BACHELOR OF

SOCIAL WORK
&
MASTER OF SOCIAL WORK
(QUALIFYING)

FIELD EDUCATION MANUAL

2024

School of Social Sciences

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Table of Contents
1 Foreword.........................................................................................................5
2 Field Education: Philosophy, Principles, Objectives........................................10
3 Program Structure.........................................................................................11
4 Placement Expectations.................................................................................11
4.1 Responsibilities and expectations.................................................................11
4.1.1 The University...................................................................................12
4.1.2 Director of Academic Program..........................................................13
4.1.3 Field Education 1 & 2 Academic Subject Coordinators.......................14
4.1.4 The Social Work Field Education Coordinator....................................14
4.1.5 The Western Sydney University Academic Liaison Visitor.................15
4.1.6 The Placement Agencies.........................Error! Bookmark not defined.
4.1.7 The Field educator (Agency–based/ onsite student supervisor)........15
4.1.8 The Student......................................................................................12
4.2 BSW Field Education 1 PLACEMENT EXPECTATIONS.............................17
4.2.1 Student as Learner............................................................................18
4.2.2 Student's use of interpersonal and communication skills..................18
4.2.3 Student's ability to organise own work and function within the agency 18
4.2.4 Student's General Professional Skills.................................................19
4.2.5 Use of Theory in Practice...................................................................19
4.2.6 Use of Self in Social Work Role..........................................................19
4.3 Specific Professional Skills....................................................................20
5 The Placement Process..................................................................................21
5.1 Criteria for Placement Allocation.........................................................23
5.1.1 Placement in place of employment...................................................24
5.2 Agency liaison: the pre-placement interview........................................30
5.3 Placement Progression.........................................................................30
6 Supervision: Field educators..........................................................................32
6.1 Supervision..........................................................................................32
6.2 Qualifications and experience of the Field educator.............................32
6.3 Field educator Seminars.......................................................................33
7 Evaluation and Assessment............................................................................33
7.1 The Learning Contract: completed by 100 hours...................................34
7.2 The Mid-placement Review: 200 hours FE1, 300 hours FE2...................35
7.3 Western Sydney University Academic Liaison Visit:..............................35
7.4 The Field educator’s Final Evaluation Report........................................36
7.5 Unsatisfactory Result...........................................................................36
7.6 Review of Grades.................................................................................37
7.7 Recognition of Prior Learning (RPL)......................................................37
8 Important Information...................................................................................41
8.1 Placement Hours and Work Routines...................................................41
8.2 Expenses..............................................................................................41
8.3 Cars.....................................................................................................41
8.4 Insurance.............................................................................................42
8.5 Code of Conduct and AASW Code of Ethics...........................................42
8.6 Confidentiality.....................................................................................43
8.7 Common Difficulties.............................................................................44

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 8.7.1 Absence from placement by the Student..........................................44
8.7.2 Leave of absence of Field educator...................................................44
8.7.3 Change of agency circumstances.......................................................44
8.7.4 Student-in-difficulty..........................................................................44
8.7.5 Problems with the student performance evaluation.........................45
8.7.6 Sexual Harassment...........................................................................45
8.8 Students requiring special consideration..............................................45
8.9 Legal responsibility and liability...........................................................46
8.9.1 Special Requirements for a placement..............................................46
8.9.2 The Working with Children Check.....................................................47
8.9.3 Work Health and Safety....................................................................48
8.9.4 Proof of Vaccination from Infectious Diseases..................................48
9 Appendices.......................................................................................................49
9.1 Program Structures..............................................................................49
9.1.1 Program 4598.2 – Bachelor of Social Work (previous)...........................49
9.1.2 Program 1666.1 – Bachelor of Social Work 2014 (ongoing)...................49
9.1.3 Program 1792.1 Master of Social Work Qualifying...........................49
9.2 Insurance Policy Documents........................................................................50
9.3 AASW Code of Ethics 2020..........................................................................53
9.4 University Policies – Preparing for Field Education 1............................53
9.5 First and Final Placement Expectations.......................................................54
10 Frequently Asked Questions............................................................................62

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Welcome from Professor Brian Stout, Dean, School of Social
Sciences
The School of Social Sciences aims to provide students with the skills to consciously and
ethically pursue social justice and social change within their chosen fields in Western
Sydney, the wider community and globally. Students are offered frameworks to think
critically and independently evaluate the shifting social worlds around them.

The School’s research seeks to achieve both excellence and impact in Western Sydney and
the world. Our research has a strong focus on Diversity and Human Rights in the School’s
core disciplines of Social Work, Anthropology, Criminology, Cyber Security, Development
Studies, Geography, Sociology, Therapy Studies and Counselling. The School is committed to
partnership and collaboration across the University, the higher education sector and with its
professional partners.

A significant component of our partnerships are the opportsubjecties for students to apply
their knowledge and experience in linking theory with the realities of practice, and to
extend their skills for professional practice with the support of practitioners working in
direct or indirect service work with a wide range of service user groups and communities in
the government and non-government sectors. The support of our agency partners has been
integral to the success of our future practitioners who are ready to give back to their
communities on graduation from Western Sydney University. The placement is a central
part of social work training, allowing the incorporation and demonstration of knowledge,
skills and values, supported by both the university and agency partners.

A word from the Discipline Leader for Social Work, Professor Linda
Briskman
As holder of the Margaret Whitlam Chair of Social Work at Western Sydney University, I
strive to ensure that the Whitlam legacy is upheld in the social justice work we do. My role
is predominantly research oriented, working with the vibrant social work team on their
projects and publications, and assisting to integrate research findings into teaching.

Welcome to all students. For you this means that the subjects you take are grounded in
research in the Western Sydney region, as well as having application nationally and
internationally. This ensures that your learning experiences are derived not only from texts,
but from the extensive research of the teaching team in a range of fields of practice. These
fields include health and mental health, refugees, housing and homelessness, children and
older people. I hope you will be as passionate about social work as we are.

For field educators, we offer curriculum that is anchored not only in research but in
practice. Nearly all the team are social workers and before entering APAdemia they had
considerable practice experience in both Australia and other countries. The diverse
backgrounds of the social work team and the range of interests and expertise ensures a
knowledge base that spans theory, practice and research. We have formed partnerships
with community organisations, particularly in Western Sydney, and are always open to

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expanding these so we can work together to improve policy and practice. We thank you for
your contribution to the social work program and welcome ongoing conversations that will
enhance our teaching and ensure that your interests and experiences are represented.

1 Foreword
The Social Work Field Education Manual provides students and field educators (also known
as placement supervisors) with information about University expectations and policy
frameworks for supervised field education placements in the Bachelor of Social Work
(BSW), Bachelor of Criminal and Community Justice/Bachelor of Social Work (BCCJ/BW)
and Master of Social Work (Qualifying) (MSWQ) programs delivered at the Liverpool and
Parramatta Campuses of the School of Social Sciences (SoSS). All three programs are
accredited by the Australian Association of Social Workers (AASW).

Practice learning takes place across two subjects in each of the degree programs:

Bachelor of Social Work: 400 hours in Field Education 1 (FE1) during the third year of study
(Autumn Semester), and 600 hours in Field Education 2 (FE2) during the fourth year (Spring
Semester).

Bachelor of Criminal and Community Justice/Bachelor of Social Work: 400 hours in Field
Education 1 (FE1) during the third year of study (Autumn Semester), and 600 hours in Field
Education 2 (FE2) during the fifth year (Spring Semester).

Master of Social Work (Qualifying): 400 hours in Field Education 1 (FE1), in 2023 this will be
done both at the beginning of the second year of study (Autumn/1H Semester), and offered
again in 2H for those commencing 2023. MSWQ FE2 600 hours will be completed during the
second year (Spring/2H Semester).

The Learning Guides for FE1 and FE2 accompany the Field Education Manual and provide
specific information about learning and teaching relevant to the type and nature of student
field placement. Field Education contacts are listed below. A Preparation for Practice
Workshop is held for FE1 and FE2 students prior to placements commencing.

To be eligible for FE1, BSW and BCCJ/BSW students must have completed the Working with
Individuals and Families Subject (WELF 2017); and MSWQ students must have completed
Social Work Practice Methods 1 (WELF 7023 ). There are also various compulsory checks
and vaccinations to be completed well in advance of field placement: “special
requirements”. Students are advised to complete these early in the second year of the BSW
and BCCJ/BSW program; and Autumn semester of first year for MSWQ students. An
Information Session will be held during this time to ensure that students are aware of early
preparation for FE1. Completing the Western Sydney University Special Requirements and
vaccinations will cover students for both FE1 and FE2. An overview of the Western Sydney
University Special Requirements and vaccinations that must be completed before all
students can commence field placement is attached at Section 8.9.4 and Appendix 9.4.

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Students have access to this information on the Western Sydney University MySR site and
via the vUWS FE site.

Field Education is a collaborative process between the University, agencies and students.
We welcome comments and suggestions for improving the field education experience so
that the Manual remains up to date, relevant and useful for students, agencies and the
University.

We gratefully acknowledge contributions to developing this Manual by Field Education

Academics from Australian Schools of Social Work, especially Professor Jude Irwin
(University of Sydney) and Dr Karen Heycox and Lesley Hughes (UNSW) for providing copies
of their fieldwork guides which were used as a valuable resource.

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 SOCIAL WORK FIELD EDUCATION
SCHOOL OF SOCIAL SCIENCES
Placement Allocation:

SW Field Education Coordinator Vicky Ganas

Phone: 02-9685 9144
v.ganas@westernsydney.edu.au

Field Education Officers Nicole McDermid

n.mcdermid@westernsdyney.edu.au
Latha Rajan
l.rajan@westernsydney.edu.au
Ingrid Lie
i.lie@westernsydney.edu.au

Placement
Administration Office SoSS-placements@westernsydney.edu.au

Subject Coordination : Challenges arising at your current placement? consult

your specific Field Subject Coordinator as below:

Subject Coordinator BSW Field Dr Justine O’Sullivan

Education 1 Phone: 97726156; 0411559513.
j.osullivan@westernsydney.edu.au;

Subject Coordinator BSW Field Dr Sam Lane

Education 2 Sam.lane@westernsydney.edu.au;

Subject Coordinator MSW(Q) Field contact Dr Justine O'Sullivan (as

Education 1 &2 above)

Your Program Progression Advice: who to talk to?

BSW Academic Program Dr Maggie Hall

Advisor: (Parramatta) m.hall@westernsydney.edu.au

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BSW Academic Program Advisor:
(Liverpool) Dr Ben Joseph
b.joseph@westernsydney.edu.au;

MSW(Q) Academic Program Advisor: Dr Justine O’Sullivan

Phone: 97726156; 0411559513
j.osullivan@westernsydney.edu.au

Program leaders

Director of Academic Programs Dr Hong-Jae Park

Phone: 02-9685-9587
h.park@westernsydney.edu.au

Associate Dean Engagement Assoc. Professor Gabrielle Drake

g.drake@westernsydney.edu.au

When you have questions about Field Education at any time in your

studies Social Work Field Advisor : Rosemary Qummouh

r.qummouh@westernsydney.edu.au

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2 Field Education: Philosophy, Principles, Objectives

2.1 Philosophy of Field Education

Field Education is a critical element in the student’s professional development. The critical
use of theory, knowledge of systems, structures and an understanding of a range of practice
methods is an essential base for effective practice. It is a shared learning process involving
the student, the field educator/s, the staff of the host agency, service users, Field
Education Coordinator and the University.

2.2 Principles of Field Education

Field Education recognises the inter-relationship of field agencies and Western Sydney
University in the relationship between classroom education and field practice, including:
 Student field placements are central in the development of knowledge, values and
skills in professional learning.
 Field Education is a commitment to Academic/agency collaboration in research and
practice areas to assist students in the accomplishment of learning objectives.
 Field Education aims to foster and encourage innovative field work opportsubjecties
and initiatives in the location of new settings, tasks and processes.
The University and specifically the School of Social Sciences, is committed to student self-
responsibility and active participation in all aspects of Field Education; and the School
encourages constructive feedback and evaluation of all aspects of the field program.

2.3 Objectives of Field Education

The Field Education program at Western Sydney University aims to develop student’s:
 knowledge of the social, political and economic constraints of social work practice,
including the political-economic distribution of power and resources
 understanding of the place of social work in society, with attention to the structures
imposed by age, class, gender, disability, race, ethnicity and sexuality
 knowledge of a variety of methods for effective social work practice
 practice skills in a variety of settings, including community work, casework, group
work, research and social policy
 ability to apply theory to practice
 competence and responsibility as a worker
 commitment to social justice
 anti-oppressive interpersonal and system intervention skills
 awareness of self and ability to articulate their personal value stance and positioning

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  to evaluate the field work placement in relation to these objectives.

3 Program Structure
Refer to Appendix 9 in this document. The programs can also be viewed on the University’s
web site: www.westernsydney.edu.au and the University Handbook. From the home page,
search on ‘Program Handbook’. Click on the Program Handbook link and enter the name or
subject number of your program.

The overall purpose of Social Work programs at Western Sydney University is to prepare
students for effective professional practice as social workers. Western Sydney University
aims to produce graduates with a highly developed sense of professionalism and ethical
practice that can be achieved with and by the individual student through nurturing a solid
grounding in values, knowledge and skills specific to the social work profession.

The minimum eligibility requirements of the Australian Association of Social Workers

(Australian Social Work Education and Accreditation Standards [ASWEAS], 2020) is 1,000
hours of supervised practice. At Western Sydney University, students spend a total of 1000
hours’ field practice over two placements (FE1 400 hours; FE2 600 hours). Placements must
be supervised by a qualified social worker. This may be achieved by on-site supervision by a
Social Worker or through on-site supervision by a practitioner within the Human Services
sector in combination with an external Social Work consultant, both supervising the
student.

A student is required to complete the Field Education component of the program in two
agency settings, in a minimum of two practice areas, with one placement being a direct
practice placement. The program aims to provide a model of professional education where
there is integration between theory and practice.

4 Placement Expectations
Whilst on placement it is anticipated that the student will have opportsubjecties to learn a
range of skills in a variety of settings through diverse tasks and activities. Students will
experience different placement contexts, from small community-based agencies to large
government organisations over the program of their studies.

4.1 Responsibilities and expectations

The effective operation of the Field Education program relies on the collaboration
between students, field educators and the University. The Field Education program relies
on the:
 individual student and their commitment to practice learning
 commitment of field educators and support and resourcing of their agencies

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 Academic and professional support and resourcing provided by the University.

The responsibilities of the University, field educators and students are outlined as
follows:

4.1.1 The Student

 To be eligible for field placements, students must:
Be currently enrolled as a BSW, BCCJ/BSW or MSWQ student at Western
Sydney University, and have completed relevant pre-requisites
400508/WELF 2017 (BSW) or 102390/WELF 7021 (MSWQ) and have
completed all special requirements.
Participate in pre-placement preparation with the Field Education
Coordinator.
 Prior to your placement interview identify personal learning goals for you to develop
on your placements. This can be discussed and added to when creating your Learning
Contract with the field educator.
 On advice of a placement offer, arrange a pre-placement interview with the
allocated field educator before commencement of placement so that learning goals
and possible tasks and projects can be negotiated. Advise the Social Work Field
Education Coordinator of the outcome of the pre-placement interview and the
proposed start date.
 Begin to negotiate a Learning Contract with their field educator as soon as possible
after placement begins (i.e. within the first few days of placement) or at the pre-
placement interview.
 Work to the agency’s hours and follow agency rules, policies and procedures. Discuss
any variations needed firstly with your field educator and then, if needed, with your
Subject Coordinator. Ensure you create a schedule of attendance that will meet the
Agency’s expectations, those of WSU Social Work Program* structures and of the
AASW which are: 4* weeks of full time block a minimum of 3 days each week
ongoing; and will complete your placement hours within the half year allocated. *For
any variation to this expectation in this level of attendance, please discuss both with
your Subject Coordinator and your Field Educator; and record decision in your
Learning Contract
 Demonstrate respect for clients, colleagues and the agency.
 Dress appropriately while on placement.

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 Complete the Learning Contract within the first month of placement (100 hours)
and provide the subject coordinator with a signed copy, uploaded to vUWS.
 Regular meetings with the field educator to discuss and evaluate student
performance and learning.
 Participate in 1.5 hours of social work supervision for every 35 hours at placement.
 Prepare for supervision sessions by identifying issues for discussion in advance of the
sessions, and by participating in the reflection and evaluation process with the
support of their field educator.
 Use the placement experience for self-directed learning; the student will take
initiative for their own learning by monitoring their own progress and learning while
on placement.
 Maintain confidentiality in accordance with agency guidelines and policies.
 Coordinate the evaluation of your progress via the Mid-placement Review, followed
immediately by the Academic Liaison Visit. The student organises the visit.
 Raise any placement concerns with the field educator. When issues cannot be
resolved, the student and the field educator should contact the Field Education
Subject coordinator as soon as possible.
 Ensure that all compulsory forms are completed and signed by the field educator
(Learning Contract, Mid-placement Review, Final Placement Report and Student Log
of Hours) and submitted at the appropriate time with other components of the
Practice Portfolio (refer to Subject Learning Guides for specific information).
 Submit the required placement report (Practice Portfolio) within fourteen (14) days
of completing the placement.
 Notify the Field Education Subject coordinator of any change of dates or
circumstances relating to the placement.

4.1.2 The University

 To ensure the maintenance of educational and professional standards of the Field
Education program in line with the Social Work program accreditation guidelines.
 To ensure that students with an agreed Academic Integration Plan are supported to
engage with this component of their program of study.

4.1.3 Director of Academic Program

 Accounts for overall policy developments and organisational procedures in the
management of the Field Education program.
 If unresolved from formally accounted appeal processes discussed between firstly
Student and their Field educator; secondly Student and Subject Coordinator; thirdly,
Student and Field Advisor; the Director of Academic Program will adjudicate appeals
with respect to satisfactorily meeting the academic requirements of the Social Work
Field Education program at WSU.

