Interactive lectures, seminar presentations, workshops and tutorials will be used to explore the main areas of indicative content (60%). Students will also engage in small specialist group work (40%) in order to explore concepts related to their specific specialist requirements

Independent Learning:
Participants will engage in independent learning activities to prepare for seminar presentations within the classroom, engage in reading in order to contribute to and build upon classroom activities. Students should also utilise the Blackboard resources for the module to support classroom learning and independent learning activity and prepare for their assessed work (60%). Independent learning will also include learning strategies used for the development and improvement of their practice learning and teaching, including the development of reflective logs/journals, the use of practice supervision, supervisor/peer observation and review (40%).

Audio visual aids and equipment: laptop PC and data projector, OHP and flipchart, video /dvd camera and recorder/player, television.
Educational supervisor /assessor and access to relevant student(s) within the workplace or identified educational placement area.
PC with internet access, access To Blackboard VLE
Peer group within action learning set
Module and personal tutor.

Opportunity to undertake the appropriate practice based learning activities
An identified educational practice assessor within the workplace.

Brookfield, S.D (1996) Becoming a Critically Reflective Teacher. San Francisco, Jossey-Bass ISBN 978-0787901318
Hawkins, P ; Shohet, R; 2006 Supervision in the helping professions: 3rd edition open university press IBSN 0-335-21817-2
Stuart, C.C (2006) Assessment, Supervision and Support in Clinical Practice: a guide for nurses, midwives and other health professionals. Revised 2nd edition Churchill Livingstone ISBN 978-0443102677
Shardlow,S (2001) Teaching and Learning about Social Work: International Approaches 1853027634http://site.ebrary.com/lib/staffordshire/
Watson,F,Burrows,H,Player,C(2001)Integrating Theory and Practice in Social Work Education Jessica Kingsley ISBN 1853029815 http://site.ebrary.com/lib/staffordshire/

The aim of this interprofessional module is to enable social workers, and other social and healthcare professionals to develop, evaluate and critically reflect upon their ability to enable the learning and justify their assessment of others in health or social work practice environments. Students will be facilitated to critically explore the following areas:
Facilitating professional and interprofessional learning including:
- The role of professional and educational policy, regulation, curriculum and theory in guiding the planning of practice learning programmes
- Integrating professional standards, values and knowledge into practice learning
- Experiential, reflective approaches to facilitating learning in practice
- Developing a learning programme/curriculum for practice
- Facilitating interprofessional learning
- Supervision of practice
Assessment of practice including:
- The use of formative assessment in guiding professional learning
- Observation and other forms of evidence
- Summative assessment of practice at and beyond the level of initial professional qualification
- Managing students with difficulties in achieving progression
- Liaising with and supporting others with decision making in practice assessment
- Facilitating the contribution of service users and carers into the assessment process
- The concept of accountability and the justification of assessment decisions
Enhancing the Learning environment including
- Understanding and promoting equal opportunities for all within the practice learning environment, in line with anti discriminatory practice
- Quality appraisal and enhancement of the inter professional learning environment
Evaluation of learning including:
- The concept of the critically reflective teacher in practice.
- Approaches to evaluating learning in practice.
Throughout the module interactive teaching and learning strategies will facilitate engagement in critically reflective discussion and peer review of ongoing practice experiences and educational actions and their developing role in enabling learning with and for others.

Additional Assessment Details:

The essay will be a critically reflective enquiry focused around a chosen aspect of a programme of practice learning and assessment that has been implemented for a relevant learner in an inter professional practice learning environment. The enquiry should include an evaluation of the decisions taken in facilitating, assessing and assuring the quality of the chosen aspect of the learners programme and related learning environment. An action plan for further development will be included.

The essay must be related to and supported by a selected profile of evidence from the students work based educational practice. This must include:- a learning log illustrating relevant practice based learning and teaching activity.
- evidence of ongoing reflection and evaluation which informs ongoing teaching and assessment practice
- successful observation of an episode of practice supervision which incorporates teaching learning and assessment activities.
- evidence that any specific professional requirements as detailed in the students module handbook have been met.
Failure to include the above would result in the award of a fail grade.

(Assesses learning outcomes 1 - 4)

Both elements of assessment must be passed

Formative Assessment:
Feedback from a nominated practice assessor
Feedback on reflective writing
Peer feedback following seminar presentations