Social Work Field Education Manual (Nov 2016)

SOCIAL WORK UNIT

SOCIAL WORK FIELD

EDUCATION MANUAL

vu.edu.auCRICOS Provider No. 00124K (Melbourne)CRICOS Provider No. 02475D (Sydney)RTO Code: 3113

REVISED MARCH 2017

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vu.edu.au

SOCIAL WORK FIELD EDUCATION MANUAL

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OVERVIEW OF PLACEMENT PROCESSES

STAGE 1: PRE-PLACEMENT PROCESSES• Enrol in social work field education unit of study (ASW3205 or ASW3206)• Attend compulsory pre-placement briefing and complete required reading• Update immunisations and records (if required); obtain driver’s licence (if possible)• Apply for Working with Children (WWC) Check; *National Police Certificate (NPC) (*see manual for timing)• Prepare résumé through VU Careers Services• Log on to InPlace Student Portal at: http://wil.vu.edu.au (use VU student user name and password)• Upload résumé and enter prerequisite placement information (e.g. declaration of conflicts of interest; notification of intention to undertake Social Work Honours; any concerns or special circumstances)• Make appointment with Field Education Coordinator to discuss any issues (e.g. Disability Access Plan (DAP),

health concerns, no driver’s licence, conflict of interest, other personal circumstances, etc.)

STAGE 2: OFFER OF PLACEMENT • Attend pre-placement interview and take Placement Portfolio (résumé, WWC Check, NPC and the Work

Integrated Learning - Placement Agreement Form (WIL-PAF))• Complete WIL-PAF; email to [email protected] at least 5 working days prior to placement start date• Receive confirmation email from Field Education Coordinator with signed WIL-PAF and details of Social Work

Field Educator, University Liaison Person and Task Supervisor (where applicable)• Upload signed WIL-PAF to VU Collaborate (assessment in-box)

STAGE 3: COMMENCEMENT OF PLACEMENT • Complete relevant agency OHS requirements and orientation • Meet with Field Educator (and Task Supervisor) to establish placement goals and develop draft Learning Plan• Maintain Placement Timesheet; supervisor to sign at each supervision session• Submit draft Learning Plan to University Liaison Person via email; at least 3 days prior to first liaison visit• Finalise Learning Plan in consultation with Field Educator and University Liaison Person at first liaison visit and

upload to VU Collaborate (assessment drop-box) at around 105 hours / 15 days on placement

STAGE 4: DURING AND MID-PLACEMENT• Maintain Placement Timesheet and record of placement experiences• Participate in regular supervision with Field Educator; review progress towards placement goals; raise any concerns

with Field Educator or University Liaison Person• Complete Mid-placement Report with Field Educator, including comments and ratings and submit to University

Liaison Person via email; at least 3 days prior to mid-placement liaison contact• Upload approved report to VU Collaborate (assessment drop-box) at around 250 hours / 36 days on placement

STAGE 5: CONCLUSION OF PLACEMENT• Complete Final Placement Report with Field Educator, including comments and ratings and submit to University

Liaison Person via email; at least 3 days prior to final placement liaison contact• Upload approved report to VU Collaborate (assessment drop-box) at around 420 hours / 60 days on placement• Finalise placement duties and ensure appropriate hand-over procedures and transition arrangements are in place• Ensure total hours correctly recorded on Placement Timesheet; upload to VU Collaborate (assessment drop-box)• Receive University Liaison Person’s Report by email; upload to VU Collaborate (assessment drop-box)

https://www.vu.edu.au/careers/career-services-for-students

https://wil.vu.edu.au/Security/Account.mvc/LogOnFederation?ReturnUrl=%2f

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ACKNOWLEDGEMENT OF COUNTRY

INTRODUCTION

We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land.

Welcome to Social Work Field Education at Victoria University.

Field education is a core component of Australian entry-level professional social work education that is intended to assist students with integrating theory and practice. It is a cooperative endeavour between the University, the student, the host organisation, and the Field Educator. The goal of social work field education is to provide a dynamic and robust program that supports students to demonstrate adaptability; to critically reflect on their own practice and that of others; and to perform independently at a level expected of a newly qualifying practitioner.

The Field Education program is integral to VU’s AASW-accredited Bachelor of Social Work. The program provides students with the opportunity to develop their social work practice skills in real-life situations under the guidance and supervision of qualified and experienced social workers. The significant commitment and input of Field Educators and staff from a wide range of human service agencies is integral to the success of the program. Their role in providing placements opportunities for students and supporting and supervising students to reach their learning goals is acknowledged and appreciated. In turn, many agencies value the contributions that VU Social Work students make to their work-places. We hope the relationships that have developed over the years will continue to grow, enriching the work of all involved. We value the contributions of staff, students and Field Educators to the structure, content and processes of our Social Work Field Education program and look forward to further incorporating their input in the future.

About this manualThis manual provides important information about the professional accreditation requirements for social work field education and related VU policies and procedures. It is intended as a guide for current and prospective VU Social Work students and staff, and for agency supervisors and staff involved in hosting students on field placement. It offers guidance and information about placement planning, preparation, participation, learning, monitoring and assessment and is divided into the following six parts:

Part 1: Field Education in the Bachelor of Social Work

Part 2: Learning, Teaching and Assessment in Social Work Field Education

Part 3: Pre-placement Planning and Preparation

Part 4: Requirements for Social Work Field Education Placements

Part 5: Roles and Responsibilities in Social Work Field Education

Part 6: Forms and Documents for Social Work Field Education

Please read all parts of the manual. For questions, further advice, or to report any broken hyperlinks in this manual; please contact the Field Education Team at [email protected].


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GLOBAL DEFINITION OF SOCIAL WORKIn July 2014, the International Federation of Social Workers (IFSW) agreed to the following global definition of the social work profession:

Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing.

The above definition may be amplified at national and/or regional levels.

(http://ifsw.org/get-involved/global-definition-of-social-work/)



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CONTENTSOverview of Placement Processes 2Global definition of social work 3Acknowledgement of Country 3Introduction 3Pre-placement Reading List 7

Part 1: Field Education in the Bachelor of Social Work at Victoria University 9ContaCt Us 10

Social Work Unit, College of Health and Biomedicine 10Social Work Field Education staff 10

CommUniCation in the Field edUCation Program 11Victoria University (VU) email 11InPlace Student Portal 11MYVU Portal and VU Collaborate 11

Key dates For Field edUCation 12University teaching semester dates each year 12Compulsory pre-placement briefing dates 12Field Education placement dates 12Field Education 1 – ASW3205 12Field Education 2 – ASW3206 12

ProFessional aCCreditation standards 13Australian Association of Social Workers (AASW) 13Australian Social Work Education and Accreditation Standards (ASWEAS) 13

BaChelor oF soCial WorK CUrriCUlUm 14Course structure 14ASW3205: Field Education 1 15ASW3206: Field Education 2 16Graduate capabilities for Field Education 1 and 2 17

reCognition oF Prior learning (rPl) 18RPL requirements for prior paid work experience 18RPL requirements for a prior field placement 19Procedure for applying for RPL for a field placement 19Student appeals process 20

Part 2: Learning, Teaching and Assessment in Social Work Field Education 21aasW PraCtiCe standards 22learning and teaChing strategies For Field edUCation 22

Integrating theory and practice 22Adult learning model 23Partnerships with the field 23Integration of field-based and classroom based learning 23

aasW assessment PrinCiPles For Field edUCation 24PlaCement rePort 24

Learning Plan development 25Mid-placement Report and review 26Final Placement Report and review 26

SCholarly Writing, Plagiarism and CoPyright 27assessment oF stUdentPerFormanCe 27

Rating guide 27Results for field education units of study 28


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getting helP and Providing FeedBaCK 29Support resources 29Student complaints resolution 29Student Evaluation System (SES) 29

Part 3: Pre-placement Planning and Preparation 30Pre-PlaCement ProCesses

Compulsory field education briefings 31Student prerequisite placement information 31Preparation and submission of résumé 32Allocation of placements 32Self-sourced placements 33Students are asked not to approach agencies regarding possible placements. 33Student personal preparation for placement 33

Pre-PlaCement doCUments 34National Police Certificate 35Working with Children (WWC) Check 37International Criminal Records Check 40Driver’s licence 40Learner’s permits 40Probationary licences 41International and interstate students 41Immunisations 41

Pre-PlaCement intervieWs 42Preparing for a pre-placement interview 42

WorK integrated learning - PlaCement agreement Form (Wil-PaF) 43rejeCtion or WithdraWal oF a PlaCement oFFer 43inaBility to UndertaKe a PlaCement 44

Part 4: Requirements for Social Work Field Education Placements 45BrieF gUide to Feld PlaCements 46dUration and length oF Field PlaCements 47

