The Assessment 2 rubric has been updated; please refer to Moodle in Assessment Two Tile for the details.
The Assessment 2 Outline has been updated; please refer to Moodle in the Assessment Two Tile for details.
Overview
Social Work Field Education 1 is the first of two fieldwork placements that you are required to complete. You will complete onsite, agency-based interactions and learning tasks in a practice context supervised by an approved agency worker. You 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 you are invited to consolidate and apply your learning from the first two years of study within an agency placement context. You will observe other workers, participate in the operations of the agency and should be able to critically analyse and articulate your developing professional practice framework within the context of the field placement. 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 Australian Association of Social Workers (AASW) Practice Standards and ASWEAS General and Profession-Specific Graduate Attributes. You are required to attend the compulsory residential school associated with the co-requisite unit, SOWK13010, and participate in designated call-back sessions.
Details
Pre-requisites or Co-requisites
Prerequisites: Students must have completed all first and second year units before attempting SOWK13009. Corequisite: SOWK13010 Integrating Theory and Practice I.
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 1 - 2025
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
Again, way too many assignments when we are on full time placement. The learning plan and 500 hours of placement is enough. Keep the practice framework assessment and that's it.
The assessment structure has been reviewed in response to this feedback. From Term 1, 2025, expectations for placement-based assessment have been reduced to better support student workload and wellbeing during full-time placement.
Feedback from SUTE - Teacher Evaluations
Lecturers are always available and answer questions in a timely manner.
We appreciate this feedback and remain committed to being responsive and approachable. Students are encouraged to contact staff with any questions, and gentle reminders are always welcome if a response is delayed.
Feedback from SUTE
Structure of learning agreement needs improvement - was difficult for myself and my FELO to easily understand what sections needed to be completed before mid placement review.
The Learning Agreement template and instructions have been reviewed and streamlined to improve clarity. Key sections are now clearly labelled for completion by the mid-placement review, and additional guidance is provided on Moodle.
Feedback from SUTE - Teacher Evaluations
Robyn went above and beyond to make sure I could do my placement in an environment that worked for me, advocating and supporting me throughout the entire application process. Because of this, I was able to have a placement that was extremely beneficial to my learning and my personal needs and commitments at the time.
We are grateful for this feedback. Supporting students to secure meaningful and appropriate placements remains a priority, with ongoing advocacy to match learning needs with suitable placement contexts.
- Develop and 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.
- Reflect on your professional practice, incorporating self-care strategies, use of self in the organisational context along with problem-solving skills, and cross-cultural competency.
- Create opportunities to develop your skills in the assessment of clients' needs, evaluating appropriate intervention strategies using social work theoretical frameworks.
- Construct a professional practice framework relevant to your emerging social work practice and demonstrate its application in various contexts.
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 | |
| 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
- Binding: Paperback
The Reflective Journal
- Edition: 4th (2024)
- Authors: Barbara Bassot
- MacMillan Education UK
- London London , United Kingdom
- ISBN: 9781352010299
- Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer with microphone
- Microsoft Word
- SONIA
- Telephone
- Zoom app on your smart phone or access to Zoom on your laptop
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 - Learning Agreement, H&S Orientation Form, Supervision
Begin Date: 10 Mar 2025Module/Topic
PLEASE NOTE: These weeks align with the university term weeks but may not align with YOUR placement weeks.
Getting Started:
- What is a learning agreement?
- Placement orientation and induction
- Health and Safety Orientation Form (Sonia form)
- Work Readiness: Time Management
- Review Log of Hours information in Moodle
Chapter
- Cleak and Wilson (2019, 2022)
- Chapter 3: Getting Started—Students, p. 26–34
- Chapter 5: The Learning Agreement, p. 44
- Review the Field Education Manual (CQU, 2025)
- Ensure you have explored the Moodle site for this unit.
Events and Submissions/Topic
-
Supervision record: Your first supervision session will occur in week 1 or 2 of placement. You will commence writing up your supervision sessions in the proforma provided (or similar), which will be completed after each weekly supervision session.