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4.1.4 Field Education 1 & 2 Subject Coordinators
 Develop curriculum material and monitor Field Education procedures
 Deliver FE1 and FE2 subjects
 Maintain student placement records
 Approve Learning Contracts and evaluate Placement Reports
 Consult with field educators and students
 Develop Learning Guides

4.1.1 Field Advisor

 Ensure effective responses to student concerns are streamlined
 Create responsive, appropriate and strategic Field Education policies
 Engage actively with human service sector partners
 To action academic and practice integration in relation to the Social Work Field
Education program
 Assess Recognition of Prior Learning and Inability to meet Agency Requirements
applications

4.1.2 The Social Work Field Education Coordinator

 Account for the implementation of Field Education policies.
 Coordinate placement liaison visits.
 Allocate external social work supervisors, as required.
 Coordinate appropriate allocation between student learning goals and placement
offers.
 Facilitate provision of paperwork authorising placements to commence through
liaison with the School’s Placement Administration Officer.
 Ensure that students have social work supervision on placement or external
supervision if appropriate.
 Provide Field Education subject coordinators with details of confirmed student
placements.
 Work with the Social Work Academic Workgroup to build and develop partnerships
with communities and government agencies.
 Work with Field Education subject coordinators to support field educators (e.g.
developing appropriate educational programs and resource material in line with
agency needs).

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4.1.3 The Western Sydney University Academic Liaison Visitor
 Visits the field educator and student together in the placement agency at least once
during the placement period.
 Monitors student progress and assists the student and the field educator manage any
issues that may arise.
 Assists the student to integrate the theory/practice continuum within the curriculum.
 Evaluates student performance and approves the Mid Placement Report.
 Brings any students in difficulty on placement to the immediate attention of the Field
Education subject coordinator.

4.1.4 The Placement Agencies

 Provide staff time for field teaching and other appropriate support to field educator.
 Provide opportsubjecties for the student to meet and know agency staff and their
work.
 Offer space (within agency limitations), facilities and travel costs for work undertaken
by students in the placement.
 Enable student participation in the organisational structure of the agency setting.
 Inform the student and University of any specific policies relevant to the student
placement.

4.1.5 The Field educator (Agency–based/ onsite student supervisor)

 Be accessible and available for regular contact. A minimum of 1 hour for every 35
hours spent on placement should be allocated for student-specific formal and
informal supervision.
 Be available for an interview with the student prior to commencement of
placement, so that both can agree on placement goals, and possible tasks and
projects the student can undertake.
 Inform students of the agency’s policy and procedures (such as, complaints
procedures, policies relating to discrimination and harassment, and work health and
safety procedures).
 Give enough explanation and information so that students can fully understand the
agency’s objectives and their role within it.
 Allocate work that will develop the student’s ability, as well as giving the student
experience of typical work within the agency.
 Assist the student to continually review the development of their skills, attitudes,
knowledge and ability to work collaboratively and ethically with agency staff and
clients.

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 Where possible, attend seminars on supervision and field learning.
 Assist to complete the Learning Contract with the student within the first 100 hours
of the placement.
 Provide ongoing feedback to the student.
 Assist the student to explore the connection between theory, values and practice.
 Complete the Mid-Placement Review with the student half-way through the
placement hours and contact University staff if there are any difficulties identified. Be
available for the placement visit by a member of the University.
 Observe and discuss with students their strengths, successes and areas for further
development.
 Discuss with the student any difficulties which may arise during the placement and if
such matters are not successfully resolved to notify the Field Education subject
coordinator as soon as possible.
 Complete with the final Placement Evaluation Report.
 Ensure that all compulsory forms are completed and signed (Learning Contract, Mid-
placement Review, Placement Evaluation Report and Student Log of Hours).
 Inform the Field Education Coordinator of significant changes taking place in the
agency which might affect the placement.

4.1.6 The External Social Work Supervisor, where allocated

 Coordinate and create a schedule of regular contact, offering group and individual
sessions: Field Education 1 (17 hrs) and Field Education 2 (25hrs). This supplements
the agency supervision offered to make up a minimum of 1 hour for every 35 hours
spent on placement allocated for student-specific formal and informal supervision.
Students are required to attend these sessions.
 Assist the student to continually review the development of their skills, attitudes,
knowledge and ability to work collaboratively and ethically with agency staff and
clients.
 Assist to complete the Learning Contract with the student within the first 100 hours
of the placement.
 Assist the student to explore the connection between theory, values and practice.
 Observe and discuss with students their strengths, successes and areas for further
development.
 Discuss with the student any difficulties which may arise during the placement and if
such matters are not successfully resolved to notify the Field Education subject
coordinator as soon as possible.
 Co-sign the final Placement Evaluation Report.
 Support student to ensure that all compulsory forms are completed and signed
(Learning Contract, Mid-placement Review, Placement Evaluation Report and Student
Log of Hours).

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  Inform the Field Education Coordinator of significant changes taking place in the
agency which might affect the placement.

4.2 BSW, BCCJ/BSW and MSWQ Field Education 1 & 2 Placement Expectations

At WSU the First placement is positioned three quarters of the way through your studies in
the BSW, BCCJ/BSW and MSWQ after students have completed half their subjects of
Academic study. The Final Placement for all takes place at the end of their program of
studies.

Attendance expectations: there are nominated start dates which enable completion of
the required 400hrs or 600hrs within the recommended period of the academic year. This
start date is negotiable to some extent, firstly with the agency field educator and secondly,
if necessary with the Subject coordinator.

Students are expected to commence with a full time block of 4-6 weeks. The intention of a
full time block is that students have the benefit of learning to be part of a team and
immersed in the workings of the agency through commencing with a full-time attendance
for at least the first month (see 4.1.1).

Bachelors students.
In Autumn semester, for Bachelors students (BCW,BSW, BCCJ/BSW) attendance at
placement is Monday, Tuesday and Wednesday and attendance at University is required on
Thursdays and Fridays. Bachelors students recommence at University to study two other
units as well as the placement workshops. The standard sequencing of subjects means that
the companion subjects are programed for Thursdays and Fridays.

In Spring/2H semester for Bachelors students completing their final placement, there is an
expectation to complete 4 days a week at placement with Fridays being allocated for weekly
Field Education workshops of 2hrs duration and the associated subject Contemporary Social
Work practice with tutorials allocated for Fridays only.

Masters (MSWQ) students.

Doing FE1 and FE2 in 2H (from 2023 onwards) are expected to maximize their attendance at
placement during the week and typically will have all/most classes and integrative
workshops on weekends.

For WSU Social Work programs these two approaches are intended to enhance the
integration of theory with lived experience of practice. Extenuating circukstances around
attendance can be negotiated to some extent, firstly with the Agency Field educator and
secondly, if necessary with the Subject coordinator. AASW requirements are for a minimum
of 2 days a week and a minimum of 2 weeks full time as an immersion into the workings of
the agency. Please facilitate a discussion with your Field Subject Coordinator if needed.

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Meeting the following learning expectations needs to be completed at a level evaluated as
satisfactory in order to complete your placement.

4.2.1 Student as Learner

By the middle of placement, the student is able to:

 formulate specific learning goals for placement
 identify tasks and activities in order to achieve these goals
 take initiative in seeking supervision.

By the end of placement, the student is able to:

 try out new behaviours and skills
 demonstrate an awareness of their emotional and cognitive responses to
placement experiences
 identify personal strengths and areas for further development
 demonstrate an awareness of how their values, beliefs and behaviour
influences social work practice in the placement agency.

4.2.2 Student's use of interpersonal and communication skills

By the end of the placement, the student is able to:
 relate to a wide range of people
 establish appropriate and effective working relationships with clients,
workers, volunteers and agency partners.
 demonstrate a range of interpersonal skills e.g. use active listening skills,
communicate honestly, be non-judgmental and utilise empathy.
 Reflect on interactions between themselves and others, and demonstrate
a growing capacity to describe what is happening (including use of theory)
 accurately and clearly record some observations, interviews or other
placement experiences
 communicate effectively and clearly.

4.2.3 Student's ability to organise own work and function within the agency
The student is able to:
 take instructions from the supervisor
 seek clarification on issues related to set tasks
 attend work punctually and account for time in relation to placement
tasks

By the end of placement, the student is able to:

 demonstrate increasing initiative in completing placement tasks while still
using the supervisor for direction where necessary
 write up brief notes of activities and experiences
 practice and develop written communication skills appropriate to the
setting e.g. emails, reports, letters, case files, meeting minutes, etc.

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  describe the agency's role and structure (e.g. aims, service, delivery,
staffing, management, administration)
 demonstrate some capacity to utilise their knowledge of the agency in
order to complete placement tasks
 demonstrate an improving capacity to anticipate agency tasks while on
placement
 make professional contacts and relationships with other organisations
with which the agency "networks"

4.2.4 Student's General Professional Skills

By the end of the placement, the student is able to
 understand and apply the principle of confidentiality and its limits
 understand and apply the principle of professional accountability
 demonstrate an anti-oppressive approach in working with individuals,
groups and communities.
 understand and apply the principle of self-determination when working
with service users, families and communities.
 demonstrate a purposeful approach to clients and workers.
 formulate an appropriate action plan in relation to placement tasks
 demonstrate a growing understanding of the social and political context
of the placement agency.

4.2.5 Use of Theory in Practice

By the end of the placement the student is able to:
 explain the nature of marginalisation and inequality experienced by
individuals, groups and communities, from a number of different
perspectives
 identify the broader context of practice - social, professional and political
issues which influence and shape practice
 access and critically examine a range of different theoretical approaches
to a given problem or social issue.

4.2.6 Use of Self in Social Work Role

By the end of placement, the student is able to:
 identify how they are using self in interaction
 show an awareness of what aspects of self are enhancing/hampering
effectiveness
 seek feedback on how self is appearing to others – supervisor/s,
colleagues and service users.
 identify own feelings in interactions
 establish effective and purposeful relationships with a range of individuals
and groups; e.g. social workers, administration staff, communities/service
user groups, leaders and managers, other people relevant to practice
 be an effective member of an interdisciplinary or other team
 be aware of impact of one's own and others' positionality, including race,
ethnicity, gender, disability, sexuality and religion.

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  respect different values and backgrounds of people with whom they are
working
 be aware of conflict of values and interests
 identify and manage own emotional state and how this affects practice.

NOTE: TO MEET PLACEMENT EXPECTATIONS, SUPERVISOR AND STUDENT ARE TO CHOOSE

ONE OR TWO OF THE FOLLOWING SPECIFIC PROFESSIONAL SKILLS THAT CAN BE MET
WITHIN THE PARTICULAR PLACEMENT CONTEXT THE STUDENT WILL BE WORKING IN.

4.3 Specific Professional Skills

“Specific Professional Skills”- Individual and Family work; Group work; Community work
and development; Research and Policy work – relate to growing your competency as a
social worker in training to meet the AASW Practice Standards
https://www.aasw.asn.au/document/item/16

1. Work with individuals and families

By the end of the placement, the student is able to:
 identify and describe some of the theories that have most influenced
casework and evaluate their effectiveness and use in the social work field
 locate casework methods along the radical-conservative continuum of
social work practice and theory
 collaborate with service users and identify their difficulties both from
their view and significant others
 support services users identify short and long-term goals and develop
action plans to achieve these goals
 negotiate, review and evaluate a clear, specific contract for action with
the service users
 analyse a situation to identify the major factors operating in it
 identify available resources in developing case plans
 formulate and follow a plan of action with appropriate modifications
 conclude the intervention with the service user and/or family
appropriately
 evaluate the outcomes of the intervention

2. Work with groups

By the end of the placement, the student is able to:
 demonstrate their understanding of group structure, development and
processes in group work practice
 demonstrate an understanding of the reasons people join groups
 describe the different stages that groups may go through as they develop
over time
 (in the role of participant observer) observe, record and evaluate basic
group processes including:
o describe various roles individuals adopt in groups and how these
influence group functioning
o demonstrate an understanding of power relationships in groups
and various methods for resolving conflict in groups

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 o identify barriers and enablers to group functioning
o plan specific groupwork tasks and negotiate these activities
effectively with the supervisor and relevant others
 demonstrate skills in groupwork appropriate to the stage(s) of groupwork
they are involved in
 planning for a group:
o accurately assess the needs for a group
o plan and develop an appropriate group structure and program
o appropriate document this planning
 initiating a group:
o demonstrate skills in welcoming group members and providing
activities appropriate to the formation of groups
o providing appropriate materials
o assisting the group in developing an appropriate agenda
o provide feedback about the observation of group dynamics both
verbally and in writing
 maintaining and/or ending a group:
o demonstrate skills in facilitating or co-facilitating a group by
encouraging group processes that address the various stages of
the group's experience
o provide feedback about the observations of group dynamics both
verbally and in writing
o demonstrate the capacity to evaluate both group processes (in
terms of power relationships etc) and group programs
o modify group activities in response to the changing needs of the
group.
3. Work with Communities
By the end of placement, the student is able to:
 set clear goals for working in the community and achieve these with
appropriate modifications
 plan specific tasks to be completed and negotiate this with the supervisor
 collect, classify, interpret and use community profile data appropriately
 communicate clearly in written and verbal reports to management
committees and other relevant personnel and community organisations
 develop information and media campaigns about issues where
appropriate
 demonstrate skills in advocacy, negotiation and bargaining
 demonstrate an awareness of issues relating to incorporation and
management of the placement agency
 demonstrate a critical understanding of the concepts of social and
community needs, community management and community participation
 demonstrate an awareness of the roles of funding bodies, local politics
and media in community work practice
 critically evaluate the role and function of the placement agency and
other relevant organisations
 critically evaluate strategies for social change

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4. Research Work
By the end of the placement, the student is able to:
 clearly define the problem or issue which is the focus of the research
 identify relevant background material, including resource personnel, and
evaluate its usefulness
 develop a research methodology appropriate to aims and practical
constraints
 identify and manage ethical considerations
 carry out selected research methods
 analyse research data
 compile results into clear summary format
 identify relevant findings and conclusions
 communicate the research and initiate research-based action
 demonstrate an awareness of the achievements and limitations of the
research

5. Policy work
By the end of placement, the student is able to
 understand the broader structural/political framework related to the
policy area
 gather a broad and sufficient range of information relevant to the policy
area
 critically analyse issues relating to the policy area
 identify impacts of government policies on agency and target groups
 conduct appropriate needs analysis and consultation with key
stakeholders/interest groups
 develop appropriate objectives and a sufficient evaluation/review
mechanism
 develop appropriate recommendations and alternate programs of action
 demonstrate clear expression of ideas both verbally and in writing
 demonstrate ability to discriminate between fact, interpretation and
conclusion.

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5. The Placement Process
Students attend Placement Information Sessions and submit a placement Allocation Form to
the Social Work Field Education Coordinator to commence the placement allocation
process. Students are provided with information about these sessions 6-8 months prior to
the placement commencing based on if they have met the pre-requisite subjects (WELF
2017/WELF 7023). Depending on the start date at placement this may be in the year prior to
placement.

All students should submit a placement allocation form but there are two additional
pathways that can be considered depending on the student’s access to human services
sector experience. Firstly, if a student as at least 3 years full time work experience in the
human services sector they can seek to have their First placement recognised, this is called
Recognition of Prior Learning process (see more detail item 7.7). Secondly, if a student has
less than 3 years work experience in the sector but is currently working in a human services
agency they can seek to be considered for a “placement in the workplace” (see the process
identified below in item 5.1.1).

5.1 Criteria for Placement Allocation

Finding placements: - The SOSS-placements team approach upwards of 1500 organisations
to provide a professional placement experience each semester. This search is heavily
invested in and typically very successful. Students are welcomed within the sector, and are
seen as a future workforce that must be supported but there are also challenges for
organisations making arrangements to support students on placement. In addition,
amongst Universities offering Social Work programs, there is very high demand for
placements in the Sydney region.

**nb: due to post-COVID-19 uncertainties and the extreme shortage of placement

opportunities a student will only be allocated ONE placement. Please see more details
below

Finding out students’ information to enable allocation:

In commencing the application process the SOSS-placements team ask students to submit a
form that gives full information about:
 Location – transport access;

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  Previous experience both specific to the human services and more generally,
employment history
 Availability in relation to the ASWEAS (2012;2020) expectations of the demands of
this significant amount of unpaid professional placement participation;
 Students are asked for their learning goals for placement
 If in possession of a drivers license or not.

Allocated placements need to meet the strict guidelines of the ASWEAS 2020 Social Work
professional accreditation requirements. Allocating a student to a placement is determined
on the basis that the Social Work program needs to offer students the opportunity to be
able to work across a range of social work professional locations, placements are allocated
to you as a developing social worker across all client groups and all intervention methods -
this may be individual work; community development; group work; social policy
implementation and social research into the needs of vulnerable community members. Each
intervention method offers opportunities for a student to develop as a social worker –
sometimes opening up a totally new pathway, that the student had never considered. The
Social Work program is preparing students to be a fully qualified social worker and thus
seeks to enable students to become familiar with each intervention method.

The placement opportunities made available from the agencies in the human services sector
are reviewed for their requirements and then students are matched based on the capacity
to meet the requirements of the agency as stated in the student’s application.

In allocating a social work professional placement experience the WSU Social Work program
is seeking to enable each and every student the opportunity to immerse themselves in the
Australian human services sector and develop an understanding of the professional
expectations of social workers within those agencies. WSU Social Work ensures that every
allocated placement meets this requirement - to enable the allocated student the
opportunity to develop social work professional skills and knowledge, particularly within this
program of study, providing a launchpad to develop greater understanding.

