Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Students will need to complete 200 hours of clinical practice in their own practice context. This be employer based or Voluntary or private practice.

Means of Assessment

Three principal areas assessed in this Course are application of clinical skills in practice, integration of theory and research in practice, and personal/professional development (UKCP Training Standards 2000). These areas are assessed through formative and summative methods comprising a completed portfolio.

The assessment strategy, like the teaching methods, aims to be congruent with the model taught within the Course content as well as with the principles of coherence, integration and progression of learning (QAH 2006 - 7). The pattern of assessment has therefore been designed to seek this congruence through the use of lecturer/clinical supervisor assessment, self-assessment, summative and formative assignments. Students are encouraged to take responsibility for their own learning and the assessment structures are designed to enable trainees to monitor their own progress. Emphasis is placed on reflective practice (Schön, 1987) trainees giving and receiving feedback from their supervisor, other teaching staff and peers.

Each module will comprise theory and practice components; students must pass both elements in order to pass the module. The theoretical elements of the modules will be assessed by utilising a negotiated assignment type format or viva. Clinical elements of the modules will be assessed by summative continuous assessment carried out by Clinical Supervisors, formative components or viva.

Summative assessment.

Portfolio

The portfolio provides a log and record of learning and developing expertise throughout the program. It has is based in Action Research around the three core themes of academic learning, clinical competence and personal development. Student progress is monitored and summatively assessed at three points each year. Successful achievement of the requirements at these assessment points is included in the Action Research Portfolio.

Formative assessment

Personal development group experiential work.

Course teachers will write a brief report regarding the Personal Development process indicating whether a Bona Fide Submission has been made and whether the requirements have been met. This report may draw attention to any issues of particular significance. These reports will be made available to the External Examiner. Written formative assignments will be available to the examination panel for scrutiny should this be requested.

Students are normally required to undertake each module in succession. Each Module is assessed on its completion. For each module a student must pass both the clinical and theoretical component in order to be successful. In no circumstances can marks accrued for academic assignments alone be used to compensate for failure in clinical learning. To enhance coherence, however, and to allow students sufficient time to assimilate and reflect upon their studies two clinical assessments (2 & 4) are ‘stacked’ till the end of the appropriate year.

Normally students must pass all modules in year one to progress to year two. Students who are referred on written assignments or on the video viva may re-present in September prior to the commencement of module four. A student who is referred on clinical assessment may proceed on condition that they meet the explicitly specified standards required to reach a pass mark by the next clinical assessment in order to remain on the course.

Students who exit after successful completion of year one will be awarded a Post Graduate Certificate in Systemic Practice (not at Professional Qualification Level). Exit on successful completion of year two carries the Course of MSc Systemic Psychotherapy

Learning Support

LRC

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Prospective students can APEL/APL pre-requisites for the course on the basis that they have equivalence of requirements. Students may also gain entry to via APL if they have successfully completed year one of [MSc] an equivalent training and wish to enter on year two of the course, if places are available at that time.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A