Overview
In this final fieldwork placement, you will immerse yourself in a professional practice environment, gaining a strong sense of competence and confidence in preparation for entering the social work profession. Field education aims to provide you with a robust and fulfilling learning experience, ensuring a collaborative endeavour between the university, you as a student, host organisations, and supervisors. The focus of activities will be on learning outcomes directly linked to the Australian Association of Social Workers (AASW) Practice Standards. Field education is a distinctive pedagogy for social work education, enabling you to integrate classroom learning with professional practice, refine your ways of thinking, doing, and being, and develop your professional identity, integrity, and practice frameworks. Throughout the placement, you will be socialised into the profession by engaging in real practice contexts, creating a constructive and reciprocal learning space. A Field Education Manual will guide you through the placement process, providing a detailed framework and administrative arrangements, including attendance and assessment requirements, as well as roles and responsibilities of all parties. The manual outlines the inherent requirements and performance expectations based on the AASW Practice Standards and ASWEAS General and Profession-Specific Graduate Attributes. You are required to attend the compulsory learning intensive associated with the co-requisite unit, SOWK14010, and participate in designated call-back sessions.
Details
Pre-requisites or Co-requisites
Prerequisites: Students must have completed SOWK13009, SOWK14005, and SOWK14006 before enrolling in this unit. Corequisite: SOWK14010 Integrating Theory and Practice II - This unit is designed to be taken concurrently with SOWK14009. A compulsory learning intensive (previously referred to as residential schools) is associated with SOWK14010, and students enrolled in SOWK14009 are required to attend this learning intensive week. These unit must be completed in the final term of CC48 Bachelor of Social Work (Honours), CL71 Bachelor of Social Work.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 18-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 37.5 hours of study per week, making a total of 450 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
SOWK14009 Fieldwork Education 2 learning experiences are so valuable. I would love to see future students doing more peer group work/supervision and harnessing the value of peer sharing experience in more ways than just forum reflections that are written formally. We want genuine, authentic, personable ways of reflecting and shared learning that are facilitated by the ed coordinators. However, fully acknowledge capacity and time management around this.
This valuable feedback has been taken on board. A peer supervision model will be reintroduced in 2025, with opportunities for more authentic and collaborative reflection. We aim to embed these sessions into the term structure to ensure they are meaningful yet manageable alongside placement commitments.
Feedback from SUTE
While I understand that reflection is an important part of professional growth, I wish we didn't have to do the 1000-word reflection and just handed in our supervision notes. It added to the already heavy workload.
In response, we have streamlined assessment expectations. The formal 1000-word reflective essay has been removed and replaced with the inclusion of annotated supervision notes within the final placement report. This allows reflection to remain embedded in practice while reducing assessment burden.
Feedback from SUTE
I loved the field ed team! They have been absolutely amazing to work with, and I am so happy to have had the privilege of learning and growing under their direction. I don't think I would be the social worker I am becoming today if it weren't for the team!
We deeply appreciate this feedback. The field education team is committed to being responsive, supportive, and grounded in real-world practice. We aim to foster a safe and encouraging environment where students can grow both professionally and personally.
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
- Construct and justify a practice framework relevant to your emerging social work identity and demonstrate its application in various contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Professional Practice Plans (learning plans) - 0% | ||||
| 2 - Learning logs / diaries / Journal / log books - 0% | ||||
| 3 - Presentation - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Making the Most of Field Placement
- Edition: 5th (2022)
- Authors: Helen Cleak and Jill Wilson
- Cengage
- Melbourne Melbourne , Victoria , Australia
- ISBN: 9780170417006
The eBook is accessible at the Library website. If you are having issues gaining access, both paper and eBook copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
- Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Word
- Zoom - smartphone or laptop (not government based computer)
- Sonia
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.kemble@cqu.edu.au
Week 1 – Recommencing Placement: Professional Learning & Orientation
Begin Date: 13 Jul 2026Module/Topic
- Re-engaging with placement learning
- Understanding the Learning Agreement in FE2
- Placement orientation and organisational induction
- Establishing professional supervision arrangements
- Reviewing professional responsibilities, safety and attendance requirements
- Foundations of Academic Integrity Program
Chapter
- Cleak & Wilson (2022): Chapters 3 & 5
- Field Education Manual (CQU, 2026)
Events and Submissions/Topic
- Health & Safety Orientation Form due via SONIA
- Begin recording placement hours in SONIA
- Attend or arrange first supervision session
- Begin drafting Learning Agreement goals
- Check your student email at least twice per week for important communications
Week 2 – Advanced Reflective Practice and Professional Communication
Begin Date: 20 Jul 2026Module/Topic
- Using supervision for professional growth
- Developing critically reflective practice
- Professional communication and workplace relationships
- Identifying emerging areas for development
Chapter
- Cleak & Wilson (2022): Chapters 3 & 5
- Field Education Manual (CQU, 2026)
Events and Submissions/Topic
- Complete weekly Supervision Record & Action Plan
- Continue drafting Learning Agreement goals
- Check your student email at least twice per week for important communications
Week 3 – Learning Agreement Meeting and Professional Development Planning
Begin Date: 27 Jul 2026Module/Topic
- Formalising Learning Agreement goals
- Linking goals to AASW Practice Standards
- Identifying opportunities for increasing autonomy and responsibility
- Planning for Mid Placement Review
- Census date is soon. If you are struggling, please contact your Unit Coordinator for help
Chapter
- Cleak & Wilson (2022): Chapter 5
- Field Education Manual
Events and Submissions/Topic
- Learning Agreement meeting completed or booked
- Mid Placement Review date scheduled
- Supervision Record
- Check your student email at least twice per week for important communications
Optional Reflection Space:
"What feels different in your second placement compared with your first?"