5.1.1 Placement at student’s place of employment : “Placement in your Workplace”

WSU Social Work welcomes students applying for a placement learning opportunity within their
current human services workplace. If you are already working in the human services sector
there may be an opportunity that you can first discuss with your manager/employer.

The WSU SW program is tasked with assisting every student to have two distinct
professional learning experiences.

Completing a placement in your workplace needs to be very carefully assessed because of

the high potential for a conflict of interest that may impact negatively on your learning
particularly by setting up dual demands for both maintaining your work role and your
learning role. Below is the detail of our policy for placement in your workplace that has
recently been updated in the WSU Field Ed Manual.

24
Contact Dr Justine O’Sullivan, the Social Work Field Advisor
(J.osullivan@westernsydney.edu.au) to discuss and submit the following application to have
a determination made if a placement in the workplace can be authorised.

**NB: Please ensure you also submit your expression of interest to the soss-placements
team by the due date, and indicate on the form that you are also completing a separate
application for a placement in your workplace (PIW).

Some details:
Only one placement may be taken in a student’s workplace (Placement In Workplace).

1If Transfer Credit on the basis of Recognition of Prior Learning (RPL) has been previously
approved for FE1 in relation to your work within the same workplace, learning similar skills,
having a placement in your workplace will not be regarded as providing you with a second
distinct social work learning opportunity. It is only if there is an opportunity for you to work
with a distinctly different field of practice or interventions or client group that a placement
in your workplace may be considered. Some large organisations span several different fields
of practice and intervention methods and can be considered in this light.

There are some important conditions that need to be met in order that this is developed
into a great learning experience and one that meets ASWEAS (2020) approval (SW Program
accrediting guidelines).

Please let the SW Field Advisor know if you believe you have any extenuating circumstances
to be considered.

In summary, a "Placement in your Workplace" (PIW) is to be learning in a specific social

work practice area that is distinct and separate from your everyday work. You are expected
to have social work supervision by someone with SW qualifications who is not your current
line manager (for your paid position). Please note: social work supervision can be arranged
externally by WSU Social Work. Further, although you are located in the same organisation
in your paid role, you cannot be paid for doing your social work placement.

To make it possible for you to optimise your learning it is expected that you will spend
a minimum of 2 days a week within your approved placement-in-workplace role and further,
ensure you undertake a period of 2 weeks full time to be spent familiarising yourself into
your different role and the different context of practice.

A placement in a student’s workplace can be considered on the basis of meeting of the key
conditions identified here:

Conditions

25
In order to meet the requirements of the WSU Social Work program for undertaking a
placement in the student’s workplace (PIW), the people listed in the application and
confirming with their signature below agree to support the following conditions:

The placement will involve learning experiences which are different and distinct to the
student’s routine work responsibilities. The proposed placement offers the student new
experiences and is relevant to their social work professional learning goals.

All potential conflicts of interest have been identified, and strategies have been specified to
address these if and when issues/conflicts do arise, e.g. It is specifically required that whilst
completing identified placement hours’ students should not be expected to meet their paid
workload responsibilities. Specify the agreed arrangements that will be put in place to
enable this?

Goals of the placement and learning opportunities will be determined by consultative

process involving agency /social work field educator, the student and WSU field education
subject tutor/ coordinator.

The placement will be undertaken as a learning experience. Time will be allowed to reflect
on the learning process, consult with other professionals and literature, to explore as well as
to be able to demonstrate their growth in understanding and skills.

The student is not paid to undertake their placement.

A minimum of 15 hours (2 days) per week must be spent on placement. Two blocks of 35
hours (5-day/full time attendance) are to be completed. Times/days of placement
attendance will be specified in the Learning contract (due at 100hrs). Any proposed changes
will be notified to the Tutor in advance and the Learning contract updated on vuws.

The placement field educator should not be the usual line manager/supervisor and should
hold a social work qualification. There should not be a direct line of accountability for the
student learner to their regular workplace line manager for the activities they engage with
in order to meet your placement learning goals.

Remember: Your wellbeing is of importance to us, please let the SW Field Advisor know if
you believe there are extenuating circumstances to be considered and/or additional support
needs.

Please submit a first draft of proposed Placement in the workplace form below.

Provide both the Student and Agency details and the Proposed Learning Plan. It is a word
document so please add as much detail in the boxes as you need to.

Once approved by the Field Advisor, signatures to be added confirming all parties have
agreed to the following details.

26
Note: Please finalise signatures on this form only once you have discussed each of the
details and the conditions with both your workplace and raised any queries with the SW
Field Advisor Dr Justine O'Sullivan. Email:J.osullivan@westernsydney.edu.au;

Your wellbeing is of importance to us, please let the SW Field Advisor know if you believe
you have any extenuating circumstances to be considered.

Student and Agency details

Student name and number:

Subject Code and subject name:

If this is PIW application is for Field Yes/No

Education 2 placement of 600hrs, have
you completed 400hrs Field Education 1?
Or have you completed transfer credit "RPL" Yes/No
for Field Education 1?
If "Yes" what workplace was used as the
basis of your Transfer Credit “RPL”
application? Please supply details and
discuss further with the SW Field Advisor.
if "No": what describes your situation?
If this is your second placement, please was it INDIRECT (working in a research or
indicate the focus of your first placement: policy setting)? Or
(cross out/delete whichever does not apply) was it DIRECT (working directly with
individuals/groups of people/community
members)?
or, was it MIXED/BOTH: a combination of
Indirect and Direct practice?
Organisation/workplace name:
Name and contact details for your current
manager:
Name and contact details for your onsite
supervisor/field educator
Onsite field educator's qualifications
Onsite field educator's weekly availability
confirmed as:
Conditions

In order to meet the requirements of the WSU Social Work program for undertaking a
placement in the student’s workplace (PIW), the people listed above and signing below
agree to support the following conditions:

The placement will involve learning experiences which are different and distinct to the
student’s routine work responsibilities. The proposed placement offers the student new
experiences and is relevant to their social work professional learning goals.

27
All potential conflicts of interest have been identified, and strategies have been specified to
address these if and when issues/conflicts do arise, e.g. It is specifically required that whilst
completing identified placement hours’ students should not be expected to meet their paid
workload responsibilities. Specify the agreed arrangements that will be put in place to
enable this?

Goals of the placement and learning opportunities will be determined by consultative

process involving agency social work field educator, the student and WSU field education
subject tutor/ coordinator.

The placement will be undertaken as a learning experience. Time will be allowed to reflect
on the learning process, consult with other professionals and literature, to explore as well as
to be able to demonstrate their growth in understanding and skills.

The student is not paid to undertake their placement.

A minimum of 15 hours (2 days) per week must be spent on placement. Two blocks of 35
hours (5-day/full time attendance) are to be completed. Times/days of placement
attendance will be specified in the Learning contract (due at 100hrs). Any proposed changes
will be notified to the Tutor in advance and the Learning contract updated on vuws.

The placement field educator should not be the usual line manager/supervisor and should
hold a social work qualification. There should not be a direct line of accountability for the
student learner to their regular workplace line manager for the activities they engage with
in order to meet their placement learning goals.

Remember: Your wellbeing is of importance to us, please let the SW Field Advisor know if
you believe you have any extenuating circumstances to be considered and/or additional
support needs.

Proposed Learning plan for Placement in your Workplace

What is your current role in

the organisation?

How is the student role different to your

current paid role?

Placement Learning Goals:

Please give a brief outline of the
placement learning goals: e.g. list which
new/developing social work skills;
new/developing social work
knowledge/professional values;
new/developing sw intervention
methods

28
 Activities involved in this placement:
Please list and describe specific activities
e.g. group work, individual assessment
work, community networking, etc that
you will be undertaking (see FE2
placement expectations in the Field
Education Manual document).

Outcomes: What are the anticipated

outcomes of the placement for your
development as a social worker?

How will you be assessed?

What steps will you take to keep your

student role separate from your work
role?
Describe the supervision arrangements
and how this differs from those you have
as a worker?
Any other comments e.g. nominate the
days you plan to be on placement.
This form acts as an agreement between you, your workplace and the University and
needs to be signed off by the student, the nominated placement SW field educator
and the Social Work Field Advisor, with advice to the Field Education 2 subject
coordinator. This needs to be finalised prior to the placement commencing.

Signatures & date : Student

Signature & date:

Line Manager/Employer

Signature & date: Field Educator

Signature & date: WSU Field Advisor

**NB:In addition to the above please ensure you submit your own placement application
form to the soss-placements team by the due date. Please indicate on the form that you are
also completing a separate application for a placement in your workplace.

29
5.2 Meeting with the Agency field educator: the pre-placement interview
Students initiate the pre-placement interview only when they have received confirmation of a
placement allocation from the Social Work Field Education Coordinator. There are many resources
to plan a successful preplacement interview currently made available on Social Work program
vuws sites.
The purpose of the pre-placement interview is for both student and field educator to investigate
the student’s learning needs, negotiate potential placement tasks and to assess the
appropriateness for both student and agency for placement.
As soon as possible the student should advise soss-placements@westernsydney.edu.au; the
agreed placement arrangements including 1. start date, 2. confirm agreement the approved length
of placement (FE1 400hrs or FE2 600hrs completion within the allocated semester); and then, the
insurance details will be confirmed in documentation from Western Sydney University.

5.2.1 Issues arising from meeting with the Agency field educator.
For field educators, an obligation does not exist to accept a student for placement if the allocation
is not appropriate for some reason (e.g. a mismatch between potential placement activities and
student readiness to build skills in those areas). Please contact the Social Work Field Education
Coordinator in order to discuss these issues.
If the field educator in the pre-placement interview accepts the student to commence placement
on the basis that the student meets the field educator’s placement learning requirements but the
student believes they cannot meet the requirements spelt out by the field educator, the student
should note and follow the following policy: “inability to meet requirements” process below.
For students: it is at this point that it should be noted that due to the lack of placement
opportunities, post-COVID-19 etc, we allocate one placement only to each student. No alternative
allocations to a placement will be offered.
Given that there are no/extremely limited placements available, students will only be supported to
be re-allocated to another placement if they demonstrate in the following way that they are
unable to meet the requirements of the organisation they have been allocated to.
A student seeking re-allocation on the basis of ‘not being able to meet the requirements of this
specific agency’ will need to apply for special consideration through the ‘unavoidable disruption to
studies’ policy. If approved essentially the student will be granted an 'alternative assessment' to
be offered via the formal University 'special consideration' process (the Disruption to Studies
policy):https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facili
ties/special_consideration;

The application should be addressed to the Field Advisor: currently Dr Justine O'Sullivan, and
provided the necessary documentation has been submitted, the application will be assessed.

Special Consideration | Western Sydney University

Important Information. The Special Consideration policy has been replaced by the Disruption
 to Studies policy, and now you must have been impacted for at least three consecutive
days.The Disruption to Studies policy provides provisions for students who have been
adversely affected by a serious and unavoidable disruption to their studies that is beyond
their control, to demonstrate the Unit ...
www.westernsydney.edu.au

When submitting this form the student should include the documentary evidence related to 'not
being able to meet the requirements of the allocated organisation', for example a medical
certificate or written advice from a counsellor and similar formal evidence which establishes a
serious trauma or crisis has occurred that directly relates to meeting the core requirements of
the agency you have been allocated to.
Documented, formal evidence is needed to ensure that principles of equity and procedural
fairness can be assured. Students are requested to put sufficient information into the application
for it to be considered.
Students are expected that they will have submitted this application - including the evidence -
within 5 working days of undertaking the placement interview at the allocated agency.
If this application is successful the student will be informed within a period of 10 business days
and the Social Work Field Education Coordinator will assign the student to a process for re-
allocation support (there may not be any alternative placements to allocate to) but the student
will be supported to have an alternative agency allocated.
If this application for re-allocation on the basis of critical disruption to studies is not successful, the
student will be informed within a period of 10 business days. The Field Advisor will offer support
to the student to effectively re-engage with the placement you have been allocated to.
An appeal of this decision, fully documented, can be made to the Director of Academic Programs,
Dr Neil Hall.

5.3 Placement Progression

Students cannot commence a placement unless all pre-requisite subjects have been assessed at a
pass level or above.
Where a student withdraws and/or fails the same Field Education subject twice, and that
student does not follow the Student in Difficulty policy, then the student must make a written
submission to the Social Work Field Education subject coordinator as to why both placements
broke down and a rationale for why a third placement is expected to succeed (including a
commitment to following the Student in Difficulty policy - see Section 8.7.4).
Sometimes students are unable to conduct their field placement at the required time as set out in
the subject outline. If students are unable to undertake their field placement within the time and
dates specified in the subject outline, they must apply in writing to the Field Education subject
coordinator requesting a variation to the subject requirements. Students must:
 state the reason for the request or provide a letter of support; and
 outline when the student proposes to undertake the placement.

31
The Field Education subject coordinator makes final decisions regarding this matter based on the
evidence provided in the written request. The individual case will be considered for variation of
placement time providing:
 the student applies in advance
 the student has satisfactorily completed all other placements
 the student’s needs are substantiated – e.g health, family, work
 the student has met all the other subject requirements
 the student is prepared to negotiate and assist the Social Work Field Education Coordinator
find a placement, if required
Students will be notified of the decision and details in writing. Details will be kept on the student’s
file. If an individual student is dissatisfied with the Field Education subject coordinator’s decision,
they may appeal to the Director of Academic Program (Social Work) within 14 days of the decision.

6 Supervision: Field educators

6.1 Supervision
Supervision is essential to the placement experience and assists students to plan, review and
assess their progress while on placement. Supervision serves three broad functions:
 The Administrative Function - this refers to the issues of the management of work tasks
while on placement. It includes the planning and assignment of work, the review and
assessment of work; the responsibility and accountability for work.
 The Educational Function - this refers to the provision of knowledge and skills which are
necessary for effective practice. Educational supervision ensures professional development
as a worker.
 The Supportive Function - this refers to assistance to manage job-related stress and with
developing attitudes and feelings conducive to maximum job performance. It helps sustain
worker morale and develop a feeling of worth, competence, a sense of belonging while in
the agency and, a sense of security in performance (Kadushin, A, 1976).

The field educator and student are required to set aside a regular time each week in order to
achieve these field educator functions. Supervision can be both formal (e.g. regular supervision
meetings) or informal (e.g. feedback while performing tasks). This formal supervision should be
1.5 hours per 35 hours whilst the student is on placement. At a minimum, half of this
supervision must be provided on a one-to-one basis. Supervision is a time for feedback for
students’ growth and development. The field educator provides feedback about the students’
areas of strength and areas for development. If the field educator considers that the student is not
responding to supervision, please contact the relevant Field Education subject coordinator
immediately.

6.2 Qualifications and experience of the Field educator

The AASW requires field educators hold a recognised social work qualification and have at least
two years practice experience (refer to www.aasw.asn.au). In some circumstances, field
32
educators will not have a social work qualification or may have only recently completed their
studies. Western Sydney University provides an external social work supervisor to provide
complementary social work specific supervision for such students where there is significant
learning opportunities despite not having a suitably qualified social worker available onsite at the
agency.

6.3 Field educator Seminars

In order to provide support for and recognition of the contribution of field educators, the Field
Education Academic Lead, Justine O’Sullivan and the Associate Dean Engagement Professor
Gabrielle Drake hosts monthly field seminars focused on diverse areas of practice, as well as,
specific seminars about Field Education pedagogy. These are in addition to the contact available
on an individual basis from the relevant Field Subject Coordinator or Field Advisor whenever
required by a Field Educator.

7 Evaluation and Assessment

Social Work Field Education at Western Sydney University is assessed under a Mastery assessment
system where the student’s performance is evaluated against a particular task to be performed or
set of skills to be measured. In mastery assessment, criteria are developed which provide the basis
of the behaviours, skills and attitudes expected on placement. Students are required to achieve a
satisfactory level of competency for each of these criteria by the end of the placement. The
student must perform all those criteria appropriate to the agency’s functions. The criteria are
described in Subject Learning Guides and student placement evaluation forms including learning
goals and tasks as set out in the Learning Contract negotiated between student and the Field
educator.
A student’s performance in Field Education 1 and Field Education 2 is evaluated on the basis of:
 the assessment items outlined in FE1 and FE2 Subject Learning Guides
 the assessment criteria as outlined in the student evaluation forms
 achievement of the (1) learning goals and tasks as agreed to in the Learning Contract and
evaluated at the (2) Mid-placement Review and the (3) Final Evaluation
 and, (4) evidence of completion of the required number of hours designated for that
placement: 400 hours (Field Education 1) or 600 hours (Field Education 2).
Appendices 9.6 and 9.7 contain the four compulsory forms referred to above. These are
completed and signed by the field educator, the student and where appropriate the external
Social Work Supervisor.

Appendix 9.5 contains guidance for the field educator and student on First and Final Placement
Expectations, and Specific Professional Skills. These documents address the context of Western
Sydney University Social Work placements and have been prepared in conjunction with the AASW
(2013; 2016) Practice Standards for Social Workers which are articulated in terms of 1. Values and
ethics 2. Professionalism 3. Culturally responsive and inclusive practice 4. Knowledge for practice
5. Applying knowledge to practice 6. Communication and interpersonal skills 7. Information
recording and sharing 8. Professional development and supervision.

33
Assessment, reflection and re-evaluation are constant throughout the placement. A preliminary
assessment is made by the field educator at the Mid-placement review. The student’s progress
may be evaluated by the field educator: “Satisfactory /Uncertain/ Unsatisfactory”. Student
progress is then discussed with the Academic Liaison Visitor when they meet with the student, the
field educator on site. Where evaluated as “uncertain” it should be agreed what, how and by
when the student should be able to demonstrate by way of improved practice. This should be a
discussion with the student, the field educator and the subject coordinator of what resources can
be offered to support the student achieve this evidence of improved capability. At the conclusion
of the placement, the field educator is asked to rate the student’s performance on each of the
Learning Contract criteria and makes a recommendation to the Field Education subject
coordinator.