Minimum time requirements 47After-hours or weekend work 47Variations to placement attendance arrangements 47Procedure for requesting to vary placement attendance arrangements 47Placements undertaken at 2 days per week 48Procedure for requesting a placement at 2 days per week 48Procedure for applying for exemption from 5-day block period attendance 49

attendanCe and BreaKs 49Breaks or leave during placement 49Record of placement hours 50

ProFessional soCial WorK sUPervision 51Agency-based social work supervision 52External social work supervision 52

University liaison sUPPort 53University liaison Person’s rePort 53loCation and tyPes oF PlaCements 54

Placement sectors 54Placement learning focus and activities 54

CONTENTS


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Student tasks and activities on placement 54Placements in the student’s place of employment 55Work Integrated Learning - Work-based Placement Agreement Form (WIL-WPAF) 55Placements undertaken interstate 56Placements undertaken overseas 57

Part 5: Roles and Responsibilities in Social Work Field Education 58organisations in Field edUCation 59

VU Social Work Unit 59Placement agencies 59Working with Children (WWC) Check 60Agency student placement policy 61Withdrawing a placement offer 61

PeoPle in Field edUCation 61Academic Leader, Field Education 61Field Education Coordinators 61University Liaison Persons 62University Liaison Person’s Report 63Field Educators 63Supervision and other requirements for Field Educators 63External Field Educators 64Agency Task Supervisors 64VU sessional and ongoing staff 64Students 65

exPenses assoCiated With Field PlaCement Student entitlements and payment for placement work 66Placement travel, accommodation and other costs 66Use of agency and student vehicles 66

resolving diFFiCUlties on PlaCement

Solution-focused, strengths based, problem-solving approach 67Procedure for resolving difficulties on placement 67

WithdraWal From a PlaCement 68Procedure for withdrawing from placement 69Implications of student results following withdrawal from placement 69

ethiCs and CondUCt 69AASW ethics and practice guidelines 70

saFety and WellBeing 70Discrimination and harassment 70Occupational health and safety (OHS) 71

insUranCe inFormation 71Overseas Travel Insurance for the University 72Group Personal Accident 72Public Liability 72WorkCover 72Key contact 72

Part 6: Forms and Documents for Social Work Field Education 73list oF Key Forms and doCUments 74

CONTENTS


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PRE-PLACEMENT READING LIST

Required readingAASW 2015, ‘Australian Social Work Education Accreditation Standards 2012, VI.4: Revised January 2015’, Australian Association of Social Workers, Canberra. Available: http://www.aasw.asn.au/document/item/3550

AASW 2010, ‘Code of Ethics’. Available: at: http://www.aasw.asn.au/document/item/1201

AASW (no date), ‘Ethical guideline – Case notes’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/2356

AASW (no date), ‘Ethical guideline – Conflict of interest’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/2599

AASW (no date), ‘Ethical guideline – Professional boundaries and dual relationships’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/2354

AASW 2015, ‘Ethics and practice guideline – Ethics and field education: Important reflections for educators and students’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/5560

AASW 2015, ‘Ethics and practice guideline – Mandatory reporting’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/2355

AASW 2013, ‘Ethics and practice standards guideline – Social media, information and communication technology – Part1: Email, text and mobile phone use’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4673

AASW 2013, Ethics and practice standards guideline – Social media, information and communication technology – Part2: Social networking, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4674

AASW 2014, ‘Ethics and practice standards guideline – Social media, information and communication technology – Part3: Providing social work services online / remotely’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/6473

AASW 2013, ‘Practice standards’, Australian Association of Social Workers, Canberra. Available: http://www.aasw.asn.au/document/item/4551

AASW 2014, ‘Supervision standards’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/6027

Cleak, H and Wilson, J 2013, Making the most of field placement, 3rd edn, Cengage Learning, South Melbourne.

http://www.aasw.asn.au/document/item/3550


https://www.aasw.asn.au/document/item/2356












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Recommended readingAASW 2013, ‘Ethics and practice guideline – Using client information for research and educative purposes’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4678

AASW 2015, ‘Ethics and practice guideline – Writing court reports’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4683

AASW 2013, ‘Ethics and practice guideline – ‘You’ve been served’: Responding to a subpoena’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4681

AASW 2011, ‘International ethics – Australian social workers overseas’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/1675

AASW 2012, ‘Supporting ethical practice – Workplace resources for social workers’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/1969

AASW 2015, ‘Working with child clients: Consent, confidentiality and child centred practices’, Australian Association of Social Workers, Canberra. Available: https://www.aasw.asn.au/document/item/4682

Agllias, K, Bowles W, Cassano B, Collingridge M, Dawood A, Irwin J, Lukic M, Maywald S, McKinnon J, Noble C, O’Sullivan J, Wexler J and Zubrzycki J 2010, A guide to supervision in social work field education, Australian Learning and Teaching Council (ALTC), Strawberry Hills, NSW. Available: http://socialworksupervision.csu.edu.au/resources/docs/CSU-guide-social-work-field-education.pdf

Beddoe, L. and Maidment, J. 2009, Mapping knowledge for social work practice: Critical Intersections, Cengage Learning, South Melbourne.

Cleak, H (ed.) 2009, Assessment and report writing in the human services, Cengage Learning, South Melbourne.

Connolly, M and Harms, L 2015, Social work: from theory to practice, Cambridge University Press, Melbourne.

Egan, G 2014, The skilled helper: a problem-management and opportunity-development approach to helping, 10th edn., Cengage learning, Belmont, CA.

Egan, R and Testa, D 2010, ‘Models of Supervision’, in K Stagnitti, A Schoo & D Welch (eds), Clinical and fieldwork placement in the health professions, 1 edn, Oxford, South Melbourne, pp. 145-58.

Giles, R, Irwin, J, Lynch, D and Waugh, F 2010, In the field: from learning to practice, Oxford, South Melbourne, Victoria.

Maidment, J and Egan, R 2015, Practice skills in social work and welfare: more than just commonsense, 3rd edn, Allen and Unwin, St Leonards, NSW.

Rice, S and Day, A 2014, Social work in the shadow of the law, 4th edn, Federation Press, Annandale.

Trevithick, P 2012, Social work skills and knowledge: A practice handbook, 3rd edn, Open University Press, Maidenhead, UK.







http://socialworksupervision.csu.edu.au/resources/docs/CSU-guide-social-work-field-education.pdf


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PART 1: FIELD EDUCATION IN THE BACHELOR OF SOCIAL WORK AT VICTORIA UNIVERSITY


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Professor Marty Grace Head of Social WorkHead of Program, Allied Health Ph: (03) 9919 5022 [email protected]

Dr. John Fox Lecturer Ph: (03) 9919 4419 [email protected]

Dr. Doris Testa Senior Lecturer in Social Work Ph: (03) 9919 5010 [email protected]

Ms Shelley Turner Lecturer Academic Leader Field Education Ph: (03) 9919 4839 Mob: +61 0478 409 920 [email protected]

Dr. Lisa Hodge Lecturer Ph. (03) 9919 5751 [email protected]

Ms Lesley Ervin & Ms Jody Laughton Field Education Coordinators, Social Work Ph: (03) 9919 9541 [email protected]

CONTACT USSocial Work Unit, College of Health and BiomedicineBuilding G, Room 348, Footscray Park Campus

Social Work Field Education staff

Academic LeaderMs. Shelley Turner is the Academic Leader, Field Education and a Lecturer in the Social Work Unit.

Shelley’s role is to oversee the coordination of the Social Work Field Education program and to deal with specific matters, including: • applications for Recognition for Prior Learning (RPL) for Field Education• overseas placements; • applications for sessional work in Field Education; • ensuring compliance with professional accreditation standards; and • other academic issues in Social Work Field Education.

Shelley also coordinates and teaches the Field Education Integrative Seminars, which support students’ integration of social work theory and practice in Field Education 1 and 2.

Shelley’s office is in Building G, Room 356 at Footscray Park campus. To make an appointment, please email a request to [email protected] or phone (03) 9919 4839 or +61 0478 409 920.

Coordinators Ms Lesley Ervin and Ms Jody Laughton are the Coordinators of the Social Work Field Education program.

Their role involves building strategic relationships between the Social Work Unit and agencies in the health and human services sectors. They deal with specific issues such as: • seeking and securing suitable Field Education placements; • allocating students to placements; • engaging and maintaining Field Education sessional staff contracts; • performing field education liaison, where required; • assisting to resolve issues on placements; • assisting to maintain professional accreditation standards; • managing workflow on the InPlace Student Portal; and • other day-to-day issues in Social Work Field Education.