-
Placement H&S Orientation Form DUE—to be completed via SONIA form.
-
Start logging your hours in SONIA and ensure your supervisor is able to sign off in SONIA.
Week 2 - Supervision, Critical Reflection, Learning Agreement Meeting
Begin Date: 17 Mar 2025Module/Topic
-
Establishing a supervisory relationship
-
What is critically reflective practice?
-
Work readiness: effective communication.
Chapter
1. Cleak and Wilson (2019, 2022)
- Chapter 3: Getting Started—Students, p. 26-34
- Chapter 5: The Learning Agreement, p. 44
2. Review the Field Education Manual (CQU, 2025)
Events and Submissions/Topic
Supervision Record and action plan—shared with supervisor before your following supervision session for review and feedback.
Week 3 - Learning Agreement Meeting
Begin Date: 24 Mar 2025Module/Topic
The Learning Agreement meeting was completed or arranged.
Facilitated by: Field Education Liaison Officer
Attended by: student, field educator or onsite supervisor, and/or external supervisor as is required/possible.
Purpose: To develop the working relationship, to explore any concerns about the learning plan, and to schedule the Mid-Placement Review (MPR).
Chapter
- Review the Field Education Manual (CQU, 2025).
- In the work-ready series tile, Watch; week 3 Learning Styles
Events and Submissions/Topic
- A1: By now you should have met with your FE learning team and have a completed or almost completed Learning Agreement. which is due for submission via Moodle by your week 4.
- Supervision Record and action plan—weekly
Week 4 - Learning Agreement Meeting
Begin Date: 31 Mar 2025Module/Topic
The Learning Agreement meeting was completed or arranged.
Facilitated by: Field Education Liaison Officer
Attended by: student, field educator or onsite supervisor, and external supervisor as is required/possible.
Purpose: To develop the working relationship, to explore any concerns about the learning plan, and schedule the Mid-Placement Review
Chapter
- Bassot (2020, 2024) The Reflective Journal - Theme 2 - Starting to Write Reflectively
- Cleak and Wilson (2019, 2022) Part 2: Beginning placement Chapter 5 - Charting the course for placement - contracts and agreements.
Events and Submissions/Topic
- Supervision Record and Action Plan
- 1st online forum due this week
Week 5 - Assessing Your Learning
Begin Date: 07 Apr 2025Module/Topic
- Models and Tools for Reflection.
- Organisation of Mid-Placement Review.
Chapter
- Bassot (2020, 2024) The Reflective Journal, Theme 2: Starting to Write Reflectively
- Cleak and Wilson (2019, 2022), Part 3: Teaching and Learning on Placement.
Events and Submissions/Topic
- Supervision Record and action plan
University Vacation Week - Preparing for Your Mid Placement Review
Begin Date: 14 Apr 2025Module/Topic
- Preparing for your Mid-Placement Review
- In the Mid Placement Review tile, read "What is a Mid-Placement Review."
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 3: Learning from Experience.
- Cleak and Wilson (2019, 2022), Part 6: Evaluation, assessing, and finishing placement; Chapter 16: Assessment and evaluation—students and supervisors.
Events and Submissions/Topic
- Supervision Record and action plan
Week 6 - Mid Placement Reviews
Begin Date: 21 Apr 2025Module/Topic
Mid Placement Review Meetings (Commences)
- Facilitated by: Field Education Liaison Officer
- Attended by: Students, Field Educator or Onsite Supervisor, and External Supervisor
- Purpose: Review and assess your progress on placement and meeting the goals set in your learning plan
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 4: The Practice of Reflection.
- Cleak and Wilson (2019, 2022), Chapter 16: Assessment and evaluation—students and supervisors
Events and Submissions/Topic
- A2: Complete your Mid-Placement Review in your Learning Agreement Proforma; please refer to your assessment outline for full instructions.
- Supervision Record and action plan.
