the learner guide
Roles and Responsibilities of the Learner Guide
  • Develop a supportive relationship with individual student
  • Provide professional and personal support to students
  • motivate and encourage students
  • contribute to the supportive culture for the student on the MA `Step Up To Social Work’ Programme
  • help the student to develop and grow as a result of the learning outcomes of the modules on the programme
  • make contact with the student’s Personal Tutor and/or Practice Educator as required.
  • Review the student’s progress
  • Seek clarification from the module leader if they are unsure about any aspect of their expected role and responsibility as a learner guide, in relation to each module or its documentation
the learner guide is not responsible for
The Learner Guide is not responsible for:
  • Formal supervision
  • Formal assessment of the student
  • Line management, or case accountability
  • Practice teaching or assessing
key skills for a learner guide
Key Skills for a Learner Guide
  • Listening and Questioning
  • Reviewing and reflecting
  • Advising
  • Informing
  • Giving and receiving feedback
responsibilities of the student
Responsibilities of the student
  • Arrange, prepare and attend support meetings with their learner guide to ensure a positive learning experience is achieved
  • Notify all concerned of unavoidable absences and reschedule.
  • Produce a diverse range of evidence within their portfolio which is appropriate and sufficient and maintains confidentiality, to meet the learning outcomes of each module.
  • Complete a record of all meetings and agreements with their learner guide which must be signed by both parties.



















Learner Guide and Student

Complete Learning Agreement

Copy of agreement to

Academic Tutor

Copy to

Host Team Manager

for information

  • The learner guide will need to know:
  • The services and role of stakeholders
  • The modules, including Learning Outcomes
  • The assessment format
  • How to develop a learning agreement
  • Concerns raised by Learner Guide will go to SUSS

Learner Guide


key priorities and skills development
Key Priorities and Skills Development

In pairs consider the Skills Development examples, and the following questions:

(30 mins)

  • What approach will you take in relation to arranging skills development opportunities (i.e. who to contact, and when etc?)
  • What do you think the main challenges will be, and how to plan to overcome them?
  • Feedback to the larger group (30 mins)
student evaluation forms
Student Evaluation Forms
  • One evaluation form for each skills development day
  • To be read and signed by the Learner Guide
  • To be used to review student progress
  • Evaluations to be shared with UoH
  • To be used as the basis for planning skills development activity for the next Learning Block
contact details
Contact Details
  • Shauna Guinn, HEI Partnership Officer

07881 486441

  • Anthea Anthony, HEI Partnership Officer

07825 420416