Lesley and Jody’s shared office is in Building G, Room 350 at Footscray Park campus. On Mondays, during the teaching semesters, Lesley or Jody will be in Building D, Room 209 at Footscray Nicholson Street campus and available to see students who are on field placement.

To make an appointment to see Lesley or Jody, please email a request to [email protected] or call (03) 9919 9541.

mailto:marty.grace%40vu.edu.au?subject=

mailto:john.fox%40vu.edu.au?subject=

mailto:doris.testa%40vu.edu.au?subject=

mailto:shelley.turner%40vu.edu.au?subject=


[email protected]

[email protected]


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COMMUNICATION IN THE FIELD EDUCATION PROGRAM

Victoria University (VU) emailThe preferred method of communication in the Social Work Field Education program is via email, unless the matter is urgent, in which case it should be dealt with by telephone. All members of the VU Social Work Field Education team have access to the [email protected] shared email address.

Social Work students and sessional or permanent staff are expected to use their VU email address for communicating with the VU Field Education team and with placement agencies and staff. Online information technology (IT) support is available to students at: vu.edu.au/student-tools/it-services-for-students and to staff at: vu.edu.au/for-staff/it-support-for-staff

InPlace Student PortalAt VU, much of the placement administration process is undertaken online via the InPlace Student Portal at: http://wil.vu.edu.au

The InPlace Student Portal is an online database used to manage student information and the workflow associated with coordinating field placements and Work Integrated Learing (WIL). Specific to Social Work, the website is for use by:• Social Work students• Field Education Coordinators• Academic Leader, Field Education• Head of Social Work

InPlace is integrated with VU systems and uses data from VU Connect to populate student enrolment information.

Instructions for using the InPlace Student Portal are provided to students as part of the compulsory pre-placement briefing. Students can use their existing VU credentials (i.e. VU student user name and password) to log on to the InPlace Student Portal.

If you have any questions or problems using InPlace, please send an email to: [email protected] or phone: (03) 9919 5113.

MYVU Portal and VU CollaborateDetailed information and learning resources for the Social Work Field Education units of study are available to students through the relevant VU Collaborate space for Field Education 1 or 2. In addition, a specific Social Work Field Education VU Collaborate space is available to all students enrolled in the Bachelor of Social Work (ABSW) and Bachelor of Social Work with Honours (ABSX) courses. These can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-portal.

It is important that students access these websites regularly for messages and updates, as well as tasks related to their unit. The University will only send emails, including those from the VU Collaborate space, to students’ VU email account. Information about how to manage VU email can be found under ‘Support and Resources’ in the unit site.


https://www.vu.edu.au/student-tools/it-services-for-students

https://www.vu.edu.au/for-staff/it-support-for-staff

https://wil.vu.edu.au/Security/Account.mvc/LogOnFederation?ReturnUrl=%2f

mailto:wilsystem%40vu.edu.au?subject=

vu.edu.au/student-tools/myvu-student-portal

vu.edu.au/student-tools/myvu-student-portal

BSW FIELD education MANUAL

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KEY DATES FOR FIELD EDUCATION

University teaching semester dates each yearThe academic year at VU is divided across two teaching semesters that, in addition to a week’s mid-semester break, run for 12 weeks each. Dates vary each calendar year, but can be estimated as follows:

Semester 1: Last week of February – second last week of May

Semester 2: Last week of July – third week of October

Compulsory pre-placement briefing datesAll students are required to attend a compulsory Field Education briefing before going on placement. These are held in-class in the semester prior to the relevant Field Education units.

Field Education 1: In-class briefing during ASW3101 Skills for Direct Social Work Practice, early in Semester 1 of the year of placement

Please note that this will change in 2018 in line with the new Social Work course structure. Further advice will be provided at the time.

Field Education 2: In-class briefing during ASW3205 Field Education 1 towards the end of Semester 2, the year prior to placement

Students who are unable to attend the compulsory briefing session should email [email protected] with their reasons and to make alternative arrangements. Students who have not been briefed may not proceed to placement.

In addition to these briefings, pre-placement workshops will be conducted prior to Field Education 1 to assist students in using the Placement Report, the InPlace Student Portal and preparing for field education in general. Additional workshops may also be provided to student preparing for Field Education 2, if required.

Field Education placement datesAt VU, Social Work field placements generally run parallel to the teaching semester dates, as detailed below. This is to ensure that students can benefit from participation in the co-requisite units for Field Education while they are on placement and to ensure that placement attendance does not disrupt students’ other course requirements. However, students or placement agencies requiring specific commencement or completion times may be able to negotiate these in consultation with the Field Education Coordinator.

Field Education 1 – ASW3205 Students usually commence their first field placement close to the commencement date of Semester 2 of the third year of the Bachelor of Social Work course and attend until December. The exact dates are negotiated by the Field Education Coordinator with the student and the placement agency.

Field Education 2 – ASW3206 Students usually commence their final field placement close to the commencement date of Semester 1 of the fourth year of the Bachelor of Social Work course and attend until July. The exact dates are negotiated by the Field Education Coordinator with the student and the placement agency.


BSW FIELD education MANUAL

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PROFESSIONAL ACCREDITATION STANDARDS

Australian Association of Social Workers (AASW)The Bachelor of Social Work course at VU is accredited by the Australian Association of Social Workers (AASW). The AASW is the professional body for social workers in Australia and sets the standard for professional education and practice in social work. More information about the role of the AASW is available on their website at: aasw.asn.au/about-aasw/about-aasw

Australian Social Work Education and Accreditation Standards (ASWEAS) VU’s Social Work Field Education program adheres to the AASW’s requirements for Social Work Field Education programs, which are set out in the Australian Social Work Education and Accreditation Standards (ASWEAS). These also establish the national standards, principles and graduate attributes for social work education in general. The ASWEAS provide the criteria by which professional social work courses are accredited with the AASW. These guidelines were most recently revised in January 2015 and are available on the AASW website at: aasw.asn.au/document/item/3550

Of particular relevance and importance to Social Work Field Education are the following specific guidelines:

Guideline 1.2: Guidance on Field Education Programs (Ref. ASWEAS 3.4)

Guideline 1.2 explains the requirements for Field Education in social work programs and should be read in conjunction with the ASWEAS (2012) standards. In this Field Education Manual, material taken directly from the ASWEAS (2012) guidelines is indented.

Guideline 1.3: Guidance on RPL, articulation and credit transfer (Ref. ASWEAS 4.4)

Guideline 1.3 explains the requirements for granting full or partial credit for a field placement to students seeking recognition for prior learning (RPL), based on previous relevant paid work or field education placement experience. For details about how this relates to applying for RPL for a Social Work Field Education unit at VU, please refer to the relevant sections of this manual.

https://www.aasw.asn.au/about-aasw/about-aasw





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BACHELOR OF SOCIAL WORK CURRICULUM The VU Bachelor of Social Work course is accredited by the Australian Association of Social Workers (AASW) and prepares students for generalist social work practice. The structure and content of the Bachelor of Social Work is founded on a belief in the value of generalist social work education as a basis for locating and addressing social injustice at all levels – personal, group, community and societal.

Commitment to critical social workThe philosophy of the Social Work Unit reflects the humanitarian and social justice orientations of the larger University. This includes a commitment to the continuing development of a critical approach to social work, in recognition that many social problems are associated with an unjust social order. Field Education is integral to the development of relevant values, skills and knowledge for critical social work practice. The Field Education program reflects, in its structure, content and processes, the Social Work Unit’s critical theoretical base.

Centrality of field educationField Education occupies a central position in the curriculum of the Bachelor of Social Work course at VU. In keeping with the generic nature of the Bachelor of Social Work, the Field Education program includes diverse settings, organisational structures, intervention approaches, client groups and social issues. There is an ongoing commitment to contribute to the strengthening of communities in the western region of Melbourne and beyond, through direct practice, community development, research and critical analysis.

Diversity of Social Work students Students undertaking the Bachelor of Social Work at VU reflect the diversity of the western region of Melbourne and originate from a wide range of geographic locations, socio-economic circumstances, and linguistically and culturally diverse backgrounds. VU Social Work students come with a broad range of life experiences that greatly adds to the richness of the program. Moreover, a significant number of students enter the Bachelor of Social Work with substantial prior tertiary-level study and work experience relevant to health and human services.

Course structureThe Bachelor of Social Work is offered within the College of Health and Biomedicine (CHBM) at VU. It requires a four-year course of study. The first year of the course is general tertiary study and the remaining three years are dedicated to social work education, including 1,000 hours of social work supervised field education. Consistent with AASW requirements, Field Education units are offered over two years within the Bachelor of Social Work course at VU.