Week 7 - Mid Placement Reviews
Begin Date: 28 Apr 2025Module/Topic
Mid-Placement Review
- Facilitated by: Field Education Liaison Officer
- Attended by: Students, Field Educator and/or Onsite Supervisor and/or External Supervisor
- Purpose: Review and assess your progress on placement and meeting the goals set in your learning plan
- Scheduled your Assessment following your MPR
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 5: Building Resilience.
- Cleak and Wilson (2019, 2022), Part 5: Keeping on Course.
Events and Submissions/Topic
- A2: Complete your Mid-Placement Review
- Supervision Record and action plan
Week 8 - Mid Placement Reviews
Begin Date: 05 May 2025Module/Topic
Mid-Placement Review
- Facilitated by: Field Education Liaison Officer
- Attended by: Students, Field Educator and/or Onsite Supervisor and/or External Supervisor
- Purpose: Review and assess your progress on placement and meeting the goals set in your learning plan
- Scheduled your Assessment following your MPR
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 6: Working with Assumptions.
- Cleak and Wilson (2019, 2022), Part 4: Methods and Contexts of Practice.
Events and Submissions/Topic
- A2: Complete your Mid-Placement Review
- Supervision Record and action plan
- 2nd online forum due this week
Week 9 - Reviewing Your Self Care Plan
Begin Date: 12 May 2025Module/Topic
Mid-Placement Reviews should be completed around now.
- Working with Difference
- Ethical Issues
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 7: Ethics and Values.
- Cleak and Wilson (2019, 2022), Chapter 9: Linking learning and practice in placement, & Chapter 14: Working with cultural and power differences.
Events and Submissions/Topic
- A2 Supervision Record and action plan
Week 10 - Self Care Practices
Begin Date: 19 May 2025Module/Topic
- Review your self-care goal/plan with your supervisor. In the self-care tile, review "Managing Stress" & watch the self-care recording.
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 8: Reflecting with Others.
Events and Submissions/Topic
- Supervision Record and action plan
Week 11 - Preparing for Ending Placement Well
Begin Date: 26 May 2025Module/Topic
- Preparing for the final part of your placement journey
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 9: Creativity in reflective practice
- Cleak and Wilson (2019, 2022), Chapter 17: Finishing Well.
Events and Submissions/Topic
- Supervision Record and action plan
- A3: End of Placement Review, Reflection and Report
Week 12 - Preparing for Ending Placement Well
Begin Date: 02 Jun 2025Module/Topic
- Ending placement well
- Ensure you arrange and attend a final supervision session to reflect on your placement overall.
Chapter
- Bassot (2020, 2024), The Reflective Journal, Theme 10: Reflective practice for personal and professional well-being.
- Cleak and Wilson (2019, 2022), Chapter 17: Finishing Well.
Events and Submissions/Topic
- A3: End of Placement Review, Reflection and Report
- Supervision Record and action plan
- 3rd online forum
Week 13 of Placement
Begin Date: 09 Jun 2025Module/Topic
- Checking all tasks have been completed.
- Taking some time to explore all requirements within Moodle.
Chapter
- Bassot (2020, 2024), The Reflective Journal—Parts 2 and 3—More space for reflection & Career development.
Events and Submissions/Topic
- Final Part of Assessment Three: Field Educators Report is due within two weeks following the end of your placement hours.
- Ensure you have explored all requirements and finalised all tasks.
Week 14 of Placement
Begin Date: 16 Jun 2025Module/Topic
- Checking all tasks have been completed.
- Taking some time to explore all requirements within Moodle.
Chapter
Events and Submissions/Topic
- Have you completed all your log of hours?
- Final Assessment:
- Field Educators Report is due within two weeks following the end of your placement hours.
- Final reflections completed by you for each standard; please review all your supervision notes and forums for this section.
