Viewing Unit History

The information below is relevant from 06/03/2017 to 07/03/2021
Click Here to view current information

SOWK13010 - Integrating Theory and Practice 1

General Information

Unit Synopsis

This unit provides students with the opportunity to compare various social work theoretical frameworks in the practice context; student should be able to analyse the implications of these differing approaches to practice and begin to devise their own practice framework and strategies. In this unit reflection on the outcomes and the consequences of the students own developing model of practice is a key focus. Students will be required to collate feedback concerning their ongoing educational performance from lecturers and other sources from their previous coursework and apply this to their Fieldwork Education 1 learning contract. Students will evaluate and implement this feedback in designing their learning contract for Fieldwork Education 2 Attendance at the relevant residential and participation in designated call back processes during placement is a requirement for this unit.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Prerequisite: SOWK12011 Social Group Work and Family Work Co-requisite: SOWK13009 Fieldwork Education 1

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 - 2018

Term 1 - 2018 Profile
Mixed Mode
Term 1 - 2019 Profile
Mixed Mode
Term 1 - 2020 Profile
Mixed Mode
Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Mixed Mode
Term 1 - 2023 Profile
Mixed Mode
Term 1 - 2024 Profile
Mixed Mode

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 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Presentation 10%
2. Written Assessment 20%
3. Written Assessment 20%
4. Written Assessment 50%
5. On-campus Activity 0%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

To view Past Exams,
please login
Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 81.82% (`Agree` and `Strongly Agree` responses), based on a 28.95% 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: Student evaluation and unit coordinator reflections.
Feedback
Students continue to enjoy all aspects of the unit. The unit will continue to support the development of critical reflection skills for essential learning from practice.
Recommendation
Expand interactive learning activities to engage students in critical reflection skill development for practice.
Action Taken
Additional interactive learning activities were incorporated into the study modules.
Source: Residential school evaluations and unit coordinator reflections.
Feedback
While students enjoy the small group learning activities, not all students are familiar with the Community Focused Learning (CFL) and Critical Reflection frameworks prior to attending the residential school.
Recommendation
Encourage students to engage in residential school preparation tasks and provide a more detailed overview of the CFL and Critical Reflection framework process at the residential school.
Action Taken
Students were encouraged to complete residential school preparation tasks. A step-by-step critical reflection process was delivered at the residential school.
Source: Unit Coordinator
Feedback
To accommodate for differences in field placement learning experiences, case studies, rather than experiences from field placement, will be used to facilitate the integration of theory and practice.
Recommendation
Case studies, rather than a field placement experience, will be used in the final assessment.
Action Taken
Nil.
Source: Unit Coordinator
Feedback
Student evaluation continues to indicate students enjoy all aspects of this unit and the residential school.
Recommendation
While study modules and the content will be updated, a similar residential program and teaching and learning approach will be taken.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Evaluate professional social work theories and critique their application to different practice contexts at the fieldwork placement
  2. Analyse issues of professional power using social work ethics and values
  3. Critique their own application of cross cultural competencies including working with indigenous people
  4. Critically analyse personal and professional value dilemmas and responses that emerge on placement
  5. Evaluate the implementation of use of self and self care strategies within the placement context
  6. Determine the elements of a personal professional practice framework
  7. Evaluate their performance from feedback drawn from their involvement in Fieldwork Education 1 and post fieldwork units for inclusion in the Fieldwork Education 2 learning contract

Australian Association of Social Workers Education and Accreditation Standards

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Presentation • • • • • • •
2 - Written Assessment • • • • • • •
3 - Written Assessment • • • • • • •
4 - Written Assessment • • • • • • •
5 - On-campus Activity • • • • • • •
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
1 - Presentation • • • • • • • •
2 - Written Assessment • • • • • • • •
3 - Written Assessment • • • • • • •
4 - Written Assessment • • • • • • • •
5 - On-campus Activity • • • • • • • •