Units of study in the Bachelor of Social Work (ABSW)

YEAR SEMESTER 1 SEMESTER 2

YEAR 1 Place, Time, ExperienceIntroduction to SociologyAboriginal Traditions and PolicyArts Elective

Introduction to Social WorkSociology of Social ControlSocial Research 1 or Foundations of Social Science ResearchArts Elective

YEAR 2 Human Development in the Social ContextSocial Welfare: History and Current ContextSocial Work TheoriesInterpersonal and Communication Skills

Introduction to Social PolicyGroup Work Theory and PracticeWorking in Human Service Organisations Critical Social Work Theories

YEAR 3 Social Work Practice: Legal ContextSkills for Social Work Direct PracticeHealth and Mental Health: Practice and PolicySocial Research 2

Working with Individuals and Families Field Education 1

YEAR 4 Community DevelopmentField Education 2

Social Policy Analysis: Current IssuesThree advanced professional units of study

*Some final year students undertake Social Work Honours and electives.


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Bachelor of Social Work with Honours (ABSX)The Bachelor of Social Work with Honours provides students with first level research training that prepares them for advanced roles in the social welfare field and possible further academic research at a postgraduate level. Students enrolled in this course undertake an Honours seminar in addition to their standard coursework. As part of both the Honours course and the Field Education 2 unit of study, students design, carry out and write a minor thesis about a small piece of research, under the supervision of an academic staff member. To undertake Social Work Honours, students must meet eligibility criteria and enrol in a separate course for their fourth year.

Further details about the course are provided on the VU website. Students with specific questions about the Honours course should contact Professor Marty Grace, Head of Social Work.

ASW3205: Field Education 1

PrerequisitesASW2104: Critical Social Work Theories ASW2202: Social Work TheoriesASW2203: Interpersonal and Communication SkillsASW3101: Skills for Direct Practice in Social Work

Mode of deliveryThis is a work-integrated learning (WIL) unit that is delivered face-to-face in a human services agency and at the Uni-versity. The unit consists of at least 500 hours of supervised field education, provided by a qualified social work Field Educator. Included in the 500 hours are 14 hours of compulsory practice–theory integration seminars. The first of these seminars are run as pre-placement workshops during the mid-year semester break prior to Field Education 1, to help students prepare for their first field placement. Students will be advised of specific dates and times for pre-placement workshops during the first teaching semester. The remaining seminars are conducted on Monday afternoons during the second teaching semester, to support students with their learning on placement. The seminars are structured to provide students with an opportunity to reflect on their placement experience and to integrate class-based and field-based social work learning.

Students are allocated placements where the focus is on direct casework skills, community development, research or project work. A variety of social work and related rural and urban agencies are utilised. This unit is typically undertak-en during the same dates as the second teaching semester of the third year of the course; usually from June/July until November/December. This is to maximise the opportunities for support that are provided through the theory-practice integrative seminars. Students may undertake 3 or 4 placement days per week during semester and then may increase this to 4 or 5 days per week after the teaching period ends in late October. The duration of each student’s field place-ment, the student’s attendance patterns and placement supervision arrangements can vary according to the needs and requirements of individual students and placement agencies, but must remain consistent overall with the AASW require-ments for Social Work Field Education.

There are no specific co-requisites for this unit of study. Nonetheless, students usually undertake ASW3300: Working with Individuals and Families concurrently with Field Education 1 during the teaching semester. A lecture and tutorials are conducted on Monday mornings.

Unit descriptionASW3205: Field Education 1

This is the first of two field placement units in the Bachelor of Social Work course. This unit focuses on developing knowledge and skills in direct practice. It provides students with the opportunity to develop, under the supervision of a qualified social worker, skills in assessment and intervention with individuals, families and small groups. Students are expected to develop practices that take account of the socio-economic structure of people’s lives as well as their psy-chosocial situation, to gain an understanding of the policy and organisational context of direct practice and to explore the application of critical, developmental, feminist and other approaches to direct practice. Students are expected to apply a generic process model of social work practice to direct practice and to develop skills in applying relevant theory and knowledge in the field of practice where they are placed. This field placement is supported by concurrent, compulsory theory-practice integrative seminars

https://www.vu.edu.au/courses/bachelor-of-social-work-honours-absx


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Learning outcomesAt the completion of Field Education 1, students should be able to:

1. Exhibit the values and ethics of social work as an integral part of their practice.2. Appraise the organisation’s legal and political context within the human services field.3. Analyse the legislation and social policies that influence the field of practice.4. Articulate the theories and methods relevant to practice and reflect critically upon their use and application.5. Exemplify the interpersonal and communication skills required to communicate and work effectively with others.6. Plan and present a learning plan in accordance with the AASW Practice standards for application within the

particular field of placement. 7. Critically reflect on and in practice while engaged in field placement and in professional supervision.8. Exhibit and apply a range of specific social work assessment, intervention and referral skills and knowledge

appropriate to the particular field of placement.9. Locate and critically analyse research knowledge, methods and application appropriate to social work practice and

field placement setting. 10. Interpret and adapt knowledge of cultural diversity in order to work in a culturally responsive and inclusive manner

in a social work context.Students must ensure that they have evidence of completion of at least 500 hours, (including attendance at and participation in 14 hours of theory-practice integration seminars), and are required to keep an accurate log of their placement hours using the Placement Timesheet or a timesheet provided by the placement agency.

ASW3206: Field Education 2

PrerequisitesASW3205: Field Education

Mode of deliveryThis is a work-integrated learning (WIL) unit that is delivered face-to-face in a human services agency and at the University. The unit consists of at least 500 hours of supervised field education, provided by a qualified social work Field Educator. Included in the 500 hours are 14 hours of compulsory practice–theory integration seminars. The seminars are conducted on Monday afternoons during the first teaching semester to support students undertaking Field Education 2. These seminars are structured to provide students with an opportunity to reflect on their placement experience and to integrate class-based and field-based social work learning.

Students are allocated placements where the focus is on direct casework skills, community development, research or project work. A variety of social work and related rural and urban agencies are utilised. Some students may also undertake this placement as part of their Honours research. This unit is typically undertaken during the same dates as the first teaching semester of the fourth year of the course; usually from February/March until June/July. This is to maximise the opportunities for support that are provided through the theory-practice integrative seminars. Students may undertake 3 or 4 placement days per week during semester and then may increase this to 4 or 5 days per week after the teaching period ends in late May. The duration of each student’s field placement, the student’s attendance patterns and placement supervision arrangements can vary according to the needs and requirements of individual students and placement agencies, but must remain consistent overall with the AASW requirements for Social Work Field Education.

There are no specific co-requisites for this unit of study. Nonetheless, students usually undertake ASW3105: Community Development concurrently with Field Education 2 during the teaching semester. A lecture and tutorials are conducted on Monday mornings.

Unit descriptionASW3206: Field Education 2

This is the second and final of two field placement units in the Bachelor of Social Work course. The broad aim of this unit is to provide students with the opportunity to extend their knowledge and experience of linking theory with the realities of practice and extend their skills for social work practice. Field Education 2 reflects the policy, research and community development themes in the class-based curriculum. Placements will usually focus on community development, research or policy work. Some students may also undertake this placement as part of their Honours research. A mixed placement that includes some direct practice may also be negotiated between individual students and the Field Education Coordinator. This placement is supported by concurrent, compulsory theory-practice integrative seminars, which are focused on the skills required for a newly qualifying social work practitioner.

https://www.vu.edu.au/sites/default/files/health-biomedicine/pdfs/placement-timesheet-social-work.xlsx


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Learning outcomes for Field Education 2In order to successfully complete Field Education 2, students must meet the learning outcomes articulated by the AASW as Australian social work graduate attributes (ASWEAS 2012, p.10). These attributes are available in full on the ASSW website in the ASWEAS (2012) guidelines. These attributes have been summarised and incorporated into the following list of expected learning outcomes for students who have successfully completed Field Education 2.

On successful completion of this unit, students are expected to be able to:1. Analyse the values and ethics of social work practice as they apply to a particular field and ensure their appropriate

application when faced with ethical problems, issues and dilemmas.2. Critique the organisation’s legal and political context within the human services field and apply this critique in line

with anti-discriminatory practice approaches. 3. Contextualise the legislation and social policies that influence work within a particular field of practice and their

impact on disadvantaged individuals, families and groups.4. Critically reflect upon the theories and methods of social work practice and evaluate their relevance and application

within the particular placement context. 5. Critically assess and modify their interpersonal and communication skills to work effectively with others.6. Take initiative to contextualise, critique and justify their own personal and professional development in relation to

their own practice.7. Adapt skills and knowledge for direct practice, community development, social research or policy work in the

particular field of practice and context of the field placement.8. Consult with others to identify, propose and /or plan relevant research and research methods in the context of the placement. 9. Exemplify cultural responsiveness, sensitivity and inclusive practice.