1 Professional Practice Plans (learning plans)
Assessment 1: Learning Agreement (LA)
Type: Written
Due Date: Friday, Week 4 of your placement hours
Weighting: Pass/Fail
Length: Concise, within the provided template in Moodle
Unit Coordinator: Robyn Kemble
Aim
The Learning Agreement (LA) establishes a structured plan for your learning goals, ensuring a shared commitment between you, your placement agency, and CQUniversity. This document aligns with the Australian Association of Social Workers (AASW) Graduate Attributes and serves as a foundation for meeting the requirements of SOWK13009.
Instructions
The Learning Agreement is a key component of your placement, shaping your educational relationships with field educators and supervisors. It serves as a framework for assessing your progress in meeting AASW practice standards, competencies, and student attributes during Field Education 1.
1. Importance of the Learning Agreement
· Defines roles, responsibilities, learning objectives, and evaluation methods.
· Establishes clear expectations for your field education experience.
· Must be completed and submitted on time to avoid placement interruptions or termination.
2. Developing Your Learning Agreement
· Use the Learning Agreement template (found in the Assessment 1 tile) to develop your learning goals.
· Goals should align with the nine (9) AASW practice standards (AASW, 2023).
· Follow these steps:
1. Draft your Learning Agreement in Week 1 of placement in collaboration with your field educator and/or onsite supervisor.
2. Construct 1–2 learning goals per practice standard, ensuring they are clear and measurable.
3. Incorporate feedback and approvals from your field educator, task supervisor, and Field Education Liaison Officer (FELO).
3. Reflection and Supervision in Goal Development
As you develop your Learning Agreement, consider the following reflective questions to guide your learning goals:
· How does this goal contribute to my development as a social worker?
· What specific skills or competencies do I need to strengthen in this area?
· How will I measure progress towards achieving this goal?
Supervision plays a crucial role in shaping your learning goals. Regular discussions with your field educator and FELO will help refine your goals, ensuring they are:
Achievable: Realistic within the placement timeframe.
Measurable: Clear indicators of progress.
Aligned with Practice Standards: Connecting theory to real-world social work practice.
Submission Requirements
· Upload your Learning Agreement proforma as a Word or PDF document to Moodle by Friday, Week 4 of your placement timeline.
Documents that can be used to assist you in creating your learning goals include:
c. CQUniversity’s Student Charter
e. Organisational Codes of Conduct, and,
f. Any other relevant occupational health and safety policies relating to the placement setting.
The Learning Agreement is due for submission by Friday of Week 4 of your placement timeline (pro rata for part time)
Two weeks after you submit
Assessment 1: Learning Agreement, SOWK13009, Rubric 2025
|
Criteria |
Pass |
Fail |
|
Demonstrated understanding of their learning needs on entry to Field Education 1. |
Evidence of reflective and reflexive practice informing the evaluation of learning needs to be addressed. |
No evidence of reflective and reflexive practice informing the evaluation of learning needs to be addressed. |
|
Evidence of negotiation around their role following learning needs and capacity of the organisation. |
Evidence of personal communications about the student's role in the organisation, including links between the student's role, learning goals, and tasks. |
There is no evidence of personal communications about the student's role in the organisation. |
|
Evidence of clear and achievable learning goals, informed by their learning needs and linked directly to the practice standards, competencies, and attributes chosen to be addressed. |
Demonstrated analysis of learning goals that are clear, achievable, and informed by learning needs. |
Learning goals are unclear, not achievable, and not informed by learning needs. |
|
Evidence of evaluating the social work knowledge and skills per learning objectives. |
Evaluation of the social work or welfare roles to be learned per learning objectives. |
Social work or welfare roles/skills/knowledge have not been identified to be learned. |
|
Methods for evaluating goals, objective roles, tasks, and skills accomplished. This must also include clear pathways to receive feedback from the professional supervisor, other agency staff group members, and/or service users. |
Effective methods, including clear pathways to receive feedback from the supervisor and other staff in the agency based on the student’s development of goals, objectives, roles, tasks, and skills accomplished. |
Ineffective methods for evaluating goals, objectives, roles, tasks, and skills, and no avenues for feedback were identified. |
|
Determination of methods for evaluation progress of standards/competencies and attributes to be attained. |
A comprehensive range of methods for recording the progress of standards/competencies attained. |
Limited range of methods for recording the progress of standards/competencies attained. |
|
The document is well presented and well set out with clear expression. |
The document is set out in a highly professional manner that allows both the university liaison person, Unit Coordinator, and social work supervisor to clearly understand the purpose of the document and the goals to be achieved. |
The document is not well set out, and there are significant grammatical errors. |
- Develop and 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.