The Field Education subject coordinator makes all final decisions related to assessment of the
student’s competence in field practice. Students and field educators should be aware that a
satisfactory grade in the field educator’s final evaluation form does not guarantee the student will
receive a final pass grade for the subject. The Field Education subject coordinator must also be
convinced the student is competent through the student’s completion of the assessment items
and their field report.

7.1 The Learning Contract: completed by 100 hours

It is essential that a written Learning Contract be discussed and formalised between the student
and field educator as close to the beginning of placement as possible. A template is provided in
the appendices. Once signed by the student and field educator, students are required to submit a
copy of the Learning Contract to the Field Education subject coordinator (uploaded to vUWS)
within the first 100 placement hours.

General Principles for the Learning Contract

The Learning Contract will:
 specify the goals and expectations of both the student and field educator, relating these to
specific tasks and responsibilities, with mutual accountability for the tasks agreed to be
carried out
 reflect the learning styles of the student and take into account the field educator’s learning
and teaching styles
 anchor the student’s learning goals to both ways of achieving these and the student’s
starting point in relation to each of these goals
 remain a flexible document open to change, with reasons for the changes being clear to all
concerned (student, field educator, Field Education subject coordinator).
 address practical matters including placement hours, expenses and work routines,
processes of supervision and signing off by the Field educator of the log of a student’s hours
at placement
 address the code of behaviour expected of the student while in the placement agency, e.g.
confidentiality policies, unethical behaviour and responsibilities, dress code

34
  identify the criteria for assessment that will be used as a basis for reaching the student’s
learning goals
A signed copy of the Learning Contract is sent to the Field Education subject coordinator who may,
if necessary, ask for changes to ensure that the student’s learning opportsubjecties are enhanced.
The student will keep a copy of the Learning Contract for inclusion in their Practice Portfolio.

7.2 The Mid-placement Review: 200 hours FE1, 300 hours FE2
The Mid-Placement Review is completed by the field educator and student during supervision
time, immediately prior to the visit by the University’s Liaison Visitor. A form is provided for the
review. Mid-placement Reviews offer students and field educators an opportsubjecty to consider
the student’s progress to date and to specify objectives for the rest of placement. It is generally
helpful to begin by discussing the Learning Contract established at the beginning of placement,
assessing the progress achieved and identifying areas for further work. If either the student or the
field educator has any concerns about the placement, these concerns should be raised at this
time. If there are concerns about how the placement is progressing, or if the student’s
performance is not considered satisfactory, the Field Education subject coordinator should be
contacted immediately.

7.3 Western Sydney University Academic Liaison Visit: follows the Mid-Placement Review
done by the Student and Field educator
A visit from the University’s Mid Placement Liaison Visitor will be conducted as soon as possible
after the Mid-placement report is completed by the field educator and the student. The purpose
of the visit is to monitor student progress and to assist the student and the field educator in
dealing with any issue that may arise. Field educators and students will be provided with the
name of the Academic Liaison Visitor once the Learning Contract has been submitted to the Field
Education subject coordinator within the first one-hundred placement hours. Students can take
responsibility for organising the visit in consultation with the field educator. Please contact the
Mid-Placement Liaison Visitor at least 3 weeks in advance of the estimated date of the visit to
arrange a mutually agreed time and date for this to occur; some pre-planning by the student will
be necessary. A copy of the Mid-placement report should be made available to the liaison visitor
prior to the meeting.

The Mid-Placement Review completed by the field educator and student should form the basis of
the discussion with the Liaison Visitor. This can often assist the student to integrate the
theory/practice continuum within the curriculum and help apply it to the context of placement.
The Mid-Placement Liaison Visitor will evaluate student performance and provide a brief written
report to the Field Education subject coordinator. The student, field educator and visitor sign this
report. The Liaison Visitor will ensure that the concerns of any students in difficulty on placement
are brought to the immediate attention of the Field Education subject coordinator. The student
ensures that the signed Mid-placement Review form is uploaded to vUWS.

35
7.4 The Field educator’s Final Evaluation Report
The Final Evaluation form is completed at 400 hours for FE1 students and at 600 hours for FE2
students. It is the place for both the student and field educator to reflect and comment on the
placement experience. The Mid-Placement Review and the Final Evaluation aim to assist the
student in the learning-by-doing process by evaluating and identifying areas of strength and areas
which require further attention, both of which will become apparent during the placement.

Open communication about the assessments and comments included will be made easy if there
has been direct feedback about the student’s performance in supervision throughout the
placement. Students appreciate and benefit from honest and specific feedback on their
performance so that the placement is experienced by the student as an opportsubjecty for growth
and development. It is important that the field educator and student discuss the content of the
Final Evaluation during the last days of placement, preferably completing the writing up before the
placement finishes so that the student can take a copy of the completed report away with them.
The content of the completed Final Evaluation should not be a surprise to the student. If they do
not believe their performance has been fairly evaluated or commented on, they should not sign
the Evaluation and should consult with their Field Education subject coordinator.

Students are required to submit a Placement Report (the Practice Portfolio) within fourteen
days of successfully completing their placement. Learning Guides for FE1 and FE2 provide more
information about this. Contents of the Practice Portfolio include all compulsory forms completed
and signed (e.g. a copy of the Learning Contract, the Mid-Placement Review, the Final Evaluation,
the student Log of Hours) and the Agency Report (for FE1). All forms must be uploaded by the
student to vUWS.

7.5 Unsatisfactory Result

If a student’s performance is assessed as unsatisfactory by the field educator, the matter will be
referred to the Field Education subject coordinator for a final decision. The subject coordinator
will make the final assessment decision through discussions with the field educator and the
student. Field educators are encouraged to raise any concerns with the Field Education subject
coordinator before the final assessment of the student’s performance.

If the Field Education subject coordinator decides that student performance has not yet achieved
the required level of competence the student will be given an ‘N grade’ (result pending). This
grade is used when the student has failed to demonstrate one or more of the following:
 a competent level of performance on all placement criteria as listed in the student
evaluation forms
 the achievement of the learning goals as agreed to in the Learning Contract;
 field reports and/or assessment items indicating a satisfactory performance

Under the Mastery assessment system at WSU, the student will be provided with a
‘supplementary’ time period in which to achieve a minimum level of demonstrating competence
with clearly identified learning objectives. It is anticipated that the extension time will resolve
doubt about the student’s performance. It is desirable that this extension occur in the same

36
setting with the same field educator. Sometimes, however, it may be that the supplementary time
is undertaken in a different agency. Final decisions relating to the amount of time and the
placement location are made by the Field Education subject coordinator in discussion with the
field educator and student.

If, at the end of the supplementary time period, the student has not yet achieved all placement
criteria and/or the agreed learning goals, the student’s performance will be assessed to be
unsatisfactory and they will be graded a ‘Fail’ for the field practicum subject. Students wishing to
repeat a Field Education Subject will need to re-enrol in the Subject at the usual time scheduled
for subject enrolment. University policy gives students the right to repeat any subject twice. If the
student repeats the subject, the student will not be placed in the same agency for a repeat
placement.

7.6 Review of Grades

There are no appeal provisions against a deferred result for students offered a supplementary
time period in which to complete their placement due to unsatisfactory performance. If students
do not wish to proceed with a deferred result, then a fail grade is submitted instead and the
student is able to access University guidelines for appeals.
Any student who wishes to appeal against a failure has the right to do so. The appeal should be
made in the first instance to the relevant Field Education subject coordinator.
https://www.westernsydney.edu.au/currentstudents/current_students/results/review_of_grade

Should the student consider that an error persists they may apply for review at the end of the
session following notification of the final grade. The application for a review of a grade must be in
writing and lodged with the Student Central, together with the prescribed charge, within ten
working days of the official notification of the results. The charge will be refunded for any student
whose application is successful.

7.7 Recognition of Prior Learning (RPL)

It is the policy of the School of Social Sciences that only the completion of previous Field Education
Subjects within a completed university award will be considered in granting a maximum of twenty-
five percent credit points, and this is only from the first placement (FE1). No credit is given for the
final Field Education Subject (FE2). See below for guidelines on applying for RPL. This document
can also be accessed from the Field Education vUWS site (Social Work).

7.7.1 Applying for Recognition of Prior Learning (RPL)

Bachelor of Social Work (BSW) Field Education 1 (WELF 3020/formerly 400521/102782)

Masters of Social Work Qualifying - MSW(Q) Field Education 1 (WELF 7021/formerly 102391)

Recognition of Prior Learning (RPL) Policy

1. Introduction

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RPL approval means that students receive Advanced Standing for Field Education 1 (FE1). This
policy is for BSW 1666, BCCJ/BSW 1713 and MSWQ 1792 students who consider they may have a
case for RPL as a result of previous field experience - at least three (3) years full-time practice in a
relevant context in the last seven (7) years. This does not include volunteer work, internship or
other unpaid work. Western Sydney University has adopted an electronic portfolio assessment
process to cover recognition of work experience and will assess student applications against the
Learning Objectives for FE1. The RPL process is comprised of two stages and these are explained in
Section Three. Students are required to meet with the Field Advisor or the Academic Program
Advisor before applying for Stage One RPL. Application for RPL is only through meeting with these
staff.
Once Students who receive approval for Stage Two will immediately apply for Advanced Standing
via MySR e-forms. These processes are explained further below.

2. Background
BSW, BCCJ/BSW and MSWQ students complete 1000 hours of supervised field placement. The
BSW and BCCJ/BSW complete 400 hours in Year Three, Autumn as part of Field Education 1 (WELF
3020), and 600 hours in Year Four (BSW) and Year Five for (BCCJ/BSW), Spring for Field Education
2 (WELF 4005). From 2023, the MSWQ students will complete their Field Ed 1 in 2H followed by
Field Education 2 (WELF 7022) the next year. As of 2023 beginning MSWQ students will complete
400hrs in Spring of their first year whilst enrolled in the Field Education 1 (WELF 7021), then in 2nd
year, 2H semester as part of Field Education 2 (WELF 7022) they complete 600hrs professionally
supervised placements. This is in accordance with Australian Social Work Education Accreditation
Standards (ASWEAS 2020).

Australian Social Work Education Accreditation Standards (ASWEAS, Appendix 3, p.34-35, 2020)
recognises prior learning and that students may enter their social work degree study program with
a breadth of prior learning and experience in the human services sector .
“Recognition of Prior Learning (RPL) may be used as the basis for application for part
or all of the first field education placement.
10.3 To be eligible for RPL, the student must have worked for at least three years
(FTE equivalent) in a health or welfare setting that would be deemed appropriate as a
field education setting for a first placement student.
10.4 At least the final year of the student’s work experience must be within three years
of applying for RPL.
10.5 The student must demonstrate a workload similar to tasks carried out by
social workers, such as risk assessment, counselling, case management and
community work.”
11.1 Assessment: “To achieve this end:
• the student must provide a portfolio of evidence, to include duty statements
accompanied by referee reports and a personal skills audit of their work
experience to demonstrate how their knowledge, skills and professional
insights align with the AASW Practice Standards and Profession-Specific
Graduate Attributes
• the portfolio must include a performance evaluation completed by the
applicant for RPL to demonstrate a level of knowledge and skills consistent with
those expected of a student at the end of first placement.
11.2 The portfolio must be assessed by a social worker eligible for AASW
membership. The social worker must:
• have at least two years post-qualifying experience
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 • be an experienced Field Educator who has assessed students on first placement.”

3. Applying for RPL

Students wishing to apply for RPL must first meet with the Field Advisor or the relevant
Academic Program Advisor (APA) to discuss their experience in the human services sector. RPL
processes will be explained at this meeting. The Field Advisor will advise the SW Field Education
Coordinator of the outcome of the meeting. Contact information for the Field Advisor and APA is
contained in this Field Education Manual. Applications for RPL should be submitted in the year
prior to commencing field placement and prior to/at the same time as applications are sought
for placement allocation.

3.1 Stage One: portfolio

After the first meeting, students email their Stage One portfolio to the Field Advisor/APA. .
Stage One is comprised of the following portfolio evidence for RPL:
1. Personal details (name, student number)
2. Details of relevant work experience in accordance with AASW guidelines (a minimum 3
years FTE in the last 7 years, in a relevant practice context)
3. Job description of the roles you are using as the basis of your application.
4. Provide a short overall statement as to why your work experience demonstrates that you
to meet the six Learning Objectives listed below
5. Students will briefly describe how their experience meets each of the six Learning
Objectives below. Provide examples of their use of social work practice skills and
demonstrate familiarity and use of a range of methods (case work, group work, community
work, research, policy)
6. The names and contact details of 2 referees (Senior Social Workers) who will be contacted
by the Field Advisor/APA.

Learning Objectives for FE1:

1. Demonstrate the skills needed for working within human services organisations.
2. Explain and be able to demonstrate the different skills need for working with a range of service
users and providers
3. Demonstrate the skills and knowledge that will assist them to successfully complete the 4008
hours of their first of two professional practice experiences.
4. Develop to a more advanced level of knowledge and skills in their social work practice, including
links between theory and practice
5. Critically evaluate their own performance in a variety of practice contexts
6. Demonstrate an ability to critically assess the need for appropriate services and be able to take
action to develop these services.

Assessment of Stage 1 portfolio

Stage 1 will be assessed by the Field Advisor/APA.

Assessment Criteria for Stage 1 portfolio:

 Overall introductory statement, coherence, relevance
 Length of work experience and specialised employment (3 years FTE in a specific
context)
 Demonstrated competencies in general professional skills (Sections 1 to 6 of the
Learning Objectives) and at least one specific social work method
 Referee reports from Senior Social Workers

39
The Field Advisor/APA will email the student and the Field Education Coordinator with their
decision. The decision may be to:

 grant provisional approval of RPL for FE1. Students will then be invited to proceed to Stage
Two of their application (see below).
o OR
 require revisions to the Portfolio. If revisions are required, the student will be given a
timeframe within which they may resubmit their application for RPL.
o OR
 decline the RPL application. If approval is declined, the student will enrol in Field Education
1 and contact the Field Education Coordinator so that placement allocation can
commence.
 OR: APPEAL: If the student wishes to appeal this decision, they should send their Stage 1
portfolio and a cover letter with reasons to the Director of Academic Programs for
Social Work.

3.2 Stage Two: critical reflection (2000 words)

Students granted provisional approval of RPL will email Stage Two to the Field Advisor/APA.

Stage Two is a 2000 word critical reflection, with appropriate Academic references, comprised of
the following:
 Critical reflection on their work experience
 Demonstrate integration of theory and practice, social work values and ethics
 Address assessment criteria

Assessment Criteria for Stage 2 critical reflection

The critical reflection will be assessed by the APAs, taking account of:
 Coherence
 Relevance to placement expectations
 Evidence of critical reflection (at 3rd year level/First placement level)
 Integration of social work theory and practice
 Application of social work values and ethics
 Correct referencing

Following assessment, the APAs will email their decision to the student and the Field Education
Coordinator. The decision may be to:

 grant approval of RPL for FE1. Once Stage Two is approved, students will immediately
apply for Advanced Standing via MySR E-forms. The following documents will be
uploaded with the Advanced Standing application: (1) Stage One documents (2) Stage
Two documents (3) Stage One email approval from the APA (4) Stage Two email approval
from the APA
OR
 require major or minor revisions to the critical reflection. If revisions to the critical
reflection are required the student will be given a timeframe within which to complete this
for reconsideration by the Field Advisor/APA.
 OR

40
  decline approval for RPL. If approval of Stage Two is declined, the student will enrol in Field
Education 1 and contact the Field Education Coordinator so that placement allocation can
commence .
 OR: APPEAL: If the student wishes to appeal this decision, they should send their Stage 1
and Stage 2 portfolio and a cover letter with reasons to the Director of Academic Programs
for Social Work.

8 Important Information

8.1 Placement Hours and Work Routines

Students are expected to perform as a part of the working team of the placement agency and to
comply with agency requirements with respect to matters such as:
 hours of work
 time in lieu arrangements
 maintaining sign on/off records
 recording movements
 maintaining office systems such as recording messages, petty cash, files, records and
reports
 accountability; and
 any other agency specific polices
At the commencement of the placement the student and agency Field educator need to discuss
these matters and detail specific requirements in the Learning Contract.

8.2 Expenses
Students are expected to meet the expenses of getting to and from the placement as part of their
overall Program expenses. Any other expenses within placement which arise as a requirement of
that placement should be met by the placement agency. Common examples are: travel to visit
clients, to attend meetings, to visit other agencies. If a workshop is a compulsory part of
placement it is expected that the agency will pay the student’s fees to participate.

8.3 Cars
The procedures and policy concerning the use of student vehicles on placement will vary from
agency to agency. It is important to be very specific about the agency requirements concerning
students driving agency cars or using their own private vehicle on agency business. Students are
advised that University insurance does not cover student use of vehicles - either their own or the
agency’s. Students are advised to check the agency’s policy and seek advice from the agency Field
educator prior to using their own car to perform placement-related tasks. Before a student is
asked to use their own car for placement-related tasks some discussion should be held with the
Social Work Field Education Coordinator at Western Sydney University.

41
8.4 Insurance
Students enrolled in the University are covered by the University for personal injury or accident as
well as public liability insurance. This is supplied in the confirmation documents sent to both the
student and the Field educator. The University’s policies cover students on all field experience
programs which form part of the program requirements that they are enrolled in. Refer to the
Western Sydney University web site for details on student insurances:
http://www.westernsydney.edu.au/finance_office/finance/student_insurances
There is an implied legal obligation on the part of the Placement Agency to provide a safe and
secure work environment and to ensure as much as possible that the student is not placed in a
position where their actions can result in damage to property or injury to themselves or other
persons. This same obligation is imposed upon the University.

