Facilitation Roles: - who has responsibility for what? What knowledge do I need for this session? What skills might be most relevant? What is my degree of confidence and competence in using these? Values: What are the issues around power, oppression, discrimination and rights in the session? How will I be able to tell whether the session has been successful? Template included with permission of: Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning Matters 1.4 GUIDELINES FOR “TUNING IN” CONTENT FOR LEVEL 2 AND LEVEL 3 STUDENTS reproduced with kind permission of Pauline Graham, SEHSCT Legislation Level 2 Level 3 Initially may have a scatter Able to demonstrate gun approach and may specific aspects of produce lists. One should legislation linked to the see a move to Service User, piece of demonstration of work and agency function, knowledge of legislation stating how legislation specific to agency impacts. Evidence of function, Service User and critical understanding phase of work. should be evident.
Facilitation Roles: - who has responsibility for what? What knowledge do I need for this session? What skills might be most relevant? What is my degree of confidence and competence in using these? Values: What are the issues around power, oppression, discrimination and rights in the session? How will I be able to tell whether the session has been successful? Template included with permission of: Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning Matters 1.4 GUIDELINES FOR “TUNING IN” CONTENT FOR LEVEL 2 AND LEVEL 3 STUDENTS reproduced with kind permission of Pauline Graham, SEHSCT Legislation Level 2 Level 3 Initially may have a scatter gun approach and may produce lists. One should see a move to demonstration of knowledge of legislation specific to agency function, Service User and phase of work. Able to demonstrate specific aspects of legislation linked to the Service User, piece of work and agency function, stating how legislation impacts. Evidence of critical understanding should be evident.
practice-teacher-and-student-toolkit-aug-2015.docx