Students must ensure that they have evidence of completion of at least 500 hours and are required to keep an accurate log of their placement hours using the Placement Timesheet or a timesheet provided by the placement agency.

Graduate capabilities for Field Education 1 and 2In addition to discipline knowledge, skills and their application, the Social Work Field Education units at VU contribute to students developing the capabilities needed to be:1. Adaptable and capable 21st century citizens who can communicate effectively, work collaboratively, think critically

and solve complex problems by: a. Identifying, anticipating and solving problems ranging from simple to important, complex and unpredictable problems. b. Accessing, evaluating and analysing information. c. Effective communication using known and yet to be developed tools in many contexts. d. Using effective interpersonal skills, collaborate with and influence, their personal, work, and community

networks locally and globally.2. Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals

in work and learning by: a. Understanding the role of culture, values and dispositions in affecting achievement of goals. b. Understanding how to initiate and develop new ideas. c. Planning and organising self and others. d. Decision-making.3. Responsible and ethical citizens who use their inter-cultural understanding to contribute to their local and global

communities by: a. Respecting and valuing diversity. b. Developing capacities required to contribute to a more equitable and sustainable world, including courage

and resilience. c. Understanding the workings of local and global communities and individuals’ responsibilities within these. d. Understanding the intricacies of balancing individual and public good.


https://www.vu.edu.au/social-work-manual


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RECOGNITION OF PRIOR LEARNING (RPL)Some students may be eligible for recognition of prior learning (RPL) for their first field placement. The principles that underpin the processes that the Social Work Unit at VU uses to assess whether a student will be granted credit for their field placement are outlined in ASWEAS Guideline 1.3. The following are relevant general principles from this Guideline:

The AASW acknowledges that life experience informs the student’s participation in a social work course, but does not replace the required course content. Only formal work experience, tasks and duties in line with social work roles, tasks and functions should be considered when granting RPL, not life experience. (ASWEAS Guideline 1.3, p. 5)

Students may apply for RPL for the whole or part of their first field placement on the basis of prior work experience or previous field placements within a human services degree or diploma, or a combination of the two.

The process for deciding whether to grant RPL is based on the assessment of a student portfolio. The student portfolio must meet the criteria outlined in this manual. It must also contain written evidence about how the student’s prior work experience and/or field education placement/s meets the learning outcomes for Field Education 1. The Learning Outcomes are listed earlier in Part 1 of this manual.

Student portfolios for RPL applications for Field Education 1 must be submitted by Week 8 of Semester 1 of the year of placement. All required documents must be lodged by the appropriate dates to avoid hindering the RPL process. Late applications may not be accepted if a placement has already commenced. Previous field placements

RPL requirements for prior paid work experienceApplications for RPL based on prior work experience may result in a partial credit (reduction in the number of placement hours) or full credit for one placement. To be considered for RPL, prior work experience must consist of the following:• At least three years’ full-time equivalent (FTE) practice in a ‘relevant context’ in the previous seven years; of which, a

minimum of one year (FTE) must be during the last three years• Social work practice skills and methods such as assessment, counselling, case work or community work.

A ‘relevant context’ must include an organisational context and work experience comparable to that expected of a first student placement (ASWEAS Guideline 1.3, p. 5).

Student portfolio requirements

For RPL applications based on paid work experience, the student portfolio should include the following:

NO. ITEM DETAILS

1. A cover letter The letter should be addressed to the Academic Leader, Field Education and include the following information: • The student’s personal details (full name, student number, address, phone number, VU email address) • A brief (no more than one page) statement as to why they believe their work experience allows them to meet the Learning Outcomes of Field Education 1

2. A professional résumé This should detail the student’s paid work experience and must clearly demonstrate that it meets the AASW guidelines for work experience (i.e. three full-time equivalent years’ practice in a relevant context in the previous seven years, of which at least one year of full-time equivalent has been in the last three years; and a list of the social work skills used in those roles).

3. Copies of relevant job descriptions These should relate directly to the roles which are being considered for the RPL application.

4. Written references from relevant practice supervisors

These should relate directly to the roles which are being considered for the RPL application.

5. A written student state-ment of workplace learning and self-assessment

Students should use the Student Statement of Workplace Learning (SSWL) Form to provide details about how their paid work experience has enabled them to achieve the Learning Outcomes for Field Education 1. The form includes an assessment rating scale and space for students to provide examples of their use of social work practice skills and methods, (e.g. assessment, counselling, case work and community work).

6. A verification statement and report from a qualified social worker

The student should provide the Academic Leader, Field Education with the name and contact details of a qualified social worker, who can complete a statement and report about the student’s achievement of the Learning Outcomes for Field Education 1. Social Worker Statement of Student Workplace Learning (SWSWL) Form will be forwarded to the nominated social worker for completion.

7. VU Advanced Standing Form To apply for a full credit, students need to complete Pages 1 and 2 of the form, which is available on the VU website. The form is not required for applications for partial credit.





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RPL requirements for a prior field placementApplication for RPL based a previous field placement within a human services degree or diploma may result in a partial credit (i.e. a reduction in the number of placement days). The VU Social Work Unit may grant up to 105 hours’ credit (approx. 15 days) to students who have completed previous placements in accredited diplomas and degrees. The AASW supports RPL for successful completion of the following:A diploma or social welfare degree accredited by the Australian Community Workers Association (ACWA), which required a student to undertake formal work experience, and tasks, duties, roles and functions that correspond with those of social work (ASWEAS Guideline 1.3, p.5).

Student portfolio requirements

For RPL applications based on previous placement experience, the student portfolio should include the following:

NO. ITEM DETAILS

1. A cover letter The letter should be addressed to the Academic Leader, Field Education and include the following information: The student’s personal details (full name, student number, address, phone number, VU email address) Details of the diploma or degree course, placement dates and organisations that are the basis of the application

2. A written student statement of placement learning and self-assessment

Students should use the Student Statement of Placement Learning (SSPL) Form to describe the tasks, roles and functions undertaken during previous placements that reflect the nine Learning Areas for Social Work Field Education.

3. Prior placement reports The reports should be those submitted by the student during and on completion of the relevant field place-ment/s undertaken during the diploma or degree. The reports must include the following: • The placement supervisor’s assessment • The student’s field work report• The student’s log of completed field work hours or a statement from the student’s field education supervisor or teacher verifying the number of placement hours undertaken by the student

4. A reference letter The reference letter should be from the field education supervisor or teacher, supporting the granting of RPL.

Procedure for applying for RPL for a field placementStudent portfolios for RPL applications for Field Education 1 must be submitted by Week 8 of Semester 1 of the year of placement. All required documents must be lodged by the appropriate dates to avoid hindering the RPL process. Late applications may not be accepted if a placement has already commenced.

Step 1: Read ASWEAS Guideline 1.3 and the information provided in this manual to check eligibility to apply for RPL.

Step 2: Contact the Academic Leader, Field Education to discuss the proposed application and student portfolio requirements.

Step 3: Collect and prepare the required information for the student portfolio, ensuring to use the appropriate templates (see above), as required.

Step 4: Meet with the Academic Leader, Field Education to ensure the portfolio is complete and up to the required standard for assessment.

Step 5: Submit the completed RPL application student portfolio to the Academic Leader, Field Education for assessment.

Assessment of RPL applications

Portfolios submitted by students applying for RPL for a field placement will be assessed by the Academic Leader, Field Education and at least one other social work academic. Students may be required to meet with this panel as part of the assessment process and will be advised accordingly.

The criteria used for assessing a student RPL application portfolio are as follows:

1) For applications based on prior paid work experience:

a. evidence that the prior work experience meets the AASW requirements for the granting of RPL; and

b. evidence that the student’s prior work experience has enabled them to meet the Learning Outcomes at the same level as required for Field Education 1.



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2) For applications based on previous field placements:

a. evidence that the placement experience meets the AASW requirements for the granting of RPL; and

b. evidence that the student’s placement experience has contributed towards them being able to meet the Learning Outcomes for Field Education 1.

The panel may decide on any of the following outcomes:

1. To require major or minor revisions to the portfolio

2. To decline approval for RPL

3. To approve RPL for one field education placement or part thereof

Student appeals process

A student may appeal the outcome of the decision in accordance with the VU Student Appeals Procedure and Student Appeals Regulations 2014.

https://policy.vu.edu.au/view.current.php?id=00205




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PART 2: LEARNING, TEACHING AND ASSESSMENT IN SOCIAL WORK FIELD EDUCATION


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AASW PRACTICE STANDARDSThe assessment and learning outcomes for Field Education 1 and 2 are aligned with the AASW Practice Standards (2013), which set the benchmarks that graduates must demonstrate upon entry to professional practice and maintain throughout their professional careers. The Practice Standards provide an overview of what constitutes responsible, high-quality social work practice and what clients, employers, other professionals and the public can expect of social workers. The AASW Practice Standards stipulate the following nine core learning areas, in which social work students are to achieve proficiency:1. Values and ethics2. Organisational and community context3. Policy4. Use of knowledge in practice5. Effective interpersonal and communication skills6. Self-learning and critical reflection7. Assessment and intervention skills8. Research9. Culturally sensitive practice

These standards have also been incorporated into the student Placement Report as the nine required Learning Areas for Social Work students to address while undertaking a field placement.