There is no insurance cover by the University for students who arrange additional work
experience beyond requirements of the Field Education subject. The agency should consider the
student as having moved to be a volunteer and be insured on that basis.

Any incidents which might affect a person’s legal liability or claim of compensation should
immediately be reported to the Field educator and the Western Sydney University Social Work
Field Education Coordinator. This facilitates the submission of accurate details about an incident
whilst fresh in the mind of the person. Notification may not necessarily result in an insurance claim
being submitted but it does greatly assist in the finalisation of any claim which may be made at a
later date. Notification protects the liability and rights of the person/s concerned.

8.5 Code of Conduct and Australian Social Work Association Code of Ethics
It is important that students understand and implement the agency’s code of conduct while on
placement. This requires an effective orientation on the part of Field educators, managers and co-
workers. It is recommended that these policies are discussed at the beginning of placement and
are included in the Learning Contract.

Ethical behaviour for social workers and other human service workers refers to three broad areas
(specific contexts of an agency’s practice are also important to review):
 responsibilities to clients and service user groups, e.g. rules of confidentiality,
accountability, respect towards clients, promotion of self-determination
 responsibilities to colleagues, e.g. respecting colleagues, support of colleagues, responding
to unethical behaviour demonstrated by colleagues
 responsibilities to employers and employer’s organisations, e.g. adhering to statement of
duties, using appropriate channels for raising concerns about work practices, distinguishing
public and private statements in relation to professional practice. Documentation of agency
policies and expectations may vary so it is important that students be made aware of these
in order that their practice on placement demonstrates a conscious application of the
agency’s code of conduct.
 AASW Code of Ethics 2020: https://www.aasw.asn.au/document/item/13400

42
8.6 Confidentiality
Social workers, service users/clients, Western Sydney University students, employers and relevant
others (e.g. referral agencies) all need to have a clear understanding of what will happen to
information gathered. Each agency will have its own policy and procedures relating to
confidentiality. Please note there are now specific legal obligations on students to understand
current Health Privacy legislation when commencing a placement within a NSW Ministry of Health
facility. For further details, refer to:
http://www.westernsydney.edu.au/privacy

Issues of confidentiality within the placement context could involve matters such as:
 who will have access to information about issues raised during supervision sessions (e.g.
Field educators, employers, Field educator’s supervisor, Field Education Academic
Coordinator)
 what activities the student may or may not be involved in
 what official records/file notes the student may make and what format these must take
 who has access to records/files and what the procedure is to gain access to files
 whether service users/clients have access to their files
 whether the student has free/restricted access to service user and/or administrative files
 what information may be kept confidential between student and service user and what
must be shared with Field educator/other workers
 whether the Field educator has access to the student’s diary if one is maintained while on
placement
 whether the Field educator expects to see the student’s Final Report (Practice Portfolio) and
what client/project information may/may not be recorded by students in their placement
reports.

It is imperative that students be made aware of the bounds of confidentiality as they are applied
in each placement setting. Field educators need to discuss this issue with the student during the
first days of placement and include the guidelines regarding confidentiality within the Learning
Contract. Once the student has a clear understanding of the bounds of confidentiality, this should
be clearly demonstrated by the student’s practice when working with service users and other
workers.

Students are reminded that the principles of confidentiality also apply outside of the agency and
placement setting.

Students are required to de-identify all data about service users when writing their Placement
Report or when discussing placement issues back in the classroom. It is not acceptable for
students to not submit parts of their report because of ‘confidentiality requirements’ of the
placement agency. If Field educators or students have concerns about the appropriate means of
recording by the student for the report, please contact the Field Education Subject Academic
Coordinator to discuss the issue.

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8.7 Common Difficulties
Despite everyone’s best intentions difficulties can arise during placement. The most common
include:

8.7.1 Absence from placement by the student

Any absences due to illness, public holidays or other reasons require that the student
makes up this time before the placement can be satisfactorily concluded. Students will
inform their field educator of absences and wherever possible prior to that absence.
Students will also inform the Field Education subject coordinator of absence from
placement.

8.7.2 Leave of absence of Field educator

If this involves a substantial amount of time it is assumed that the agency will provide a
suitable replacement field educator to continue the student education process. The
student must inform the Field Education subject coordinator of any changes in supervision.

8.7.3 Change of agency circumstances

If agency changes take place and the student learning program is at risk, the Field
Education subject coordinator must be contacted to discuss any implications. It may be
necessary to relocate the student for the remainder of their placement time if this is
thought appropriate for the student’s learning program.

8.7.4 Student-in-difficulty
Placement learning and evaluation is an ongoing process and in most instances the
placement proceeds smoothly. Should any difficulties arise these should be discussed
between the student and field educator promptly, in a specific and constructive way to
allow for relevant changes to be made.
Students and Field educators please note - Do not dismiss a difficulty as ‘not important’ or
think that it will ‘go away’ by itself as difficulties often escalate. If no action is taken,
students may finish up with an “Incomplete grade” and will have to repeat all or part of the
placement.

All placement experiences provide valuable learning for students. Sometimes ‘unpleasant’
experiences can provide valuable learning if they are appropriately dealt with. If a difficulty
is addressed when it first arises, the matter is often successfully resolved. If not, there is a
chance of a placement breaking down completely, when a resolution could have been
found.
Placement difficulties take many forms and may variously reflect the abilities and
performance of the student, Field educators, the agency or the University. Difficulties may
relate to things such as ‘personality conflicts’; the student being given insufficient direction
and supervision, the student being expected to do too much or inappropriate tasks, the

44
 student not accepting responsibility for learning or not observing agency policies and
procedures.

If any difficulty arises during the placement, the following process should be followed:
1. The student and field educator should meet to discuss the difficulty, consider means for
addressing the issue and reach an agreement on action.
2. If an initial meeting between the student and Field educator does not resolve the issue,
the Field Education subject coordinator must be contacted by either the student or field
educator.
3. The Field Education subject coordinator will then visit the placement agency and meet
with the student and Field educator. The aim of this meeting is to review the differences
in judgement about the difficulties, canvass responses to alternative programs of action
and make a recommendation regarding the agreed future program of action for the
student.
4. All final decisions will be the responsibility of the Field Education subject coordinator.

8.7.5 Problems with the student performance evaluation

In cases where the field educator is dissatisfied or uncertain about the level of a student’s
performance, this should be discussed with the student. The field educator will
immediately contact the Field Education subject coordinator so that further planning for
the students’ learning and evaluation can be determined.

8.7.6 Sexual Harassment

Sexual harassment and discrimination in workplaces and tertiary educational institutions is
addressed in State and Commonwealth legislation.
General guidelines for reporting sexual harassment include:
1) report incident to the Field Education Subject Coordinator immediately
2) document details of the incident in writing
3) advise the Field educator of claim notification
In cases where the agency has relevant procedures and policy, these guidelines should be
followed.

8.8 Students requiring adjustments

Any student requiring reasonable adjustments for completing program requirements should
ensure they have contacted and discussed their requirements with the Western Sydney
University Disability Advisor who will assist with the development of a Placement Integration
Plan (PIP). However, in line with formal Program accreditation, there is no scope for negotiation
around the following: hours to be completed, the nature of competencies, the capacity to show
evidence of knowledge and skills.

45
The process of negotiation with agencies can take substantial periods of time and students are
encouraged to be proactive and raise any queries with the Field Education subject coordinator at
the earliest opportsubjecty.

8.9 Legal responsibility and liability

While it is not possible to address all possible legal implications relating to students and field
placements, the School of Social Sciences adopts the following general principles.
 The student is entitled to appropriate care and protection from all forms of discrimination.
 All work undertaken by students on placement is seen in the context that their field practice
- in an approved agency - is under the supervision of that agency, and therefore it is
deemed that the student does not and should not act independently without agency
approval.
 For work related to placement tasks and learning undertaken in an approved agency, the
legal responsibility and liability is considered to rest with that agency.
 If a student is involved in an incident that has legal implications, both the student and the
agency should immediately inform the relevant Field Education subject coordinator and
keep them informed of progress related to the incident.
 The student is entitled to appropriate legal information/support from Western Sydney
University legal advisors.

8.9.1 Special Requirements for a placement within the Bachelor of Social Work and Master of
Social Work Qualifying Program
Meeting the “Special Requirements” of the Social Work program are part of the University
meeting its obligations to the human service agencies where students gain professional
experience ensuring that service users are safe and free of harm. These special requirements
must be met before students can enrol in Field Education 1 WELF 3020/ WELF 7021 or
undertake any authorised placement.
http://www.westernsydney.edu.au/currentstudents/current_students/enrolment/special_re
quirements
Students are provided with information about the “special requirements” forms and
processes at Social Work Orientation and several times throughout their program,
culminating in the Field Education Information Sessions held prior to the commencement of
placement. Students are required to attend Western Sydney University Student Central to
show or submit these forms and have their Student Record updated to show that the
following forms have been completed in order for an authorised placement to commence.

8.9.1.1 Student Undertaking & National Police Certificate.

1. The Student Undertaking. On commencement in the BSW, BCCJ/BSW or MSWQ program,
students should complete this Student Undertaking form and give it to Student Central; this
Undertaking is then registered on the Student’s record. Once submitted by the student, this
Student Undertaking confirms that, on receipt of their National Police Certificate, the student
will bring that document to Student Central to update their Student record. This ensures that a
student going on placement will have had their Criminal Record reviewed. The form can be
accessed via MySR:
46
 http://www.westernsydney.edu.au/currentstudents/current_students/enrolment/special_req
uirements

2. The National Police Certificate is applied for by completing an on-line application on the NSW
Police Web site:
http://www.police.nsw.gov.au/about_us/structure/specialist_operations/forensic_services/cri
minal_records_section
Students should apply for this in the year prior to commencing placement. There is a charge
for this service. A National Police Certificate will then be sent directly to the student’s home
address. Students should take their National Police Certificate to Western Sydney University
Student Central to update their student record to show that this requirement has been met .
The National Police Certificate should be kept by the student for the 3 years of its validity.
There are additional options available for International Students and Students with a Criminal
Record. If a student is concerned about not being able to apply for a National Police Certificate
please discuss these with Field Education subject coordinator, the Social Work Field Education
Coordinator or the Social Work Program Advisor. Any information discussed remains a matter
of confidentiality and the University is committed to ensuring that a student’s right to privacy
is always met.

8.9.2 The Working with Children Check.

The Office of the Children’s Guardian (OCG) introduced legislation in 2013 which has changed
the process to obtain a Working with Children Check (WWCC). As you are enrolled in a
program that includes professional placements in the relevant sectors in contact with children
and young people you are affected by this change. Once you commence studying Social Work
and if you have not already completed the new WWCC as a volunteer/student, you should:

- Complete the new Working with Children Check form on the OCG website at
https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-
check

- Once you have completed your application, take your receipt (which includes your
application number) to Services NSW (formally the RTA and RMS) with photo identification.
You will receive your WWCC confirmation either by email or post. This will contain your
WWCC number and will need to be renewed every 5 years.

- Email your WWCC confirmation letter to the Western Sydney University Enrolments
Subject at: enrolments@westernsydney.edu.au; from your student email account.

Once the Enrolments Subject have your WWCC confirmation, they can verify your details and
update your student record accordingly. Enrolments will send an email to your Western
Sydney University Student Email account to confirm that you are compliant with the new
process. Note: If you do not supply confirmation to Enrolments, it may affect your
placement and/or your results being applied to the subject. Contact the Student Central
Infoline on 1300 668 370 or email studentcentral@westernsydney.edu.au if you have any
questions.

47
 Meeting these requirements can take a significant period of time and students should be
aware that early completion of these requirements can assist in timely confirmation of a
field placement at the agency they nominate. Students receive information about these
requirements well in advance of commencing placements. Please discuss these in your initial
pre-placement interview with potential agencies to ensure they align with the requirements
of students working within the agency.

Please note: Students wanting a placement within NSW Health are required to give
evidence of vaccinations within their first year of studies at WSU – See Section 8.9.4
below.

8.9.3 Work Health and Safety

Placement agency policies relating to work health and safety issues should always be
followed by the student. It is the student’s responsibility to work in a safe manner and to
notify their subject coordinator of any perception of risky or unsafe work practices.
Further, it is the student’s responsibility to read the relevant Work Health and Safety
guidelines operating at their placement and to develop safe working behaviours. Agencies
are expected to provide guidance to ensure that students are not placed at risk or in unsafe
work environments and are trained at the earliest opportsubjecty to manage their
placement with the highest level of safety.

8.9.4 Proof of Vaccination from Infectious Diseases

At the time of going to press and similar to expectation of the University, both the NSW
Health and the NSW Department of Communities and Justice required students seeking a
placement within their service to demonstrate they have met COVID-19 vaccination
requirements, i.e. minimising their risk to service users and minimising risks to themselves,
equivalent to expectations of workers within these organisations.
For placements undertaken in the human services sector you are expected to meet the
requirements of the agency in order to undertake a placement there.
For placements at NSW Health, this involves having all the additional vaccinations
completed, including COVID-19 vaccinations and the General Practitioner who has
administered these vaccinations, completes an Adult Vaccination Record Card. A recent
serology is also required as evidence that a student has completed the program of
vaccinations to achieve immsubjecty. Students are encouraged to seek advice from their
GP before deciding to embark on the process of having vaccinations. The cost of this is
borne by the student. Please note that it takes 6 months to complete the program of
injections required for Hepatitis B vaccination. Obtain an Adult Vaccination Record Card
from Western Sydney University Student Central and take this to your GP appointment.
WSU Placement Hub has more information:
https://www.westernsydney.edu.au/placements_hub/placements_hub/student_complian
ce;
Also refer to NSW Ministry of Health web site:
http://www.health.nsw.gov.au/immunisation/Pages/oasv.aspx

48
9 Appendices
9.1 Program Structures
9.1.1 Program 1666.4 – Bachelor of Social Work (2023)
Bachelor of Social Work
Year 1
AUTUMN SESSION CREDIT POINTS
CULT 1017 Understanding Society 10
BEHV 1021 The Individual in Society 10
BEHV 2008 Mental Health in the Community 10
WELF 2002 Community Work & Development 10
SPRING SESSION
HUMN 1041 People, Place and Social Difference 10
WELF 1003 Human Services Intervention Strategies 10
CULT 1022 Working with Cultural Differences 10
WELF 1002 Context of Human Services 10
Year 2
AUTUMN SESSION
HUMN 2066 Investigating and Communicating Social Problems 10
WELF 2010 Lifespan Development and the Human Services 10
WELF 2017 Working with Individuals and Families 10
WELF 2006 Fields of Practice 1 10
SPRING SESSION
CULT 2005 Ethics in the Social Sciences 10
WELF 2008 Human Rights, Human Services and the Law 10
WELF 2007 Group Work in Social Work 10
HUMN 2015 Community and Social Action 10
Year 3
AUTUMN SESSION
CULT 3001 Applied Social Research 10
WELF 3006 Family Violence: Policy and Practice 10
WELF 3020 Field Education 1 20
SPRING SESSION
WELF 3014 Social Work and Social Policy 10
WELF 2001 Community Management and Organisations 10
WELF 3001 Child Abuse as a Social Issue 10
Select one elective 10
Year 4
AUTUMN SESSION
WELF 4007 Practice skills for social work 10
WELF 4008 Professional Decision Making in Social Work 10
WELF 4006 Ideologies of Practice in Social Work 10
WELF 3013 Social Work and Health 10
SPRING SESSION
WELF 4001 Contemporary Social Work Practice 10
2H SESSION
WELF 4005 Field Education 2 30
Total Credit Points 320

9.1.2 Program 1713.2 Double degree: Bachelor of Criminal and Community Justice
& Social Work
Year 1
AUTUMN SESSION CREDIT POINTS
BEHV 1021 The Individual in Society 10
CULT 1017 Understanding Society 10
BEHV 2008 Mental Health in the Community 10
CULT 1024 Introduction to Criminal Justice 10

49
 SPRING SESSION
HUMN 1041 People, Place and Social Difference 10
WELF 1002 Context of Human Services 10
WELF 1003 Human Services Intervention Strategies 10
CULT 1022 Working with Cultural Differences 10
Year 2
AUTUMN SESSION
HUMN 2066 Investigating and Communicating Social Problems 10
WELF 2002 Community Work & Development 10
WELF 2017 Working with Individuals and Families 10
WELF 2006 Fields of Practice 1 10
SPRING SESSION
CULT 2005 Ethics in the Social Sciences 10
WELF 2008 Human Rights, Human Services and the Law 10
WELF 2007 Group Work in Social Work 10
CULT 1005 Crime, Deviance and Society 10
Year 3
AUTUMN SESSION
CULT 3001 Applied Social Research 10
WELF 3006 Family Violence: Policy and Practice 10
WELF 3020 Field Education 1 20
SPRING SESSION
JUST 3002 Assessment and Treatment of Offenders 10
CULT 3025 Prisons, Punishment and Criminal Justice 10
WELF 3001 Child Abuse as a Social Issue 10
JUST 3014 Creating Criminal Justice Solutions 10
Year 4
AUTUMN SESSION
WELF 2010 Lifespan Development and the Human Services 10
CULT 3018 Perspectives in Criminology 10
CULT 2017 Youth Justice and Practice 10
Select one elective 10
SPRING SESSION
WELF 3014 Social Work and Social Policy 10
WELF 2001 Community Management and Organisations 10
HUMN 2015 Community and Social Action 10
WELF 3009 Managing Offenders in the Community 10
Students may exit at this point with a Bachelor of Criminal and Community Justice
Year 5
AUTUMN SESSION
WELF 3013 Social Work and Health 10
WELF 4006 Ideologies of Practice in Social Work 10
WELF 4007 Practice skills for social work 10
WELF 4008 Professional Decision Making in Social Work 10
SPRING SESSION
WELF 4001 Contemporary Social Work Practice 30
2H SESSION 10
WELF 4005 Field Education 2.
Total Credit Points 400

9.1.3 Program 1792.2 Masters of Social Work Qualifying (Intake 2023)

Year 1
AUTUMN SESSION CREDIT POINTS
WELF 7023 Social Work Practice Methods 1 10
WELF 7024 Social Work Practice Methods 2 10
WELF 7031 Theories and Knowledges for Social Work 10
WELF 7029 Indigenous Australia: History, Knowledge and Professional 10
Practice
2H SESSION
WELF 7021 Social Work (Qualifying) Field Education 1 20cp
SPRING SESSION
WELF 7018 Leadership in Organisations 10

WELF 7030 Research for Social Work Practice 10

Year 2
AUTUMN SESSION
WELF 7003 Contextualised Practice 10

50
 WELF 7007 Critical Social Work Practice 10
WELF 7019 Power and Marginalisation 10
HUMN 7044 Theories of Difference and Diversity 10
SPRING SESSION
WELF 7017 Integrated Project 10
2H SESSION
WELF 7022 Social Work (Qualifying) Field Education 2 30
Total Credit Points 160

9.2 Insurance Policy Documents

All Bachelor of Social Work enquiries related to insurance on placement should be directed to the
School of Social Sciences Placement Officer: SoSS-placements@westernsydney.edu.au;

The University’s insurances (other than travel insurance) indemnify enrolled students engaged in
approved program related activities such as work experience, field and clinical placements,
practical and internships that are a requirement of the program in which the student is enrolled.