- Reflect on your professional practice, incorporating self-care strategies, use of self in the organisational context along with problem-solving skills, and cross-cultural competency.
- Create opportunities to develop your skills in the assessment of clients' needs, evaluating appropriate intervention strategies using social work theoretical frameworks.
2 Presentation
Assessment 2: Mid-Placement Review (MPR)
Type: Written and Presentation
Due Date: Between Weeks 6 and 9 of your placement hours (midway through)
Weighting: Pass/Fail
Length: Concise, within the provided template
Unit Coordinator: Robyn Kemble
Aim
The Mid-Placement Review (MPR) is a key assessment designed to evaluate your progress towards achieving your learning outcomes. You will meet either in person or online with a Field Education Liaison Officer (FELO) and your field education placement team at the midpoint of your placement. This assessment ensures you are on track to meet the requirements of your placement unit and provides an opportunity for further guidance and support.
Instructions
The MPR serves as a checkpoint to assess your learning and allows the unit coordinator to monitor and support your placement progress.
Steps to Complete the MPR:
- Schedule the MPR Meeting:
- Initiate contact with your FELO and field educator(s) to arrange the meeting.
- This should be done during your Learning Agreement (LA) meeting to ensure timely coordination.
- Prepare for the MPR:
- Develop a short (10 to 15 minute) presentation demonstrating how you are meeting or progressing towards each learning goal.
- This can be presented verbally, via a PowerPoint, or in another suitable format (Note: No presentation materials need to be submitted).
- Facilitate the Meeting:
- Provide the FELO with meeting details.
- If online, arrange a suitable link. If in person, provide directions, parking details, and other relevant logistics.
- Provide Key Documents:
- Share a copy of your Learning Agreement (LA) with your FELO and supervisor before the review.
- Confirm Meeting Structure:
- Consult with your supervisor (onsite and/or external) to determine whether the entire review will include all parties or if a private discussion with the FELO is preferred before the full meeting.
- During the MPR Meeting:
- The FELO will ask your supervisor to confirm that you are meeting your LA expectations at a satisfactory level.
- This confirmation will guide the rest of the review process.
- Take detailed notes during the meeting to assist in completing the MPR sections of your LA.
Submission Requirements
- The MPR proforma must be uploaded as a Word or PDF document to Moodle within one week of your MPR meeting.
Documents that can be used to assist you in creating your learning goals include:
c. CQUniversity’s Student Charter
e. Organisational Codes of Conduct, and,
f. Any other relevant occupational health and safety policies relating to the placement setting.
The meeting will take place mid way through your placement and your MPR must be submitted one week following this meeting
In two weeks of submission
Assessment – Mid-Placement Review – SOWK13009 – Rubric 2025
|
|
Students must achieve a pass in at least 5 of the 7 criteria to pass the mid-placement review and continue placement |
Pass |
Fail |
|
1 |
Demonstrate evidence of developing student attributes (discussion of student values and beliefs) and how this integrates into social work practice. |
Evidence provided |
Limited/unclear evidence provided. |
|
2 |
Select and apply appropriate use of self and problem-solving skills as a student social worker within an organisation and understand and apply self-care. |
Evidence provided |
Limited/unclear evidence provided. |
|
3 |
Analysis and articulation of client's needs using social work theories and evaluation of intervention strategies. |
Evidence provided |
Limited/unclear evidence provided. |
|
4 |
Work within the AASW Code of Ethics, Practice Standards, and organisational policies and procedures. |
Evidence provided |
Limited/unclear evidence provided. |
|
5 |
Evaluate elements of an emerging social work practice framework and achievement of learning goals to a satisfactory level. |
Evidence provided |
Limited/unclear evidence provided. |
|
6 |
Demonstrates professional communication skills and accountability through supervision and the receipt of feedback. |
Evidence provided |
Limited/unclear evidence provided. |
|
7 |
Student is on track with meeting their learning goals |
Evidence provided |
Limited/unclear evidence provided. |
- Create opportunities to develop your skills in the assessment of clients' needs, evaluating appropriate intervention strategies using social work theoretical frameworks.
