‘Practice-focused professional learning’ Module allows students to reflect on the range of professional activities undertaken in relation to the 21 month CASPPER programme.
Module will run
Autumn Term 2021-22 to Summer Term 2021-22
Gain practical insights into social policy development, governance and delivery at local, national and international levels, including roles of public servants, public officers and research analysts.
Compare and contrast national & local “policy-in-theory” (e.g. legislation, White Papers, Funding initiatives etc.) with how delivered in practice and so explore implementation issues.
Learn how to incorporate a range of policy tools (e.g. programme evaluation, organisational culture and behavioural insights) in real-world settings.
Explore how 1 or more aspect of policy and delivery compares to their own country experience and professional role.
Gain understanding of UK public service/Third Sector organisational culture and practices through networking and engagement.
Understand the international agency context of social policy activities.
Module learning outcomes
By the end of this module a student should be able to:
Understand roles, contexts and professional cultures of public services (across local, national and international settings);
Have examined at least one issues of particular professional interest (e.g. delivery mechanisms or personnel issues such training, professionalism, motivation, recruitment and retention of volunteers);
Understand and identify the use and limitations of tools and techniques for diagnosing policy requirements and evaluating change;
Have developed written and oral skills with regards to writing and presenting for professional audiences;
Reflect upon their own working context and professional assumptions regarding policy development and delivery.
The Module involves the following student activities undertaken during the programme:
- Conference attendance and participation;
- Bespoke training courses and seminar attendance;
- Agency visits and professional networking;
- Masterclass attendance and participation;
- Additional writing and presentations undertaken (e.g. article preparation, talks at conferences, contributions to consultations);
- Involvement in small groups projects undertaken within the CASPPER programme for external agencies.
Practice-focused professional learning Year 2:The Second Year involves three assessment pieces. These build with a Presentation (week 5) --> written reflective summary and submission of portfolio (week 6).
The portfolio will be assembled during the first 5 Term's of the Programme. It will be discussed at termly supervision sessions (one-to-one) and also during whole-group discussions. The group will be briefed about the collation of the Portfolio and there will be an opportunity to review the status of their portfolio at the end of Term 3.
Goodfellow, J. (2004) Documenting professional practice through the use of a professional portfolio, Early Years, 24:1, 63-74
Alsop, A. (1995) The Professional Portfolio — Purpose, Process and Practice, Part 1: Portfolios and Professional Practice, BJOT, 58, 7,