Students requiring confirmation of insurance cover: Often students are required to provide
evidence of insurance cover. Designated officers within the Schools or Careers & Employment
Service can sign the letter of indemnity without alteration. Any alterations should be referred to
the School Field Education Administration Coordinator, who will then confirm appropriate
arrangements with the Western Sydney University Accountant, Tax & Insurance before
distribution. There is no special approval process to ensure coverage, however, the officer that
signs the Insurance Confirmation is essentially approving the activity and should, therefore, be
reasonably assured that the activity is directly related or beneficial to the student’s program of
enrolment.

Occasionally, third parties require their interests to be noted on the University’s public liability
policy before allowing a student to undertake/perform an activity. For example, an outside
organisation may request that their interests be noted on the University’s public liability policy in
respect of an exhibition that is being organised by a student on their premises. Should such a
request be made of a student, please contact the Accountant, Tax & Insurance in the Finance
Office. Students should allow sufficient time to ensure that this requirement can be met as delays
may be encountered and this can impact on the undertaking of the activity (the third party
requiring that their interests be noted may not allow an activity to commence without evidence
that this has been done).

Cover - The Student Accident Policy:

This policy has two (2) limbs and insures students:
1. Whilst engaged in program/campus related activities for non-Medicare medical expenses
(e.g.: physio).

51
 Non-Medicare Medical expenses means:
a) expenses incurred within twelve (12) months of sustaining an Injury: and
b) expenses paid by an Insured Person or by the Insured for Doctor, Physician,
Surgeon, Nurse, Physiotherapist, Chiropractor, Osteopath, Hospital and/or
Ambulance services for the following treatments: Medical, Surgical, X-ray,
Chiropractic, Osteopathic, Physiotherapy, Hospitalisation, and Nursing.
But excludes:
i. Dental Treatment, unless such treatment is necessarily required, to teeth other
than dentures and is caused by the Injury, and
ii. Services for which the Insured is eligible to receive Medicare benefits.

Conditions Applying to Non-Medicare Medical Expenses

a) Any benefit payable is less recovery made from any Private Health Insurance
Fund.
b) No benefit is payable in respect of the Medicare gap between payment
made by Medicare and charges incurred.

2. 24 hours per day 365 days a year for personal injury from an accident and can provide an
income stream where the student is an income earner and is temporarily incapacitated. It
can also provide a capital sum for a permanent or partial disability.

Related links
 Public Liability. This policy protects the University and students undertaking approved program
related activities or injury that results from claims by third parties in the event of damage or
injury that results from negligence or omission on the part of the University and students.
 Professional indemnity. This policy is a similar liability policy but in respect to a breach of
professional activities.
 Medical Malpractice. This policy provides cover in respect of medical related activities (viz,
nursing, etc.) which due to the specialised nature are excluded from the general liability
policies.
 Clinical Trials. This policy covers claims arising from a medical research subject or health
volunteer study.

Claims
The student associations manage claims against the Student Personal Accident & Injury policy.
Students with claims should, in the first instance, be referred to their student association.
Students should not delay lodging claims as this might jeopardise any settlement to which they
may be entitled.

52
Benefits provided by the policy will have an excess deducted from any settlements to which the
student may receive. As students are the insured persons of this policy, it is the student who bears
the excess.

Potential liability claims against the University or student must be reported to the school. Potential
claims will arise where a student has been negligent resulting in injury, loss or damage. The school
must then provide full details to the Accountant, Tax and Insurance. Failure to report potential
claims may result in the actual claim being rejected by the University’s insurer.

NOTE: Where appropriate a Work Health & Safety incident report should also be completed in
conjunction with the School of Social Sciences & Psychology Field Education Administration.

Travel Insurance
The University’s international travel insurance only covers students undertaking approved
journeys associated with work experience or practical that are required by the program or subject
that they are currently enrolled in. Such requirements are normally detailed in the program
handbook. Students may undertake program related activities, including work placements,
overseas. Note that as part of the arrangements for an authorised international placement to
progress need to discuss insurance arrangements in line with Department of Foreign Affairs
advice.

9.3 AASW Code of Ethics 2020

https://aasw-prod.s3.ap-southeast-2.amazonaws.com/wp-content/uploads/2023/03/AASW-Code-of-Ethics-2020.pdf

9.4 University Policies – Preparing for Field Education 1

http://www.westernsydney.edu.au/currentstudents/current_students/enrolment/special_require
ments

53
9.5 First and Final Placement Expectations

These documents address the context of Western Sydney University BSW and MSWQ placements and have been
prepared in conjunction with the AASW (2013; 2016) Practice Standards for Social Workers(2023), AASW Code of
Ethics (2020) and ASWEAS Guidelines (2012; 2020).

FIRST PLACEMENT EXPECTATIONS

1. Student as Learner

By the middle of placement, the student is able to:

 formulate specific learning goals for placement
 identify tasks and activities in order to achieve these goals
 take initiative in seeking supervision

2. Student's use of interpersonal and communication skills

By the end of the placement, the student is able to:

 relate to a wide range of people
 establish appropriate and effective working relationships with clients, workers, volunteers and
agency partners.
 demonstrate a range of interpersonal skills e.g. use active listening skills, communicate honestly, be
non-judgmental and utilise empathy.
 Reflect on interactions between themselves and others, and demonstrate a growing capacity to
describe what is happening (including use of theory)
 accurately and clearly record some observations, interviews or other placement experiences
 communicate effectively and clearly.

3. Student's ability to organise own work and function within the agency

By the middle of placement, the student is able to:

 take instructions from the supervisor
 seek clarification on issues related to set tasks
 attend work punctually and account for time in relation to placement tasks

By the end of the placement, the student is able to:

 demonstrate increasing initiative in completing placement tasks while still using the supervisor for
direction where necessary
 write up brief notes of activities and experiences
 practice and develop written communication skills appropriate to the setting e.g. emails, reports,
letters, case files, meeting minutes, etc.
 describe the agency's role and structure (e.g. aims, service, delivery, staffing, management,
administration)
 demonstrate some capacity to utilise their knowledge of the agency in order to complete placement
tasks
 demonstrate an improving capacity to anticipate agency tasks while on placement
 make professional contacts and relationships with other organisations with which the agency
"networks".

4. Student's General Professional Skills

By the end of the placement, the student is able to

• understand and apply the principle of confidentiality and its limits
• understand and apply the principle of professional accountability
• demonstrate an anti-oppressive approach in working with individuals, groups and communities.
• understand and apply the principle of self-determination when working with service users, families
and communities.

54
 • demonstrate a purposeful approach to clients and workers.
• formulate an appropriate action plan in relation to placement tasks
• demonstrate a growing understanding of the social and political context of the placement agency

5. Use of Theory in Practice

By the end of the placement the student is able to:

• explain the nature of marginalisation and inequality experienced by individuals, groups and
communities, from a number of different perspectives
• identify the broader context of practice - social, professional and political issues which influence and
shape practice
• access and critically examine a range of different theoretical approaches to a given problem or social
issue.

6. Use of Self in Social Work Role

By the end of placement, the student is able to:

 identify how they are using self in interaction
 show an awareness of what aspects of self are enhancing/hampering effectiveness
 seek feedback on how self is appearing to others – supervisor/s, colleagues and service users.
 identify own feelings in interactions
 establish effective and purposeful relationships with a range of individuals and groups; e.g. social
workers, administration staff, communities/service user groups, leaders and managers, other people
relevant to practice
 be an effective member of an interdisciplinary or other team
 be aware of impact of one's own and others' positionality, including race, ethnicity, gender,
disability, sexuality and religion.
 respect different values and backgrounds of people with whom they are working
 be aware of conflict of values and interests
 identify and manage own emotional state and how this affects practice.

SPECIFIC PROFESSIONAL SKILLS

To meet placement expectations and graduate outcomes, the field educator and student are to choose one or two of
the following specific professional practice methods as a primary focus within the particular placement context where
the student will be working, and that can be met in the time available.

1. Work with individuals and families

By the end of the placement, the student is able to:
 identify and describe some of the theories that have most influenced casework and evaluate their
effectiveness and use in the social work field
 locate casework methods along the radical-conservative continuum of social work practice and
theory
 collaborate with service users and identify their difficulties both from their view and significant
others
 support services users identify short and long-term goals and develop action plans to achieve these
goals
 negotiate, review and evaluate a clear, specific contract for action with the service users
 analyse a situation to identify the major factors operating in it
 identify available resources in developing case plans
 formulate and follow a plan of action with appropriate modifications
 conclude the intervention with the service user and/or family appropriately
 evaluate the outcomes of the intervention

55
2. Work with groups
By the end of the placement, the student is able to:
• demonstrate their understanding of group structure, development and processes in group work
practice
• demonstrate an understanding of the reasons people join groups
• describe the different stages that groups may go through as they develop over time
• (in the role of participant observer) observe, record and evaluate basic group processes including:
- describe various roles individuals adopt in groups and how these influence group functioning
- demonstrate an understanding of power relationships in groups and various methods for
resolving conflict in groups
- identify barriers and enablers to group functioning
- plan specific groupwork tasks and negotiate these activities effectively with the supervisor and
relevant others
- demonstrate skills in groupwork appropriate to the stage(s) of groupwork they are involved in
• planning for a group:
- accurately assess the needs for a group
- plan and develop an appropriate group structure and program
- appropriate document this planning
• initiating a group:
- demonstrate skills in welcoming group members and providing activities appropriate to the
formation of groups
- providing appropriate materials
- assisting the group in developing an appropriate agenda
- provide feedback about the observation of group dynamics both verbally and in writing
• maintaining and/or ending a group:
- demonstrate skills in facilitating or co-facilitating a group by encouraging group processes that
address the various stages of the group's experience
- provide feedback about the observations of group dynamics both verbally and in writing
- demonstrate the capacity to evaluate both group processes (in terms of power relationships
etc) and group programs
- modify group activities in response to the changing needs of the group

3. Work with Communities

By the end of placement, the student is able to:
• set clear goals for working in the community and achieve these with appropriate modifications
• plan specific tasks to be completed and negotiate this with the supervisor
• collect, classify, interpret and use community profile data appropriately
• communicate clearly in written and verbal reports to management committees and other relevant
personnel and community organisations
• develop information and media campaigns about issues where appropriate
• demonstrate skills in advocacy, negotiation and bargaining
• demonstrate an awareness of issues relating to incorporation and management of the placement agency
• demonstrate a critical understanding of the concepts of social and community needs, community
management and community participation
• demonstrate an awareness of the roles of funding bodies, local politics and media in community work
practice
• critically evaluate the role and function of the placement agency and other relevant organisations
• critically evaluate strategies for social change

4. Research work
By the end of the placement, the student is able to:
• clearly define the problem or issue which is the focus of the research
• identify relevant background material, including resource personnel, and evaluate its usefulness
• develop a research methodology appropriate to aims and practical constraints
• identify and manage ethical considerations
• carry out selected research methods
• analyse research data
• compile results into clear summary format
• identify relevant findings and conclusions
56
 • communicate the research and initiate research-based action
• demonstrate an awareness of the achievements and limitations of the research

5. Policy Work
By the end of placement, the student is able to
• understand the broader structural/political framework related to the policy area
• gather a broad and sufficient range of information relevant to the policy area
• critically analyse issues relating to the policy area
• identify impacts of government policies on agency and target groups
• conduct appropriate needs analysis and consultation with key stakeholders/interest groups
• develop appropriate objectives and a sufficient evaluation/review mechanism
• develop appropriate recommendations and alternate programs of action
• demonstrate clear expression of ideas both verbally and in writing
• demonstrate ability to discriminate between fact, interpretation and conclusion.

57
 FINAL PLACEMENT EXPECTATIONS
1. Student as Learner
 take major responsibility for formulating specific learning goals for placement
 independently identify tasks and activities to complete in order to achieve learning goals
 take responsibility for initiating and preparing for supervision
 work independently and take responsibility for management of own time
 demonstrate professional integration of theory and practice
 articulate comprehension of the values, ethics and ideologies that underlie practice and its implications
 critically reflect on own values and issues addressed in the placement agency

2. Student's interpersonal and communication skills

 consciously apply the theory of interpersonal helping in interactions with others
 demonstrating sensitivity to the needs of others by appropriate communication, empathy and objectivity
 conceptual, analytical and critical skills
 recognise power relationships and show a developed and competent capacity to constructively challenge
this dimension e.g. use of conflict resolution strategies
 demonstrate appropriate level writing/recording skills
 demonstrate teamwork and networking skills

3. Student's ability to organise own work and function with the agency
 accept responsibility for learning and shows initiative in planning and management processes
 works independently with minimal direction from field educator
 critically analyse the ways in which placement agency functions in meeting service user, provider and
community goals
 ability to articulate an understanding of the purpose and role of the placement, structure, organisation,
auspice, goals, funding and culture
 establish networks, contacts and professional relationships with other organisations and appropriately
represent the agency in these contacts

4. Student's general professional skills

 consciously apply social work principles as evidenced by:
o understanding and applying the principle of confidentiality where appropriate
o understanding and applying the principle of professional accountability
o demonstrating an anti-oppressive approach in working with service users
o understanding and applying the principle of self-determination when working with service users
 demonstrating a purposeful approach when working with service users and colleagues by:
o demonstrating appropriate needs assessment skills in relation to placement tasks
o identifying and interpreting resources, services and a knowledge base that can be used to
complete placement tasks
o relating specific situations within a wider societal and cultural perspective so that appropriate
actions can be taken
o formulating an appropriate action plan for placement tasks and implementing this with
increasing independence as placement progresses
o demonstrating a growing capacity to respond constructively in new and unexpected situations
o evaluating placement tasks, including their own role in the process
o appropriately initiate, maintain and/or terminate contact with relevant others
o demonstrate advocacy skills for service users both within the placement agency and with other
organisations
o apply understanding of social and structural issues to placement activities
o demonstrate a growing sense of identity as a social worker

58
5. Use of theory and practice
The student will demonstrate the ability to:
 identify and articulate implicit and explicit theories and policies used in practice or underlying
intervention strategies
 generalise from practice situations to the broader issues including implications for research, political and
organisational change
 identify and articulate different theories and methods appropriate to change goals or projects
 use practice experience to critique theories and policies
 be able to support the link between broader context of practice with specific problems facing service
user populations

6. Use of self in social work role

The student will demonstrate the ability to:
 recognise the role of power and authority differentials in relationships and work appropriately with these
 consider the student's positionality and reflect on its influence on practice, including conflicts of values
and interests
 work with the value base and ethics of the social work profession by consciously applying social work
principles (e.g. acceptance, respect for individuals' dignity and individuality, confidentiality, etc) in their
practice
 recognise and critically examine feelings and attitudes which influence their practice
 work effectively while in strong emotional states e.g. anxiety or excitement

SPECIFIC PROFESSIONAL SKILLS

To meet Final placement expectations and graduate outcomes, the field educator and student are to choose one or
two of the following specific professional practice methods as a primary focus within the particular placement context
where the student will be working, and that can be met in the time available. It is expected that these will
complement the practice methods achieved in the student’s First placement, so that the student achieves graduate
level mastery across all the professional practice methods.