Week 4 – Consolidating Learning Goals
Begin Date: 03 Aug 2026Module/Topic
- Refining Learning Agreement goals
- Identifying evidence of professional capability
- Using reflection to guide professional growth
- Census Date: Tuesday Week 4 of term weeks.
Chapter
- Bassot (2024): Reflective Writing
- Cleak & Wilson: Learning Agreements
Events and Submissions/Topic
- Assessment 1 Learning Agreement due (Week 4 of placement)
- Supervision Record
- Check your student email at least twice per week for important communications
Week 5 – Evaluating Professional Growth
Begin Date: 10 Aug 2026Module/Topic
- Assessing progress against learning goals
- Identifying strengths and development areas
- Gathering evidence for Mid Placement Review
Chapter
- Bassot Theme 2
- Cleak & Wilson: Teaching and Learning on Placement
Events and Submissions/Topic
- Supervision Record
- Check your student email at least twice per week for important communications
Week 6 – Preparing for Mid Placement Review
Begin Date: 17 Aug 2026Module/Topic
- Purpose and expectations of the Mid Placement Review
- Reviewing progress toward professional capabilities
- Preparing evidence and reflections
Chapter
- Bassot Theme 4
- Cleak & Wilson: Assessment and Evaluation
Events and Submissions/Topic
- Begin preparation for Assessment 2 (MPR)
- Supervision Record
- Check your student email at least twice per week for important communications
Vacation Week – Reflection and Review
Begin Date: 24 Aug 2026Module/Topic
- Deepening critical reflection
- Reviewing Learning Agreement goals
- Updating evidence of learning
Chapter
Events and Submissions/Topic
- Ensure Learning Agreement remains current
- Supervision Record
- Check your student email at least twice per week for important communications
Optional Reflection Space:
"What has challenged your assumptions about social work practice so far?"
Week 7 – Mid Placement Review
Begin Date: 31 Aug 2026Module/Topic
- Conducting the Mid Placement Review
- Evaluating progress against goals
- Identifying priorities for the second half of placement
Chapter
- Bassot Themes 5 & 6
- Cleak & Wilson: Practice Contexts and Methods
Events and Submissions/Topic
- Mid Placement Review meeting
- Assessment 2 due one week after MPR meeting
- Supervision Record
- Check your student email at least twice per week for important communications
Week 8 – Strengthening Professional Capability
Begin Date: 07 Sep 2026Module/Topic
- Responding to Mid Placement Review feedback
- Extending practice skills and professional judgement
- Consolidating professional confidence
Chapter
- Bassot Themes 5 & 6
Events and Submissions/Topic
- Assessment 2 due one week after MPR meeting
- Supervision Record
- Check your student email at least twice per week for important communications
Week 9 – Professional Identity, Ethics and Complex Practice
Begin Date: 14 Sep 2026Module/Topic
- Working with complexity and uncertainty
- Ethical decision-making in practice
- Working with diversity and difference
- Developing your professional identity
Chapter
- Bassot Theme 7
- Cleak & Wilson: Ethics, Culture and Power
Events and Submissions/Topic
- Supervision Record
- Check your student email at least twice per week for important communications
Week 10 – Professional Sustainability and Wellbeing
Begin Date: 21 Sep 2026Module/Topic
- Maintaining wellbeing in professional practice
- Sustainable approaches to self-care
- Managing workplace stress and boundaries
Chapter
- Bassot Theme 8
Events and Submissions/Topic
- Review self-care strategies with supervisor
- Supervision Record
- Check your student email at least twice per week for important communications
Week 11 – Preparing for Graduate Practice
Begin Date: 28 Sep 2026Module/Topic
- Articulating your social work identity
- Demonstrating achievement of AASW Practice Standards
- Transitioning from student to graduate practitioner
- Preparing for professional employment
- Student Unit and Teaching Evaluation survey – We encourage you to provide feedback about your unit and teaching experience in this unit. The survey opens Week 11 and closes one week before release of grades.