LEARNING AND TEACHING STRATEGIES FOR FIELD EDUCATIONThe Social Work Field Education units at VU reflect a developmental approach to learning that complies with the principles for social work education set out in the ASWEAS (2012) guidelines.

Student learning on placement occurs primarily through the following methods:1. Practice – by the student of social work and related relevant skills2. Observation and feedback – by the student observing the social work Field Educator in practice; the Field Educator

observing the student in practice; and mutually constructive feedback between the student and the Field Educator to overtly link theory and practice and focus on what the student needs to practice to improve performance

3. Reflective discussion – between the student and the social work Field Educator to explicitly identify what is guiding the student’s practice and to help identify areas for further observation and discussion

Formal and informal feedback will be provided to students throughout the field placement by their Field Educators, agen-cy supervisors, peers and university educators. A mid-placement and final placement review and report is required from the student and their designated social work Field Educator. The reports include detailed assessments and ratings from the student and their social work Field Educator, focused on the student’s performance in each of the AASW nine learning areas required for social work field education.

Integrating theory and practice Field Education is integral to the social work curriculum and provides students with the opportunity to apply, test and develop theory and practice skills. Field experience enables students to develop their understanding of practice reality and from this, to contribute to building the theoretical and skills base of their own practice. A core educational principle in the Bachelor of Social Work course is that theory and practice are inseparably linked. A major objective in the design and implementation of the course is to ensure that the class-based and the field education components of the curriculum are integrated and mutually reinforcing. Field Education practice-theory integration seminars are designed to strengthen the linkage between class-based and field-based learning.






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Adult learning modelThe model for Field Education (as for the Bachelor of Social Work course in general) is one of adult learning. Adult learning theory (andragogy) comprises a set of assumptions about how adults learn. Specifically, this theory holds that adult learners are practical, motivated and self-directed; and orientated to goals and relevancy. It also assumes that adult learners bring life experience and knowledge to their learning. Instead of traditional didactic approaches to teaching and learning; adult learning models involve learning approaches that are problem-based and collaborative, and which recognise mutual respect and greater equality between the educator and the learner.

These principles of adult learning are used to guide teaching and learning approaches in social field education in numerous ways and include the following assumptions, relevant to students:• Students are responsible for educating and informing themselves about the requirements and expectations of social work

field education by making appropriate use of available information and resources, such as pre-placement preparation workshops, the VU Social Work Field Education manual, the VU website, and the Social Work Field Education staff.

• Students are responsible for their personal preparation for field placements and communicating particular needs or foreseeable issues to the Field Education Coordinators in a timely way.

• Students should be involved in the process of organising and negotiating a placement that meets their learning needs, can be provided within the time and resource limitations of the University and a placement agency, and adheres to the AASW and VU requirements for social work field education.

• Students should be pro-active in the development and ongoing use of their Learning Plan, which includes negotiating appropriate learning tasks; and ensuring that the required Placement Report information has been submitted to the appropriate assessment drop-box on VU Collaborate.

• Students should behave and present in a respectful and professional manner at all times with VU and placement agency staff, as well as clients.

• Students are responsible for contributing to assessment in social work field education (i.e. self-assessment, feedback and open communication).

• Students are encouraged to engage in the development of the field education program by providing ongoing, honest, informal and formal feedback about their VU Field Education and placement experiences; and offering suggestions for improvements and new placement opportunities.

Partnerships with the fieldEffective field education involves active partnerships between the VU Social Work Unit and agencies in the field of health and human services. It involves a collaborative and strategic approach to the planning and organisation of field placements and the establishment and maintenance of strong links between VU Social Work staff, agencies and social work Field Educators across and beyond Melbourne and regional Victoria. Specifically, this entails a commitment to high quality social work field education that includes: • the provision of adequate resources; • placement preparation for students and Field Educators; • community access to the VU library resources;• professional development for Field Education sessional and University Liaison Persons; • regular field education liaison and support to Field Educators and students on placement; transparent and accessible

policies and procedures for field education; • a commitment to field education opportunities that reflect the practice context, particularly in the western region of

Melbourne; and• a commitment to contribute to the overall development of health and human services.

The VU Social Work Unit welcomes and facilitates opportunities for input and involvement from agencies and individual practitioners in the Bachelor of Social Work course

Integration of field-based and classroom based learningThe structure and content of course work encourages students to conceptualise, articulate and enrich their learning by the interaction of theory and practice. Students are expected to discuss practice examples in the classroom and to use placement practice examples for assessment tasks for class-based subjects. Field Educators are encouraged to assist students to identify and articulate the theory they are using in the field. Field Educators may arrange to attend some teaching sessions at the University, if they would like to learn, revise, make a contribution, or familiarise themselves with the language and style of theoretical discussion conducted in class.

https://www.vu.edu.au/sites/default/files/social-work-field-manual.pdf


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AASW ASSESSMENT PRINCIPLES FOR FIELD EDUCATIONThe ASWEAS (2012) outlines the following important principles for assessing social work field education placements:1. Social work programs should map the practice standards specified in the AASW Practice Standards across the entire

curriculum and show how field education is located within this. 2. Social work programs have a responsibility to assist organisations and Field Educators to map the AASW Practice

Standards against the experiential learning opportunities offered to students during placements and to articulate how the students’ field education experiences relate to the practice standards.

3. Performance outcomes based on the AASW Practice Standards and the AASW Code of Ethics will be used to assess students in each of their field placements. It is expected that different performance outcomes will assess novice students (first placement students) and graduating students (final placement students).

4. A range of learning activities and methods of assessment should be used to assess the student’s level of achievement and whether they have met the performance outcomes specified.

5. Assessment strategies will require the student to demonstrate performance at the same standards of academic rigour as is expected in any academic subject.

6. The assessment process will include contributions from all parties involved in the placement and is carried out in an equitable and collaborative manner.

7. The final decision about whether the student has achieved the identified learning goals and performance outcomes and has passed the field education subject is made by the social work academic organisational unit (SWAOU) after consideration of material submitted by all parties.

8. Field education curricula must incorporate a development component, such as a rating scale, so that student progress against the practice standards and/or levels of achievement can be assessed and recorded.

These assessment principles have been incorporated into the Placement Report that guides learning and assessment for students on placement. Moreover, the relevant AASW standards that underpin the Placement Report are clearly aligned with the VU Learning Outcomes for ASW 3205: Field Education 1 and ASW 3206: Field Education 2.

PLACEMENT REPORTStudent learning and assessment on placement is guided by a written document known as the Placement Report. This document is based on the template developed by the Combined Schools of Social Work (CSSW) in Victoria, and is sometimes referred to as the Common Assessment Form (CAF). It has been broadly standardised across all Universities and is based on the requirements and principles of the Australian Social Work Education and Accreditation Standards (ASWEAS) (2012), the ASWEAS Guideline 1.2 for Field Education and the AASW Practice Standards (2013). This document ensures that the Learning Areas and the broad learning goals are the same for each student no matter which school of social work they are from.

The Placement Report has the following four key components:1. The cover page, which provides general details about the student, the placement agency, the student’s placement

learning goals and the placement supervision arrangements. 2. The Learning Areas – a description of the nine core student Learning Areas, which have been derived from the

AASW Practice Standards (2013). 3. The Learning Plan – where the student should document what tasks they will undertake relevant to each Learning

Area and outline how and when they will demonstrate to their Field Educator that they have achieved the required learning outcomes. The Learning Plan is a working document and students and Field Educators should refer to it throughout placement to assess progress and identify any additional learning needs.

4. The Mid- and Final Placement Report – where the student and Social Work Field Educator review, comment on and then rate the student’s overall progress to date in achieving the required outcomes for the relevant Learning Area, using the rating guide provided on the next page.








