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Practice Education Professional Standards (PEPS) Stage 2 - SPY00173M

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  • Department: Social Policy and Social Work
  • Module co-ordinator: Dr. Zoe Thomas
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The module is designed to enable candidates to acquire and consider the knowledge, value base, skills and confidence associated with enabling, supervising, teaching and assessing the practice of a student social worker, in accordance with the Practice Educator Professional Standards (PEPS) Stage 2.


Candidates will have either completed Stage 1, or be completing the two stages concurrently. Please also see the ‘Practice Education Currency Flowchart’ in the Practice Education in Social Work Handbook, as candidates need to ensure that their Stage 1 qualification is current in order to progress to Stage 2.


The assessment is based on the application of taught work to a student on placement; candidates will need to support at least one student on a practice learning placement. The training will take place over the course of a full academic year to ensure that candidates have the opportunity to undertake the practical work.

Professional requirements

Candidates must be registered social workers with a minimum of two years' post-qualifying experience, according to the PEPS. Candidates will have either completed Stage 1, or be completing the two stages concurrently. Stage 1 must be successfully completed before Stage 2 can be awarded.

Please also see the ‘Practice Education Currency Flowchart’ in the Practice Education in Social Work Handbook, as candidates need to ensure that their Stage 1 qualification is current in order to progress to Stage 2.

Related modules

Pre-requisite modules

Co-requisite modules

  • None

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Semester 2 2024-25 to Summer Semester 2024-25

Module aims

The module will help candidates to:

  • Draw on research and professional experience to critically explore values and ethical dilemmas with students.

  • Develop expertise in teaching practice skills, theory, policy, legislation and anti-oppressive practice. This will require candidates to hone the presentation skills and confidence required to teach groups of students within the placement setting.

  • Draw on knowledge of both teaching methods and professional expertise to develop a teaching tool for students.

  • Develop a critical and effective approach to supervision which can be adapted to individual student requirements. Support PE peers in the development of their own supervisory preferences.

  • Demonstrate awareness of the power dynamics between assessor and learner, and develop the ability to manage these dynamics effectively.

  • Develop further knowledge of the range of methods to assess professional competence of student social workers, up to, and including, final placement level.

  • Develop skills to assess students’ written academic work and give appropriate feedback.

The training will take place over the course of a full academic year to ensure that candidates have the opportunity to undertake the practical work.

Module learning outcomes

The overall learning outcome of the course is that candidates will demonstrate that they have understood the theoretical base of practice education and met the PEPs guidance statements at M level equivalent. They will be able to competently supervise, teach and assess students up to, and including, the final assessed placement prior to qualification, in accordance with Practice Educator Professional Standards at Stage 2:

  1. Work with others to organise an effective learning environment (Domain A).

  2. Teaching, facilitating and supporting learning and professional development in practice (Domain B)

  3. Manage the fair and transparent assessment of students in practice (Domain C)

  4. Developing knowledge and continuing performance as a practice educator (Domain D).

Demonstrate knowledge and awareness of values for work based assessors, in order to promote anti-oppressive and anti-discriminatory practices.

Module content

Indicative teaching days for PEPS Stage 2:

Day 1: Introduction to PEPS Stage 2 and Learning Theory: Practice Education at York; Practice Development Opportunities; the Virtual Learning Environment (VLE); UoY library; PEPS Stage 2 portfolio; teaching, learning and assessing; power; and Teaching Tools.

Day 2: Supervision: Group supervision; reflective supervision; giving feedback; emotional intelligence; building self-confidence; planning your teaching session.

Day 3: Developing Students Practice and Failing Students: Failing students; Fitness to practice; beyond KIT (applying theory and research to social work practice); Critical Incident Analysis; Working with Marginalised Students; Teaching Tools.

Day 4: Portfolio & reflective writing workshops (half day)

Additionally, there are an additional two general sessions (a requirement for PEPS Stage 1 candidates) open to PEPS Stage 2 candidates (and to all PEs and Work Based Supervisors who are hosting a University of York student). Both sessions are repeated.

  • Orientation and refresher training

  • Report writing

In addition, candidates are entitled to up to 5 hours of tutorial time, which can be face to face, phone or email. This includes 1.5 hour academic workshops.

Assessment

None

Special assessment rules

None

Reassessment

None

Module feedback

Portfolios marked within 8 weeks of hand in, and feedback provided. Candidates will be notified by email when the marks and comments are available for collection. Late submissions may be subject to a delay in marking.

Indicative reading

Various reading suggested throughout course and in module reading list, to include the following journal sources:
Journal of Social Work Practice
Journal of Practice Teaching
Social Work Education
Journal of Social Work


Field, P., Jasper, C., and Littler, L., 2016. Practice Education in Social Work. Achieving Professional Standards. 2 nd Edition. Northwich: Critical Publishing.
Tedam, P. (2012) The MANDELA Model of Practice Learning: An Old Present in New Wrapping? Journal of Practice Teaching and Learning 11(2), 60-76.
Williams, S., and Rutter, L., 2021. The Practice Educator’s Handbook. 5 th Edition. London: Sage.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.