1. Work with individuals and families

By the end of the placement, the student is able to:
 identify and describe some of the theories that have most influenced casework and evaluate their
effectiveness and use in the social work field
 locate casework methods along the radical-conservative continuum of social work practice and
theory
 collaborate with service users and identify their difficulties both from their view and significant
others
 support services users identify short and long-term goals and develop action plans to achieve these
goals
 negotiate, review and evaluate a clear, specific contract for action with the service users
 analyse a situation to identify the major factors operating in it
 identify available resources in developing case plans
 formulate and follow a plan of action with appropriate modifications
 conclude the intervention with the service user and/or family appropriately
 evaluate the outcomes of the intervention

2. Work with groups

By the end of the placement, the student is able to:
• demonstrate their understanding of group structure, development and processes in group work
practice
• demonstrate an understanding of the reasons people join groups
• describe the different stages that groups may go through as they develop over time
• (in the role of participant observer) observe, record and evaluate basic group processes including:
- describe various roles individuals adopt in groups and how these influence group functioning
- demonstrate an understanding of power relationships in groups and various methods for

59
 resolving conflict in groups
- identify barriers and enablers to group functioning
- plan specific groupwork tasks and negotiate these activities effectively with the supervisor and
relevant others
- demonstrate skills in groupwork appropriate to the stage(s) of groupwork they are involved in
• planning for a group:
- accurately assess the needs for a group
- plan and develop an appropriate group structure and program
- appropriate document this planning
• initiating a group:
- demonstrate skills in welcoming group members and providing activities appropriate to the
formation of groups
- providing appropriate materials
- assisting the group in developing an appropriate agenda
- provide feedback about the observation of group dynamics both verbally and in writing
• maintaining and/or ending a group:
- demonstrate skills in facilitating or co-facilitating a group by encouraging group processes that
address the various stages of the group's experience
- provide feedback about the observations of group dynamics both verbally and in writing
- demonstrate the capacity to evaluate both group processes (in terms of power relationships
etc) and group programs
- modify group activities in response to the changing needs of the group

3. Work with Communities

By the end of placement, the student is able to:
• set clear goals for working in the community and achieve these with appropriate modifications
• plan specific tasks to be completed and negotiate this with the supervisor
• collect, classify, interpret and use community profile data appropriately
• communicate clearly in written and verbal reports to management committees and other relevant
personnel and community organisations
• develop information and media campaigns about issues where appropriate
• demonstrate skills in advocacy, negotiation and bargaining
• demonstrate an awareness of issues relating to incorporation and management of the placement agency
• demonstrate a critical understanding of the concepts of social and community needs, community
management and community participation
• demonstrate an awareness of the roles of funding bodies, local politics and media in community work
practice
• critically evaluate the role and function of the placement agency and other relevant organisations
• critically evaluate strategies for social change

4. Research work
By the end of the placement, the student is able to:
• clearly define the problem or issue which is the focus of the research
• identify relevant background material, including resource personnel, and evaluate its usefulness
• develop a research methodology appropriate to aims and practical constraints
• identify and manage ethical considerations
• carry out selected research methods
• analyse research data
• compile results into clear summary format
• identify relevant findings and conclusions
• communicate the research and initiate research-based action
• demonstrate an awareness of the achievements and limitations of the research

5. Policy Work
By the end of placement, the student is able to
• understand the broader structural/political framework related to the policy area
• gather a broad and sufficient range of information relevant to the policy area
• critically analyse issues relating to the policy area
• identify impacts of government policies on agency and target groups
• conduct appropriate needs analysis and consultation with key stakeholders/interest groups
60
• develop appropriate objectives and a sufficient evaluation/review mechanism
• develop appropriate recommendations and alternate programs of action
• demonstrate clear expression of ideas both verbally and in writing
• demonstrate ability to discriminate between fact, interpretation and conclusion.

61
10 Frequently Asked Questions
1. Can I do my university work at placement?

No, the work you complete at placement is set out in your Learning Contract.

2. Does my supervisor have to be present for my Mid-Placement review?

Yes, your field educator needs to be present to give an account and feedback on how you are
progressing on placement. If you have an external social work supervisor, it is not necessary
for them to be present.

3. If my placement continues past the end of semester what happens with my marks?

You will be given a temporary grade until you submit your compulsory documents and
assessment items. A change of grade will then be submitted, and your grade adjusted.

4. Do lunch breaks count as placement time?

No, a break is a statutory requirement that is not paid when working and not counted as
placement time for the purposes of placement.

5. Does supervision count as placement time?

Yes, all supervision counts as placement time.

6. Where do I send my learning contract and other compulsory documents to?

You upload all of your documents to the subject vUWS site.

7. Do I get reimbursed for using my car on placement?

If you are using your car during your placement conducting agency related work, then yes you
should be reimbursed for petrol costs by the Agency. Please discuss this with your field
educator. You need to have fully comprehensive insurance on your car to drive your car for
placement business. (This does not include getting to and from your home to your placement
agency).

8. Do I have to have supervision?

Yes, this is a requirement of the AASW, that if you are at agency where there is a qualified
social worker, they will provide your supervision. If you are at an agency where there isn’t a
qualified social worker, the University will allocate you an external person to do your
supervision. For Field Education 1 supervision is 17 hours of formal supervision and Field
Education 2 requires 26 hours of formal supervision. The supervision with the external
supervisor will be a mix of one to one supervision and group supervision. You will need to
attend the full hours required, and supervision does count as placement hours.
9. I am a Social Work student and want a NSW Health placement, what do I need to do
to increase my chance of securing one?
62
 Firstly, you need to be aware that there are only a limited number of NSW Health placements.
In your first year of study at WSU you will be advised of the Student Compliance measures that
the Health Department require. These are to be completed throughout your first 12 months at
WSU. To give yourself a good chance of securing such a placement, you will need to ensure
you have done these ‘compliance’ processes in the first year. That will include completing all
the necessary vaccinations set out by NSW Health, pick up a NSW Health Vaccination Card
from Student Central with the associated guidance and follow the instructions. You need to
attend your GP surgery where you will either be given injections or have a blood test
confirming immunity “serology” for the diseases NSW Health requires immunity for. Once this
process has been done, you will need to attend a clinic appointment through NSW Health to
get verified.
You will need to take your Vaccination Card to this appointment along with your National
Police Check, and Working with Children’s Check; provided you’ve met all the requirements
within the first 12 months of your commencement at WSU will you be registered as compliant
on the database and will have the opportunity to be allocated a NSW Health placement.

10. I do not want a NSW Health placement. Do I still need to get injections?

No, only students who want the chance of having a placement in NSW Health need the
vaccinations, unless a Public Health Order has been issued. However it is strongly
recommended to ensure you have a discussion about vaccinations with your GP given your
chosen line of work/study.

11. I am not able to enrol in my Field Education subject.

This is likely because you have not submitted to Student Central your National Police Check
and Working with Children’s Check and student undertaking form. Please contact Enrolments:
enrolments@westernsydney.edu.au

12. I already have all my Checks done, why is the agency doing their own?

Some agencies like DCJ will do their own screening for student placements. Unfortunately, this
is out of our control and can lead to delays in students starting placement.

13. I have work commitments and cannot do the days set out by the University.

This is a problem for many students and in the first instance this needs to be negotiated with
the placement agency. Agencies can refuse to take you for placement if the days you have
available to be at placement do not suit their learning opportunities or, if you are unable to do
sufficient numbers of days each week in a timely manner leading to a delay in completing
placement. If this is too great future placements may be at risk. Based on the AASW
accreditation requirements you are expected to complete a minimum of 2 weeks full time and
a minimum of 2 days every week at placement. This reduction in attendance needs to be
firstly agreed by your placement agency and recorded in your learning contract and secondly
needs to be approved by the Subject Coordinator for “extenuating circumstances”.

14. What is the dress code for placement?

63
 The best advice is to observe what staff are wearing at your pre-placement interview. A great
question to ask at your pre-placement interview is: does your agency have a dress code and
what is it?

15. I am sick and cannot get to placement, what do I do?

The best thing to do is call your field educator at the agency and advise them that you won’t
be in and give some indication of how long you will be away for. For absences over a week
please advise the University too, so we can monitor this situation. You will also be required to
take in a doctor’s certificate for absences more than two days. Any days off sick are still
needed to be completed to meet the required placement hours.

16. I’m having issues at placement, what do I do?

In the first instance, have a discussion with your field educator. If this discussion doesn’t
resolve your concerns, get in touch with your subject coordinator, who will follow up with
advice. It’s good practice to make sure you record any instances of the problems you are
having.

64
 BSW, BCCJ and MSWQ
FIELD EDUCATION 1
Student Learning Contract

The Student Learning Contract is completed within 100 hours of placement. This is the first of four compulsory
documents required for results preparation. Compulsory documents will be retained by Western Sydney University
for 50 years. When completed and signed, forward this document to the Subject Coordinator as soon as possible.
Student to keep a signed copy for inclusion in final portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

1. Agency Procedures

Please detail practical matters such as: hours of attendance and meal breaks; attendance at staff/committee
meetings; recording messages; petty cash; writing reports/files. Also include issues around ethical code of behaviour
required by the agency and other agency policies e.g. requirements on confidentiality, policy and procedures for
dealing with clients with specific access needs.

2. Special Requirements e.g. attendance of evening meetings, weekend activities, variation of hours, etc.

1
3. Supervision

(i) Formal supervision time:……………………………………….

(ii) Field educator's responsibilities in relation to student learning and the supervisory relationship.

(iii) Student's responsibilities in relation to student learning and the supervisory relationship.

4. Student's Learning Goals

Identify student's personal learning goals, relating each of these to the criteria for assessment. Students need
a minimum of three goals for first placements: an area of knowledge to grow, a skill to develop confidence
and competence in, a professional value to understand, develop and link to principles for ethical practice

5. Intended Placement Tasks

(i) On the table below, take each of the student learning goals and identify intended learning tasks which will
assist in achieving each of these goals;

(ii) Provide an appropriate time frame by which these tasks will be completed;

(iii) Identify methods of recording and assessing the student's work e.g. diary, verbal reports, student's notes on
basic interviews; self-assessment, using supervision sessions to question beliefs, values, assumptions, use of
service user feedback, using recordings of interviews, observations of behaviour etc.

2
GOAL TASKS TIME SCALE HOW ASSESSED?
S -Specific
M -Measurable
A – Achievable
R -Realistic
T -Timeframe

……………..
Field educator Signature Student Signature Date

3
 BSW, BCCJ/BSW and MSWQ
FIELD EDUCATION 1
Mid-placement Review
The Mid-Placement Review is completed at 200 hours of placement, after which the Academic Liaison Visit will occur. This is the
second of four compulsory documents required for results preparation. Compulsory documents will be retained by Western
Sydney University for 50 years. When completed and signed, forward this document to the Subject Coordinator as soon as
possible. Please note, the Academic Liaison Visitor will also sign this form. Student to keep a signed copy for inclusion in final
portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

1. Is placement progressing as planned in the Learning Contract? YES/NO

If no, outline the changes and reasons for them:

2. Work undertaken by the student to date and skills/knowledge demonstrated:

3. How is the student progressing in relation to each of the criteria for mastery assessment? (refer to Placement
Expectations information provided later in this document)
(i) Student as learner:

4
(ii) Interpersonal and communication skills:

(iii) Ability to organise own work and function within the agency:

……………

(iv) General professional skills:

4. Strengths the student has demonstrated:

Student:

Field educator:

5. Areas for further development by student:

Student:

Field educator:

6. Work planned for the remainder of placement:

5
7. In what way can the student demonstrate a developing understanding of the placement agency, its objectives and
expectations of workers? (please both comment)
Student:

Field educator:

8. In what way can the student demonstrate that they have developed appropriate working relationships with
management, workers, clients and others involved with the placement agency? (please comment)
Student:

Field educator:

9. Evaluate the effectiveness of the Student's current use of supervision:

Student:

Field educator:

10. Any other comments:

11. Is the student fulfilling placement expectations at this stage (please circle)?

YES UNCERTAIN NO

FIELD EDUCATOR SIGNATURE STUDENT SIGNATURE DATE

6
This document was shared by the Student and the Field educator with the Academic Visitor:

PRINT NAME (ACADEMIC LIAISON VISITOR)

Following discussion of the Mid-Placement Review with the Student, the Field educator with the Academic Liaison Visitor, the
following action was agreed (by whom, and when):

1.

2.

3.

Any other comments:

Signature: Student :

Signature: Field educator (s):

Signature: Academic Liaison Visitor:

Date:

7
 BCW, BSW, BCCJ/BSW and MSWQ
FIELD EDUCATION 1
Evaluation of Student Performance
The Field educator’s Evaluation of Student’s Performance takes place at conclusion of 400 placement hours.
This form is for all types of student placement. Not all sections will apply. Complete only those sections relating to the current
placement. This is the third of four compulsory documents required for results preparation. Compulsory documents will be
retained by Western Sydney University for 50 years. When completed and signed, forward this document to the Subject
Coordinator as soon as possible. Student to keep a signed copy for inclusion in final portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

Please indicate whether the student has demonstrated satisfactory performance with respect to the following criteria: (please tick)
1. Student as learner
Satisfactory Unsatisfactory
1.1 Formulated specific learning goals for placement
1.2 Identified tasks that were completed in order to achieve these goals
1.3 Took initiative in seeking supervision
1.4 Tried out new behaviours and skills
1.5 Demonstrated an awareness of own emotional and cognitive responses to
placement experiences
1.6 As a result of reflecting on placement experiences, can the student identify
personal strengths and areas for further development
1.7 Demonstrated an awareness of how personal values, beliefs and behaviour
influences practice in the placement agency

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

2. Student's interpersonal and communication skills. The student has demonstrated an ability to:
Satisfactory Unsatisfactory
2.1 relate to a wide range of people
2.2 establish appropriate and effective working relationship with workers,
volunteers and service users
2.3 develop a range of interpersonal skills which have some basis in both the
theories of interpersonal communication and helping, as well as an appropriate
value base e.g. use active listening skills, communicate honestly, utilise empathy
8
 and be non-judgmental
2.4 consider interactions between self and others and demonstrate a growing
capacity to describe what is happening
2.5 accurately and clearly record some observations, interviews or other placement
experiences
2.6 communicate effectively and clearly verbally and in writing
2.7 relate to a wide range of people
2.8 establish appropriate and effective working relationship with workers,

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion: Overall,

how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

3. Student's ability to organise own work and function within the agency
Satisfactory Unsatisfactory
3.1 Took instructions from the field educator
3.2 Sought clarification on issues in relation to set tasks
3.3 Attended work punctually and accounted for time in relation to placement
tasks
3.4 Demonstrated increasing initiative in completing placement tasks while still
seeking the field educator’s direction where necessary
3.5 Responded to referrals and wrote up brief notes of activities and experiences
3.6 Practiced and developed written skills appropriate to the setting e.g. reports,
letters, case files, meeting minutes, etc.
3.7 Describe the agency's role and structure (e.g. aims, service, delivery, staffing,
management, administration, finances etc.)
3.8 Demonstrated some capacity to utilise knowledge of the agency in order to
complete placement tasks
3.9 Demonstrated an improving capacity to anticipate agency tasks while on
placement

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

9
4. Student's general professional skills, consciously applying social work principles
Satisfactory Unsatisfactory
4.1 Understood and applied the principle of confidentiality where appropriate
4.2 Understand and applied the principle of professional accountability
4.3 Demonstrated a non-judgmental and anti-oppressive approach to working with
services users
4.4 Understood and applied the principle of service user self-determination when
working with service users
4.5 Demonstrated a purposeful approach to services users and workers
4.6 Used needs identification skills relevant to placement tasks
4.7 Identified and interpreted relevant resources, services and a knowledge base
that can be used to complete placement tasks
4.8 Formulated an appropriate action plan in relation to placement tasks

4.9 Implemented limited intervention tasks while on placement with the assistance
of the field educator
4.10 Demonstrated a growing understanding of cultural, gender and social issues
that relate to the agency's target group

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

5. Use of Theory in Practice

Satisfactory Unsatisfactory
5.1 Consciously used some knowledge from their reading and the university
program in undertaking and analysing practice-situations
5.2 Explained the nature of disadvantage and/or inequality experienced by
particular service user groups from a number of different perspectives
5.3 Identified the broader context of practice - social, professional and political
issues which impinge on practice
5.4 Accessed and considered a range of different theoretical approaches to a
given problem or social issue
5.5 Reflect upon the appropriateness of theories used in practice

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

10
 6. Use of Self in Social Work Role
Satisfactory Unsatisfactory
6.1 Identified use of self in interactions
6.2 Showed an awareness of what aspects of self are enhancing/hampering
effectiveness
6.3 Sought feedback on how self is appearing to others - field educators, peers,
service users etc.
6.4 Identified own feelings in interactions
6.5 Established effective purposeful relationships with a range of individuals and
groups; e.g. peers, colleagues, communities/service user groups, managers,
other people relevant to practice
6.6 Was an effective member of an interdisciplinary or other team
6.7 Was aware of impact of one's own positionality on practice
6.8 Respected different values and backgrounds of people with whom they were
working
6.9 Was aware of conflict of values and interests
6.10 Consistent quality of concern towards clients was demonstrated
6.11 Was aware of own emotional states and how these affect practice

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion: Overall,

how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

SPECIFIC PROFESSIONAL SKILLS. At the beginning of the placement, the Field educator and Student chose 1 or 2 of these specific
practice methods to focus on (Working with individual and/or families; Working with groups; Working with communities; Research
work; Policy work. Please make an evaluation in the appropriate section(s) below. Only rate the student's performance on the
relevant criteria available for the student to learn.