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Submitting the Placement Report on VU CollaborateStudents are required to submit the components of the Placement Report into the relevant VU Collaborate assessment drop-box. This includes the Cover Page and approved Learning Plan (submit as a single document, after approval from the University Liaison Person); the completed Mid-Placement Report (after approval from the University Liaison Person); and the Final Placement Report (after approval from the University Liaison Person). Information should be entered directly into the PDF / Word document template provided in this manual. Students and Field Educators may hand-write these documents in the first instance, but all documents submitted to VU Collaborate must be typed - scanned hand-written documents are not acceptable. Students and Field Educators are advised to keep any hand-written or draft copies of the Placement Report until the student has received their official University result for Field Education 1 or 2. Students or Field Educators with questions or concerns about using the Placement Report should refer to the VU Social Work Field Education manual or contact their allocated University Liaison Person for further assistance.

FIGURE 1: Guide to Placement Report document submissions

Learning Plan developmentStudents should complete the Placement Report Cover Page and the Learning Plan within the first 2-3 weeks of placement. This should be the key focus of this period of the placement, in addition to the student completing required Occupational Health and Safety (OHS) and other workplace orientation and induction processes.

The Learning Plan should be drafted by the student in consultation with their Field Educator and, if applicable, the allocated Task Supervisor. The Learning Plan must identify specific tasks and ways that the student can demonstrate their learning on placement and how the Field Educator can assess the student’s performance in each of the nine Learning Areas. The tasks and details about how and when the student will demonstrate their knowledge and skills must be written as SMART (Specific, Measurable, Achievable, Relevant and within Time-frames) goals. In sum, the development of the Learning Plan involves a formal meeting between the student and Field Educator to:

• Establish the placement goals and set student tasks (using the recommended SMART format).• Complete the Placement Report cover page, which requires: a summary of the organisation or program focus; a

summary of the student’s learning goals for the placement; and a summary of the mechanisms for critical reflection and supervision that will support reflective practice and learning (for example, formal supervision, peer or group supervision, or practice forums).

• Students are to email their draft Learning Plan to the University Liaison Person; 3 days prior to the first scheduled liaison visit.

• Prepare a draft Learning Plan (using the PDF / Word document) for the University Liaison Person. Students are to review and finalise their Learning Plan, in consultation with the Field Educator and University Liaison Person, at the first liaison visit. The Placement Report Cover Page should also be completed prior to and reviewed during this contact visit. Students should then submit their Cover Page and Learing Plan to VU Collaborate in the relevant bassessment drop-box. This should all occur at around 105 hours / 15 days of placement.

The plan constitutes a written agreement between a student and their social work Field Educator that details how the student intends to demonstrate their learning to the Field Educator in each of the following nine Learning Areas, derived from the AASW Practice Standards:

LEARNING PLAN• Email draft to University Liaison Person, 3 days before scheduled first visit• Enter on VU Collaborate (assessment drop-box) at around 105 hours / 15 days on placement

MID-PLACEMENT REPORT• Complete mid-placement review and assessment report at around 250 hours / 36 days on placement• Email draft to University Liaison Person, 3 days before scheduled liaison contact• Submit completed and approved Mid-Placement Report with all comments and ratings to VU Collaborate (assessment drop-box)

FINAL PLACEMENT REPORT• Complete final placement review and assessment report at around 420 hours / 60 days on placement• EMAIL DRAFT TO UNIVERSITY LIAISON PERSON, 3 DAYS BEFORE SCHEDULED LIAISON CONTACT• Submit completed and approved Final Placement Report with all comments and ratings to VU Collaborate (assessment drop-box)


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1. Values and ethics – awareness of contextually relevant ethics in accordance with the AASW Code of Ethics.2. Organisational and community context – an understanding of the organisation’s legal and political context within

the human services field.3. Policy – an understanding of the legislation and social policies that influence the field of practice.4. Use of knowledge in practice – an understanding of theories and methods relevant to practice and an ability to

reflect critically upon their use and application.5. Effective interpersonal and communication skills – demonstrated skills required to communicate and work effectively

with others.6. Self-learning and critical reflection – the ability to take responsibility for one’s own learning and development,

and to perform at a level of competence appropriate to a beginning social work practitioner, including the skills to manage the transition from university to professional practice.

7. Assessment and Intervention skills – applying knowledge of assessment, intervention and referral skills to practice.8. Research – recognition of research as an integral part of social work practice; demonstrating knowledge and

understanding of different types of social research.9. Culturally sensitive practice – an understanding and knowledge of cultural diversity in order to work in a culturally

responsive and inclusive way.

Full details of the expected learning outcomes for each of these nine Learning Areas are provided in the Placement Report.

Using the Learning Plan on placementThe Learning Plan is central to the structuring of learning and assessment tasks for field education. It is intended as a dynamic guide to action, not as an inflexible document. The Learning Plan should be referred to and amended as necessary throughout the placement. It forms the basis for assessing a student’s progress and performance on placement and should assist to identify any additional learning needs. Field Educators should continually monitor and review student performance throughout the placement and provide feedback to the student as required. Issues of concern should be raised with students and the University Liaison Person as soon as possible. Similarly, students should provide feedback to their Field Educator and raise any issues of concern with the Field Educator or University Liaison Person as soon as possible.

Mid-placement Report and reviewField Educators should continually monitor and review student performance throughout the placement and provide feedback to the student as required. Issues of concern should be raised with students and the University Liaison Person as soon as possible.Mid-way through a placement (at around 250 hours / 36 days on placement), the student and Field Educator should meet to: 1. Formally review the student’s performance and progress towards completing the tasks and meeting the learning

outcomes in each of the nine Learning Areas. 2. Complete the Mid-placement Report, including comments and ratings (using the scale provided in the Placement Report). Where applicable, this should be done in consultation with the Task Supervisor. The Mid-placement Report and the review process should identify student progress and/or areas in need of improvement/ greater focus for the second half of placement. The Field Educator must alert students to any of the nine learning areas on the Learning Plan where the student’s performance is below the expected standard. Where a student is at risk of failing the placement, the University Liaison Person should be notified immediately and a very clear plan should be developed with the student to attempt to resolve the issues and achieve successful completion of the placement. Students are required to email a copy of the Mid-placement Report to their University Liaison Person at least 3 days prior to scheduled mid-placement liaison contact. Once the Mid-Placement Report has been viewed and approved by the University Liaison Person, the student must submit it in the appropriate assessment drop-box on VU Collaborate.

Final Placement Report and reviewTowards the end of a placement, (at around 420 hours / 60 days on placement), the student and Field Educator should meet to:1. Formally review the student’s performance and progress towards completing the tasks and meeting the learning

outcomes in each of the nine Learning Areas.2. Complete the Final Placement Report, including comments and ratings (using the scale provided). Where applicable, this should be done in consultation with the Task Supervisor. Studentsare required to email a copy of the Final Placement Report to their University Liaison Person, at least 3 days prior to scheduled final placement liaison contact. Once the Mid-Placement Report has been viewed and approved by the University Liaison Person, the student must submit it in the appropriate assessment drop-box on VU Collaborate.



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SCHOLARLY WRITING, PLAGIARISM AND COPYRIGHTAlthough a substantial component of the writing that a student engages in as part of a social work field placement may not strictly constitute academic writing, it is important that students remain aware of and vigilant about issues related to plagiarism and copyright.

Part of what it means to be a ‘scholar’ is to engage with the work of others, for example, to extend or refine one’s own ideas, critique the work of others, or test and extend theories. Learning and assessment activities therefore often require students to gather information from a number of sources. This may include factual information, data or calculations, visual artefacts and written texts. Whenever a person uses the work of another person, the source must be acknowledged using the correct referencing system. Failure to acknowledge other people’s work appropriately may be regarded as plagiarism or academic misconduct. Use of a student’s own previous work in satisfaction of a new assessment requirement is also not allowed unless it is an explicit requirement for the unit.

VU deals with plagiarism according to the Academic Integrity and Preventing Plagiarism Policy.

All VU students and staff are also bound by the requirements of the Copyright Act (1968) and the University’s Copyright Material (the Use of) Policy when using third party copyright material in the course of their research and study. Students and staff should ensure that they are familiar with this policy and the rules around use of materials produced or owned by others. For information on copyright entitlements and responsibilities for study and research please see vu.edu.au/library/referencing-copyright/copyright.

Academic writing and referencing guidelinesVU provides tools to assist students in understanding appropriate referencing, including the following:

• vu.edu.au/library/referencing-copyright/referencing-guides • vu.edu.au/campuses-services/student-support/language-learning/academic-writing

ASSESSMENT OF STUDENT PERFORMANCEStudent performance on placement is assessed by the social work Field Educator. The Mid- and Final Placement Reports require the student and the Field Educator to rate the student’s performance; and to comment on the rating and the student’s progress towards completing the tasks and meeting the learning outcomes in each of the nine Learning Areas, as set out in the student’s Learning Plan. The Field Educator may consult with other relevant placement staff to review a student’s progress and complete the Mid- and Final Placement Report. The relevant Task Supervisor (where applicable) must be consulted and may also comment on a student’s performance. However, a Task Supervisor may not rate the student’s performance. Ratings are the responsibility of the student (i.e. self-assessment) and the qualified social work Field Educator only.