Chapter
- Bassot Theme 9
- Cleak & Wilson: Finishing Well
Events and Submissions/Topic
- Begin preparation of Assessment 3
- Supervision Record
- Check your student email at least twice per week for important communications
Week 12 – Final Reflection and Professional Consolidation
Begin Date: 05 Oct 2026Module/Topic
- Reviewing placement learning
- Reflecting on professional growth
- Identifying future learning needs
- Student Unit and Teaching Evaluation survey – Please complete the unit evaluation survey.
Chapter
- Bassot Theme 10
- Cleak & Wilson: Finishing Well
Events and Submissions/Topic
- Assessment 3 due two weeks after final day of placement
- Final supervision session
- Supervision Record
- Check your student email at least twice per week for important communications
Weeks 13–14 – Placement Completion
Begin Date: 12 Oct 2026Module/Topic
- Finalising placement documentation
- Completing administrative requirements
- Confirming placement hours
- Congratulations on completing this unit
Chapter
Events and Submissions/Topic
- Ensure log of hours is complete
- Supervisor sign-off completed
- Final assessment documentation submitted
- Check your student email at least twice per week for important communications
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online (and through the Learning intensive with the co-requisite unit SOWK14010), students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week – there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies
1 Professional Practice Plans (learning plans)
The aim of the Learning Agreement (LA) is for you to demonstrate your ability to develop clear, meaningful, and assessable learning goals that support your progression toward entry-level professional social work practice. These goals reflect a shared commitment between you, your agency, and CQUniversity to ensure that your placement aligns with the Australian Association of Social Workers (AASW) Practice Standards (2023), Code of Ethics (2020), and Graduate Attributes.
The Learning Agreement provides a foundation for self-directed learning, critical reflection, and the integration of knowledge, skills, and values within your practice. It supports your ongoing professional development and emerging professional identity as a social worker.
This Learning Agreement forms the first of three linked assessment tasks in Field Education 2. It will be followed by:
· Assessment 2: Mid Placement Review (MPR)
· Assessment 3: End of Placement Review (EPR)
Instructions:
Please refer to the assessment task instructions on the Moodle site.
Academic Integrity:
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. No Generative AI use is permitted in the completion of this assignment. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Extensions:
Not available as per policy. The 72-hour grace period does not apply to this assessment
Minimum Pass Criteria:
You must pass all assessments to pass this unit.
Supplementary assessment is not available for this assessment and unit.
The Learning Agreement is due for submission by Friday of Week 4 of your placement timeline (pro rata for part time)
Three weeks following submission
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
2 Presentation
The Mid-Placement Review (MPR) is a key assessment that enables you, your field educator(s), and the CQUniversity liaison to critically evaluate your development in practice midway through your placement. It provides a structured opportunity to assess your progress against the learning goals established in your Learning Agreement, with a focus on the integration of knowledge, skills, and values within your practice context.
The MPR supports reflection on your emerging professional identity, use of supervision and feedback, and progression toward entry-level professional social work practice.
The Mid Placement Review (Assessment 2) forms the second of three linked assessment tasks in Field Education 2. It will be followed by:
· Assessment 3: End of Placement Review (EPR)
Instructions:
Please refer to the assessment task instructions on the Moodle site.
Academic Integrity:
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. No Generative AI use is permitted in the completion of this assignment. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Extensions:
Not available as per policy. The 72-hour grace period does not apply to this assessment
Minimum Pass Criteria:
You must pass all assessments to pass this unit.
Supplementary assessment is not available for this assessment and unit.
The meeting will take place mid way through your placement and your MPR must be submitted one week following this meeting
Three week following submission
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
3 Learning logs / diaries / Journal / log books
The aim of this assessment is for you to demonstrate your ability to integrate and apply learning from this unit within Field Education 2. The End of Placement Review (EPR) is the final assessment for Field Education 2 and provides an opportunity for students, field educators, and university liaisons to reflect on learning achieved across the placement and to evaluate readiness for entry-level professional social work practice.
This assessment supports a final, critically reflective conversation that considers your development of professional values, ethical awareness, knowledge-informed practice, engagement within organisational and relational contexts, and commitment to ongoing professional learning. The EPR is a capstone task that consolidates and integrates placement learning, rather than assessing progress toward individual goals.
Instructions:
Please refer to the assessment task instructions on the Moodle site.
Academic Integrity:
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. No Generative AI use is permitted in the completion of this assignment. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Extensions:
Not available as per policy. The 72-hour grace period does not apply to this assessment
Minimum Pass Criteria:
You must pass all assessments to pass this unit.
Supplementary assessment is not available for this assessment and unit.
Within two weeks of the completion of your placement hours
Three weeks following submission
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Construct and justify a practice framework relevant to your emerging social work identity and demonstrate its application in various contexts.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