7.1 Work with individuals and/or families

Satisfactory Unsatisfactory
7.1.1 Was able to identify and describe theories that inform social casework
7.1.2 Was able to critically evaluate task-centred casework
7.1.3 Collaborated with service users to identify key challenges and concerns.
7.1.4 Identified short and long-term goals and developed appropriate action plans
7.1.5 Was able to analyse situations to identify the major factors operating in it
7.1.6 Negotiated, reviewed and evaluated clear specific contracts for action with
service users
7.1.7 Identified and used available resources in developing case plans
7.1.9 Formulated and followed action plans with appropriate modifications
7.1.9 Terminated interventions with service users appropriate and referred to
other agencies where required
7.1.10 Evaluated the outcomes of interventions

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

11
 Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

7.2 Work with groups

Satisfactory Unsatisfactory
7.2.1 related an understanding of group work structures, development and
processes to placement experiences
7.2.2 demonstrated an understanding of the reasons that individuals join groups
7.2.3 was able to describe the different stages groups may go through over time
7.2.4 was able to observe, record and evaluate group processes in terms of roles,
norms, power relationships and other aspects of group theory
7.2.5 planned specific group work tasks and negotiated these effectively with the
field educator and relevant others
7.2.6 demonstrated skills in group work appropriate to the stage(s) of group work
she/he was involved in (planning, initiating, facilitating and/or evaluating
groups)

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

7.3 Work with communities

Satisfactory Unsatisfactory
7.3.1 Set clear goals for working in the community and was able to achieve these with
appropriate modifications
7.3.2 Collected, classified, interpreted and used community profile data appropriately
7.3.3 Communicated clearly in written and verbal reports to management committees
and relevant others
7.3.4 Developed information and media campaigns about issues where appropriate
7.3.5 Demonstrated skills in advocacy, negotiation and bargaining

7.3.6 Demonstrated an awareness of incorporation and management issues in the

placement agency
7.3.7 Demonstrated an understanding of the concepts of social and community needs,
community management and community participation and self help
7.3.8 Demonstrated an awareness of the roles of funding bodies, local politics and
media in community work
7.3.9 Critically evaluated the role / function of the placement agency and other
relevant agencies in meeting community goals
7.3.10 Attempted to critically evaluate strategies for social change

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

12
 7.4 Research work
Satisfactory Unsatisfactory
7.4.1 Was able to clearly define the research problem

7.4.2 Developed a research methodology appropriate to the research aims and

practical restraints
7.4.3 Implemented selected research strategies

7.4.4 Compiled results into clear summary formats

7.4.5 Identified relevant conclusions

7.4.6 Was able to communicate about research findings and initiate research-based
action
7.4.7 Demonstrated an awareness of the achievements and limitations of the
research

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

7.5 Policy work

Satisfactory Unsatisfactory
7.5.1 Critically analysed the broader structural and political framework and other
issues relating to the policy area
7.5.2 Gathered a broad and sufficient range of information relevant to the policy
area
7.5.3 Identified impacts of government policies on agency and target groups

7.5.4 Conducted appropriate needs analysis and consultation with key

stakeholders/interest groups
7.5.5 Developed appropriate objectives and a sufficient evaluation/review
mechanism
7.5.6 Developed appropriate recommendations and alternate programs of action
7.5.7 Demonstrated clear expression of ideas and information in writing and good
grammatical form
7.5.8 Presented and promoted ideas

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

13
SEE NEXT PAGE FOR FINAL EVALUATION SIGNATURES.

BACHELOR OF SOCIAL WORK & MASTER OF SOCIAL WORK QUALIFYING

FIELD EDUCATION 1
Last page of Evaluation

AGENCY NAME:

TOTAL NUMBER OF HOURS COMPLETED:

OVERALL RECOMMENDED GRADE:

SATISFACTORY UNCERTAIN UNSATISFACTORY

Field educator Signature Student Signature Student Number Date

Print Name (Field educator) Print Name (Student)

External Social Work Supervisor Signature Date

Print Name

Note to field educators

On a separate page, please provide a brief report of the student's placement performance:
 Briefly describe the student's learning goals, placement activities planned and completed by the student, and , the
student's progress in achieving her/ his goals;
 Identify strengths and areas for further development as demonstrated by the student's performance on
placement;
 Briefly describe the student's use of and response to supervision;
 Any other comments you wish to make.

14
 Western Sydney University
Student Name: School of Social Sciences
Student ID:
Program/Subject:
Name of Agency of Placement:
Name of Supervisor
Placement Hours to Complete:

STUDENT LOG OF HOURS: FE1 placement

Date Start Meal Finish Hours Date Start Meal Finish Hours Date Start Meal Finish Hours
Time Break Time Completed Time Break Time Completed Time Break Time Completed
B/fwd B/fwd

C/fwd C/fwd TOTAL HOURS

FIELD EDUCATOR’S SIGNATURE:

15
This is the last of the four compulsory documents. Students are reminded that all compulsory documents are included in the completed FE1 portfolio, along with other items of
assessment. Refer to the FE1 and FE2 Learning Guide and checklist.

16
 BSW, BCCJ/BSW and MSWQ
FIELD EDUCATION 2
Student Learning Contract

The Student Learning Contract is completed within 100 hours of placement. This is the first of four compulsory
documents required for results preparation. Compulsory documents will be retained by Western Sydney University
for 50 years. When completed and signed, forward this document to the Subject Coordinator as soon as possible.
Student to keep a signed copy for inclusion in final portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

1. Agency Procedures

Please detail practical matters such as: hours of attendance and meal breaks; attendance at staff/committee
meetings; recording messages; petty cash; writing reports/files. Also include issues around ethical code of behaviour
required by the agency and other agency policies e.g. requirements on confidentiality, policy and procedures for
dealing with clients with specific access needs.

2. Special Requirements e.g. attendance of evening meetings, weekend activities, variation of hours, etc.

1
3. Supervision

(iv) Formal supervision time:……………………………………….

(v) Field educator's responsibilities in relation to student learning and the supervisory relationship.

(vi) Student's responsibilities in relation to student learning and the supervisory relationship.

4. Student's Learning Goals

Identify student's personal learning goals, relating each of these to the criteria for assessment. Students need
a minimum of three goals for first placements: an area of knowledge to grow, a skill to develop confidence
and competence in, a professional value to understand, develop and link to principles for ethical practice

5. Intended Placement Tasks

(i) On the table below, take each of the student learning goals and identify intended learning tasks which will
assist in achieving each of these goals;

(ii) Provide an appropriate time frame by which these tasks will be completed;

(iii) Identify methods of recording and assessing the student's work e.g. diary, verbal reports, student's notes on
basic interviews; self-assessment, using supervision sessions to question beliefs, values, assumptions, use of
service userfeedback, using recordings of interviews, observations of behaviour etc.

2
GOAL TASKS TIME SCALE HOW ASSESSED?
S -Specific
M -Measurable
A – Achievable
R -Realistic
T -Timeframe

Field educator Signature Student Signature Date

3
 BSW, BCCJ/BSW and MSWQ
FIELD EDUCATION 2
Mid-placement Review
The Mid-Placement Review is completed at 300 hours of placement, after which the Academic Liaison Visit will occur. This is the
second of four compulsory documents required for results preparation. Compulsory documents will be retained by Western
Sydney University for 50 years. When completed and signed, forward this document to the Subject Coordinator as soon as
possible. Please note, the Academic Liaison Visitor will also sign this form. Student to keep a signed copy for inclusion in final
portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

1. Is placement progressing as planned in the Learning Contract? YES/NO

If no, outline the changes and reasons for them:

2. Work undertaken by the student to date and skills/knowledge demonstrated:

3. How is the student progressing in relation to each of the criteria for mastery assessment? (refer to Placement
Expectations information provided later in this document)
(i) Student as learner:

4
(ii) Interpersonal and communication skills:

(iii) Ability to organise own work and function within the agency:

……………

(v) General professional skills:

4. Strengths the student has demonstrated:

Student:

Field educator:

5. Areas for further development by student:

Student:

Field educator:

6. Work planned for the remainder of placement:

5
7. In what way can the student demonstrate a developing understanding of the placement agency, its objectives and
expectations of workers? (please both comment)
Student:

Field educator:

8. In what way can the student demonstrate that they have developed appropriate working relationships with
management, workers, clients and others involved with the placement agency? (please comment)
Student:

Field educator:

9. Evaluate the effectiveness of the Student's current use of supervision:

Student:

Field educator:

10. Any other comments:

11. Is the student fulfilling placement expectations at this stage (please circle)?

YES UNCERTAIN NO

FIELD EDUCATOR SIGNATURE STUDENT SIGNATURE DATE

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This document was shared by the Student and the Field educator with the Academic Visitor:

PRINT NAME (ACADEMIC LIAISON VISITOR)

Following discussion of the Mid-placement Review with the Student, the Field educator with the Academic Liaison Visitor, the
following action was agreed (by whom, and when):

1.

2.

3.

Any other comments:

Signature: Student :

Signature: Field educator (s):

Signature: Academic Liaison Visitor:

Date:

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 BSW, BCCJ and MSWQ
FIELD EDUCATION 2
Evaluation of Student Performance
The Field educator’s Evaluation of Student’s Performance takes place at conclusion of 600 placement hours.
This form is for all types of student placement. Not all sections will apply. Complete only those sections relating to the current
placement. This is the third of four compulsory documents required for results preparation. Compulsory documents will be
retained by Western Sydney University for 50 years. When completed and signed, forward this document to the Subject
Coordinator as soon as possible. Student to keep a signed copy for inclusion in final portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

Please indicate whether the student has demonstrated satisfactory performance with respect to the following criteria: (please tick)

1. Student as learner:
Satisfactory Unsatisfactory
1.1 undertook major responsibility for formulating learning goals

1.2 demonstrated initiative in identifying tasks for placement

1.3 demonstrated initiative in supervision

1.4 tried out new behaviours/skills in areas requiring feedback

1.5 attempted to modify behaviour in response to feedback

1.6 used social welfare theory to plan and implement tasks

1.7 related placement experiences to theory

1.8 demonstrated a confidence in further professional development as evidenced by

recognising how and when to use consultation, supervision and training

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

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 2. Student's interpersonal and communication skills:
Satisfactory Unsatisfactory
2.1 applied relevant theories to inform interactions with others

2.2 demonstrated sensitivity to other's needs by interacting appropriately

2.3 was able to modify communication style according to the needs of others

2.4 analysed relevant theories to inform interactions with others

2.5 was able to recognise power relationships and attempted to constructively

challenge this
2.6 demonstrated an awareness of use of interactions and attempted to modify
interpersonal strategies if required
2.7 recorded succinct and accurate minutes of meetings

2.8 contributed in meetings

2.9 accurately and clearly recorded information from interviews, observations and
other experiences

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

3. Student's ability to organise own work and function within the agency
Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:
Satisfactory Unsatisfactory
3.1 planned specific tasks to be completed and negotiated these with the field
educator
3.2 organised and scheduled work in order to complete it within time constraints
3.3 worked independently with minimal direction from field educator

3.4 functioned as an effective member of the team

3.5 demonstrated written skills appropriate to the setting

3.6 attempted to critically analyse the ways the agency attempted to meet service
user, provider & community goals
3.7 used her/his knowledge of agency in order to appropriately complete
placement tasks
3.8 incorporated the agency's ethical code of behaviour in relationships with
others
3.9 was able to anticipate agency tasks

3.10 established professional relationships with other organisations and

represented the agency appropriately in these dealings
3.11 demonstrated an understanding of issues in relation to agency decision-
making which contribute to its policy-making

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 Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

4. Student's general professional skills:
Satisfactory Unsatisfactory
4.1 understood and applied the principle of confidentiality

4.2 understood and applied the principle of accountability

4.3 demonstrated a non-judgmental approach when working with service users

4.4 understood and applied the principle of service user self-determination

4.5 used needs identification skills relevant to placement tasks

4.6 identified and interpreted resources, services and knowledge base relevant to
placement tasks
4.7 was able to put specific situations within a wider societal and cultural
perspective
4.8 evaluated alternative programs of action before finalising detailed action plans

4.9 formulated an appropriate action plan and implemented this with increasing
initiative
4.10 demonstrated improvement in responding constructively to new and
unexpected situations
4.11 was able to evaluate interventions, including their role in the process

4.12 appropriately initiated, maintained and/or terminated contact with relevant

others
4.13 demonstrated advocacy and referral skills for service users both within the
agency and with other organizations
4.14 applied cultural, gender and social understanding to placement activities

4.15 demonstrated an emerging identity as a social welfare worker in that she/he

can describe a personal framework for practice that is specific enough to guide
action

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

5. Use of Theory in Practice

The student will demonstrate the ability to: Satisfactory Unsatisfactory
5.1 knowledge gained from various sources (e.g. previous practice, field
placements, life experience, theoretical concepts and frameworks)
5.2 identify and articulate implicit and explicit theories and policies used in
practice or underlying intervention strategies
5.3 generalise from the practice context to the broader issues including
implications for research, political and organisational change
5.4 Identify and critically examine different theories and methods appropriate
to particular change goals or projects

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 5.5 use practice experience to critique theories and policies
5.6 should be able to support the link between broader context of practice with
specific problems facing service user populations

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion: Overall,

how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

6. Use of Self in Social Work Role

The student will demonstrate the ability to: Satisfactory Unsatisfactory
6.1 Recognise the role of power and authority differentials in relationships and
work appropriately with these
6.2 Consider own and others positionality and influence on practice
6.3 Consider conflicts of values and interests
6.4 Work with the value base and ethics of the social work profession by
consciously applying social work principles (e.g. acceptance, respect for
individuals' dignity and individuality, confidentiality, etc) in their practice
6.5 Recognise feelings and attitudes which influence practice
6.6 Work effectively while in strong emotional states e.g. anxiety or excitement

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

SPECIFIC PROFESSIONAL SKILLS. At the beginning of the placement, the Field educator and Student chose 1 or 2 of these specific
practice methods to focus on (Working with individual and/or families; Working with groups; Working with communities; Research
work; Policy work. Please make an evaluation in the appropriate section(s) below. Only rate the student's performance on the
relevant criteria available for the student to learn.

7.1 Work with individuals and/or families

Satisfactory Unsatisfactory
7.1.1 Was able to identify and describe relevant theories used in social casework
7.1.2 Was able to critically evaluate task-centred casework
7.1.3 Collaborated with service users and identified their challenges and concerns .
7.1.4 Identified short and long-term goals and developed appropriate action plans
7.1.5 Was able to analyse situations to identify the major factors operating in it
7.1.6 Negotiated, reviewed and evaluated clear specific contracts for action with
service users
7.1.7 Identified and used available resources in developing case plans
7.1.9 Formulated and followed action plans with appropriate modifications
7.1.9 Terminated interventions with service users appropriate and referred to
other agencies where required
7.1.10 Evaluated the outcomes of interventions

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

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7.2 Work with groups
Satisfactory Unsatisfactory
7.2.1 related an understanding of group work structures, development and
processes to placement experiences
7.2.2 demonstrated an understanding of the reasons that individuals join groups
7.2.3 was able to describe the different stages groups may go through over time
7.2.4 was able to observe, record and evaluate group processes in terms of roles,
norms, power relationships and other aspects of group theory
7.2.5 planned specific group work tasks and negotiated these effectively with the
field educator and relevant others
7.2.6 demonstrated skills in group work appropriate to the stage(s) of group work
she/he was involved in (planning, initiating, facilitating and/or evaluating
groups)

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

7.3 Work with communities

Satisfactory Unsatisfactory
7.3.1 Set clear goals for working in the community and was able to achieve these with
appropriate modifications
7.3.2 Collected, classified, interpreted and used community profile data appropriately
7.3.3 Communicated clearly in written and verbal reports to management committees
and relevant others
7.3.4 Developed information and media campaigns about issues where appropriate
7.3.5 Demonstrated skills in advocacy, negotiation and bargaining

7.3.6 Demonstrated an awareness of incorporation and management issues in the

placement agency
7.3.7 Demonstrated an understanding of the concepts of social and community needs,
community management and community participation and self help
7.3.8 Demonstrated an awareness of the roles of funding bodies, local politics and
media in community work
7.3.9 Critically evaluated the role / function of the placement agency and other
relevant agencies in meeting community goals
7.3.10 Attempted to critically evaluate strategies for social change

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

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 7.4 Research work
Satisfactory Unsatisfactory
7.4.1 Was able to clearly define the research problem

7.4.2 Developed a research methodology appropriate to the research aims and

practical restraints
7.4.3 Implemented selected research strategies

7.4.4 Compiled results into clear summary formats

7.4.5 Was able to communicate about research findings and initiate research-based
action
7.4.6 Demonstrated an awareness of the achievements and limitations of the
research

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

7.5 Policy work

Satisfactory Unsatisfactory
7.5.1 Critically analysed the broader structural and political framework and other
issues relating to the policy area
7.5.2 Gathered a broad and range of information relevant to the policy area
7.5.3 Identified impacts of government policies on agency and target groups

7.5.4 Conducted appropriate needs analysis and consultation with key

stakeholders/interest groups
7.5.5 Developed appropriate objectives and a sufficient evaluation/review
mechanism
7.5.6 Developed appropriate recommendations and alternate programs of action
7.5.7 Demonstrated clear expression of ideas and information in writing and good
grammatical form
7.5.8 Presented and promoted ideas

Please indicate any other strengths/weaknesses demonstrated by the student in relation to this criterion:

Overall, how would you rate the student's performance on this criterion? (Please tick)

Very satisfactory Satisfactory Uncertain Unsatisfactory Very unsatisfactory

SEE NEXT PAGE FOR FINAL EVALUATION SIGNATURES.

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 BACHELOR OF SOCIAL WORK & MASTER OF SOCIAL WORK QUALIFYING
FIELD EDUCATION 2
Last page of Evaluation

AGENCY NAME:

TOTAL NUMBER OF HOURS COMPLETED:

OVERALL RECOMMENDED GRADE:

SATISFACTORY UNCERTAIN UNSATISFACTORY

Field educator Signature Student Signature Student Number Date

Print Name (Field educator) Print Name (Student)

External Social Work Supervisor Signature Date

Print Name

Note to Field educators

On a separate page, please provide a brief report of the student's placement performance:
 Briefly describe the student's learning goals, placement activities planned and completed by the student, and, the
student's progress in achieving her/ his goals;
 Identify strengths and areas for further development as demonstrated by the student's performance on
placement;
 Briefly describe the student's use of and response to supervision;
 Any other comments you wish to make.

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 Western Sydney University
Student Name: School of Social Sciences
Student ID:
Program/Subject:
Name of Agency of Placement:
Name of Supervisor
Placement Hours to Complete: 600

STUDENT LOG OF HOURS: FE2 placement

Date Start Meal Finish Hours Date Start Meal Finish Hours Date Start Meal Finish Hours
Time Break Time Completed Time Break Time Completed Time Break Time Completed

C/fwd C/fwd TOTAL HOURS

FIELD EDUCATOR’S SIGNATURE:

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This is the last of the four compulsory documents. Students are reminded that all compulsory documents are included in the completed FE2 portfolio, along with other items of
assessment (Agency profile, reflections, examples of work). Refer to the FE2 Learning Guide and checklist.

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