SOWK13009 - Fieldwork Education 1

General Information

Unit Synopsis

Social Work Field Education 1 is the first of two fieldwork placements that students are required to complete. Students will complete 500 hours of onsite, agency-based interactions and learning tasks in a practice context supervised by an approved agency worker. Students will participate in the range of activities, tasks, and processes that the agency encompasses by negotiation with the supervisor and subject to agency rules and procedures. During the first placement students are invited to consolidate and apply their learning from the first two years of study within an agency placement context. Students will observe other workers, participate in the operations of the agency and should be able to critically analyse and articulate their developing professional practice framework within the context of the field placement. Students will be required to attend and participate in assessable tasks in the relevant residential to complete the requirements of this unit. The residential SOWK13010 is a pre-requisite for fieldwork placement, as are all units from year one and two of the BSW course. The students will be contacted once their application has been received and a pre placement consultation will be offered. Eligible students are required to participate in a consultation in the second year of the course, to explore placement readiness and to prepare for placement interviews.


Level Undergraduate
Unit Level 3
Credit Points 18
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.375
Pre-requisites or Co-requisites

Pre-requisites: 96 credit points including SOWK12010, SOWK12012 and SOWK12014.

Co-requisite: SOWK13010.

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).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 1 - 2022

Term 1 - 2022 Profile

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Professional Practice Plans (learning plans) 0%
2. Learning logs / diaries / Journal / log books 0%
3. Presentation 0%

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.

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 26.09% response rate.

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.

Source: From SUTE- - I like that all assessment pieces can easily be located on Moodle. The set up of having the relevant info for the assessment right under the submission point is so great. Its all in the same place which minimises confusion. - Assessment tasks were field placement relevant. Having the opportunity to develop and present my emerging professional practice framework (PPF) was daunting but appreciated. PPF group presentations further enhanced this learning. - This unit felt very personalised, students had the opportunity to develop their own social work practice but within the safety of being guided closely by staff and supervisors.
From the feedback from students it is clear that whilst there a many assessments they are there to scaffold the students learning experience and this appears to be a positive aspect of the unit.
Action Taken
We are working on making this more streamlined and fewer pieces and tasks required.
Source: From SUTE- - A little more feedback (prompts) exploring my critical reflective style would have been beneficial in the early stages. I also had transparency concerns related to sharing my reflective process with the entire student unit. While I recognise the potential learning benefits, I often felt compelled to explore less meaningful and relevant topics because of these transparency concerns. - Feedback on our weekly supervision records and fortnightly reflections would be helpful to ensure I had understood the requirements of the assessment and had been completing the assessment correctly. Without feedback I was not sure whether I was meeting the criteria and was passing the assessment. After the first few submissions if I received some feedback it would be good in case I was doing it wrong to enable me an opportunity to improve. - There was also minimal feedback on assessment pieces that we were told we would get back additional feedback. - I would have appreciated feedback on supervision records and the fortnightly reflection posts. It felt pointless submitting mandatory reflections which I feel did not help my learning, as I am a reflective observer and naturally and constantly reflect. - I also would have liked for the reflective posts to be private. Writing a reflection that the whole cohort could see meant that I filtered my reflections as the space was definitely not "safe". - The feedback was very minimal and the response time was really unsatisfactory. - Minimal feedback provided on assessment tasks - would have liked to see more detailed feedback around reflection posts for some guidance.
Clearly there is a need for improvement on the way feedback is managed. Therefore adjustments will be incorporated to allow for ongoing and improved feedback.
Action Taken
This was responded to by increasing avenues for feedback. For example, students' now email their supervision notes to the FELO fortnightly for feedback.
Source: From SUTE- -All of the Sonia medical and other certificates was quite confusing. I would have been better off just fronting up to the GPs and having a full immunisation screen of my levels to the various diseases, and then completing the required shots from there. Doing bits and pieces and then finding that my Hep A & B didn't hold immunity from having them early in my childhood caused a great deal of issues once I realised that I needed to have immunity and didn't (even though I had previously had the shots). I would have been better off knowing that I should go & get a full immunity screen 8 months out from placement/Sonia deadlines & then following up after that. - maybe a more smoother way to do SONIA, maybe have more people on hand to assist, especially in the early stages. - I really struggled with SONIA and I know its got a lot of checks and balances and does a massive job - I am just reflecting that it did cause me a lot of stress.
Based on this feedback it is clear that more guidance is required around SONIA so this will be improved within the residential and ongoingly.
Action Taken
This is an ongoing area for improvement.
Source: SUTE
- The easily accessible materials for assessment tasks and the helpful team - Assessments are supportive of placement - The communication and help received from the lecturers have been great and the information on the Moodle site was easy to follow.
Student generally found the resources and tasks to be supportive and accessible. We hope to increase this experience for students to find the layers of requirements within their first field education experience to be smooth and enjoyable.
Action Taken
Source: SUTE
As a student doing a first placement that was required to start placement prior to start of term, I felt that the unit was disorganised and that I wasn't properly prepared to start placement. I couldn't access Sonia, the Residential School was after my placement already started (I would have felt much more confident if the Resi was before my placement) and I couldn't access Moodle.
It is for this reason that placements will no longer have this kind of flexibility and students need to understand that placements must take place within the designated terms in order for access and information to be available for them to support their placement.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Determine placement preferences, learning contract and post placement learning needs
  2. Select and apply appropriate use of self and problem solving skills as a worker within an organisation
  3. Select and apply appropriate self care strategies within the professional context
  4. Apply cross cultural competency including working in First Nations communities and critique agency policy and practice
  5. Analyse and articulate client's needs using social work theories and evaluate intervention strategies
  6. Work within the AASW code of ethics, practice standards, and organisational policies and procedures
  7. Evaluate elements of an emerging professional practice framework

All of the learning outcomes are linked to the AASW Practice Standards

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Professional Practice Plans (learning plans)
2 - Learning logs / diaries / Journal / log books
3 - Presentation
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10