- Construct a professional practice framework relevant to your emerging social work practice and demonstrate its application in various contexts.
3 Learning logs / diaries / Journal / log books
Assessment 3: End of Placement Review, Reflections, and Report (EPR)
Type: Written
Due Date: Within two weeks of placement completion
Weighting: Pass/Fail
Length: Concise, within the provided template
Unit Coordinator: Robyn Kemble
Aim
The End of Placement Review (EPR) serves as a final assessment of your social work practice standards, ethics, and integration of theory into practice. It evaluates your engagement in supervision and feedback, reflective learning, and professional growth. Additionally, this process provides an opportunity for a final reflective conversation with your key placement mentor(s) to discuss your overall experience.
Instructions
The EPR is the final step in demonstrating your Learning Agreement (LA) and offers an opportunity for both you and your supervisor(s) to reflect on your strengths, challenges, and areas for future professional development.
1. Schedule a Final Supervision Session
- Arrange a final supervision meeting in your last one to two weeks of placement to complete your review.
- Proactively schedule this session and provide your supervisor with an updated LA proforma in advance.
2. Complete Your Section of the EPR
- Reflect on key learnings from your placement, addressing each social work practice standard.
- Provide a final reflection on your overall learning experience.
3. Supervisor’s Contribution
- Your supervisor may choose to complete their section:
- During your final supervision meeting after reviewing your draft responses.
- Independently, after you submit the updated EPR proforma via email.
- Ensure your supervisor is aware of the final submission deadline for their section.
Reflection Tasks
As part of the EPR, you must provide evidence of your engagement in:
- Regular Supervision Notes:
- Maintain supervision notes and submit them to your supervisor before each session.
- Your supervisor must confirm this in the EPR.
- Three (3) Online Forum Contributions:
- Post reflections in online forums during Weeks 4, 8, and 12 of the term.
- Each post should be 200–300 words, summarizing your placement experiences and insights shared with peers.
Submission Requirements
- Upload your completed EPR to Moodle within two weeks of completing your placement hours.
Documents that can be used to assist you in creating your learning goals include:
c. Organisational Codes of Conduct,
d. CQUniversity’s Student Charter
e. Student Misconduct policy, and,
f. Any other relevant occupational health and safety policies relating to the placement setting.
Within two weeks of the completion of your placement hours
Two weeks after you submit
Assessment 3: End of Placement Review, Reflections and Report—SOWK13009—Rubric 2025
|
|
All steps must be completed to pass the unit |
Pass |
Fail |
C/N |
|
1 |
The student has provided evidence they have attended all required supervision sessions |
Completed |
Not Completed |
|
|
2 |
The student undertakes final supervision and completes all supervision notes which they have shared with their supervisor before each subsequent supervision session |
Completed |
Not Completed |
|
|
3 |
The student ensures their supervisor has been provided with a copy of the learning agreement at least two days before the final supervision session. |
Completed |
Not Completed |
|
|
4 |
the students completed final reflections on their learning within EPR |
Completed |
Not Completed |
|
|
5 |
The student completed all three of the online forums to assist reflections |
Completed |
Not Completed |
|
|
6 |
The student completed their log of hours, and their supervisor has approved all hours before finalising all documents. |
Completed |
Not Completed |
|
- Develop and 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.
- Reflect on your professional practice, incorporating self-care strategies, use of self in the organisational context along with problem-solving skills, and cross-cultural competency.
- Construct a professional practice framework relevant to your emerging social work practice 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?