Rating guideA rating guide has been developed, and is included in the Placement Report, to assist students and Field Educators to assess student performance in each of the nine Learning Areas. The guide indicates the minimum standards expected of students for successful completion of a field placement for Field Education 1 or 2. It provides a numeric rating scale of 0 – 4 with corresponding written descriptors against each level on the scale to assist in assessing student performance, as follows:

RATING LEVEL DESCRIPTORS

NOT CAPABLE 0 Performance not at basic level expected. Poor understanding of requirements. Practice unsafe or inappropriate. Knowledge or skills undeveloped. Little application to learning.

SOME CAPABILITY 1 Working towards a basic capability, more needed.

BEGINNING CAPABILITY 2 Performance at beginning level expected. Requirements understood. Practice capable under close guidance and supervision. Limited adaptability.

CAPABLE 3 Performance at level expected of newly qualifying practitioner. Requirements integrated into practice. Can perform independently. Demonstrates adaptability and critical appreciation of own/others’ practice.

HIGHLY CAPABLE 4 Performance beyond level expected of newly qualifying practitioner. High levels of independence. Engages strongly in critical reflexivity. Exhibits ethical fluency. Generates new understandings or practices.

UNABLE TO BE ASSESSED U/A The work has either not been undertaken, or the supervisor has not had an opportunity to assess competence in this level

https://policy.vu.edu.au/masterlist.php



https://www.vu.edu.au/library/referencing-copyright/copyright

https://www.vu.edu.au/library/referencing-copyright/copyright

https://www.vu.edu.au/library/referencing-copyright/referencing-guides

https://www.vu.edu.au/campuses-services/student-support/academic-support/academic-writing


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Results for field education units of studyA student’s official University result for the Field Education units of study will be recorded as either an ungraded pass (‘S’) or an ungraded fail (‘U’).

To pass Field Education 1 (first placement), students must at least reach a level of beginning capability (2) for all nine areas, appropriate to the setting by the end of the placement.

To pass Field Education 2 (final placement) students must at least reach a level of capability (3) across all nine areas, relevant to placement setting, by the end of the placement.

In circumstances when a social work Field Educator assesses that a student has not achieved the required AASW standards for field education, the recommendation is an ungraded fail – ‘U’ for the placement. When this occurs, the Bachelor of Social Work Review Panel will review the entire Placement Report submitted via the Vassessment drop-box on the relevant VU Collaborate space and any other relevant assessment and evaluation documentation, including emails, timesheets, and supervision notes, to determine a final grade.

Where a student receives an ungraded fail (‘U’) as a final grade; the student is deemed not to have satisfied the requirements for that particular Field Education unit of study and will be required to repeat all components of the unit, including undertaking another field placement.

Where a student receives an ungraded pass (‘S’), the student is deemed to have satisfied the requirements for that particular Field Education unit of study.

Please refer to the VU website for further assistance to understand academic result codes.

VU Bachelor of Social Work Review Panel The VU Bachelor of Social Work Review Panel is convened when a student has experienced significant practice difficulties during a field education placement or when a student’s social work Field Educator has recommended an ungraded fail ‘U’ result for the student’s field education placement.

The role of the VU Bachelor of Social Work Review Panel is to review all relevant information and documents about a student’s performance on field placement and assess this against the following: 1. Relevant AASW accreditation standards.2. Relevant VU policies and procedures.3. The requirements set out in the Social Work Field Education Manual.

On the basis of this review, the Panel will determine a result for the student’s placement on the basis of this review.

The Panel consists of the Academic Leader, Field Education, the Field Education Coordinators and the Head of Social Work. The Academic Leader, Field Education will undertake the following:• Request any information or documents that may be required in addition to the student’s Placement Report, usually

from the University Liaison Person, the social work Field Educator, and the student.• Circulate the Placement Report and additional material to the members of the VU Bachelor of Social Work Review

Panel and convene a meeting to review the material and determine the student’s result for Field Education 1 or 2.• Contact the student and communicate the VU Bachelor of Social Work Review Panel’s decision.

The Field Education Coordinator may assist the panel by assisting to source the required information and documents and providing any additional information about the placement processes and any issues that arose during the placement. The Head of the Social Work Unit will participate in the review process and provide input into the determination of the student’s result.

Student appeals processStudents who receive an ungraded fail ‘U’ can appeal the decision in accordance with the VU Student Appeals Procedure and Student Appeals Regulations 2014.

VU Student Advocacy serviceStudents may also wish to access support from the VU Student Advocacy service, which can assist students with a range of issues, including lodging an appeal. Students can make an appointment to speak to a Student Advocate over the phone or face-to-face by calling +61 3 9919 5400 or by completing the online form available on the VU website.

https://www.vu.edu.au/student-life/exams-results/results/academic-result-codes




https://www.vu.edu.au/campuses-services/student-support/student-advocacy


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GETTING HELP AND PROVIDING FEEDBACKSupport resourcesVU is committed to providing all students with the opportunity and support required to succeed in their studies. Students requiring support regarding academic progress are advised to speak to the Academic Leader, Field Education. Students may also wish to access support from the VU Student Advocacy service, which can assist students with a range of issues, including unsatisfactory progress and lodging an appeal. Students can make an appointment to speak to a Student Advocate over the phone or face-to-face by calling +61 3 9919 5400 or by completing the online form available on the VU website.

VU also offers a range of support, development and guidance services for all students. The following support service are available:• International student support• Academic support• Financial advice• Housing & accommodation• Counselling• Disability support• Health advice• Complaint resolution• Student Advocacy• Welfare services

Information about these services is available on the VU website at: https://www.vu.edu.au/campuses-services/ student-support The VU student portal (vu.edu.au/student-tools/myvu-student-portal) also provides detailed informa-tion on a range of student services that may be helpful.

Student complaints resolutionVU has a Student Complaints Resolution Policy to guide you through the steps you can take to resolve issues related to your time at the University. You can find more information on this process at: www.vu.edu.au/campuses-services/student-support/complaint-resolution

Student Evaluation System (SES) Student feedback on their experiences within the Social Work Field Education units of study is important, because it assists VU to improve the learning experience of units and courses for future students.

Students are encouraged to provide informal feedback directly to the Field Education Coordinators and the Academic Leader, Field Education. The University also collects anonymous student feedback systematically through the Student Evaluation Survey (SES), which is comprised of two student evaluation instruments: the Student Evaluation of Unit (SEU) and the Student Evaluation of Teaching (SET). Students are asked to complete the SEU and SET near the end of each unit. SEU and SET results are anonymous, and are not made available to the teaching staff in the unit until after the University has released students’ final grades.

https://www.vu.edu.au/campuses-services/student-support/student-advocacy

https://www.vu.edu.au/campuses-services/student-support

https://www.vu.edu.au/campuses-services/student-support

https://www.vu.edu.au/student-tools/myvu-portal


https://www.vu.edu.au/campuses-services/student-support/complaint-resolution



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PART 3: PRE-PLACEMENT PLANNING AND PREPARATION


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PRE-PLACEMENT PROCESSES Compulsory field education briefingsAn important first step in the pre-placement process is for students to attend a compulsory Field Education briefing session. These are held in-class in the semester prior to the relevant Field Education units, as follows:

Briefing for Field Education 1: In-class briefing during ASW3101 Skills for Direct Social Work Practice, early in Semester 1 of the year of placement

Please note that this will change in 2018 in line with the new Social Work course structure. Further advice will be provided at the time.

Briefing for Field Education 2: In-class during ASW3205 Field Education 1, towards the end of Semester 2, the year prior to placement

These briefing sessions outline the requirements for before, during and after field placements. Additional briefing and information sessions may also be held at different times throughout the year, but these may not as comprehensive. Students who are unable to attend the compulsory briefing session should email [email protected] with their reasons and make alternative arrangements. Students who have not been briefed may not proceed to placement.

Enrolment in Field Education unitsStudents preparing for Field Education 1 or 2 should enrol in the relevant unit as early as possible. Timely enrolment is important as the class list generated by the electronic enrolment is used by the Field Education Coordinator when seeking placement opportunities. In addition, students are required to be enrolled in a Field Education unit before they can access the InPlace Student Portal (see Part 1 of this Manual for information about using the InPlace Student Portal).

Student prerequisite placement informationOnce enrolled, students can enter their prerequisite information into the InPlace Student Portal to assist the Field Educa-tion Coordinators in allocating a placement. The prerequisite placement information is listed in the diagram at the front of this manual and described in detail in the remaining sections of this part of the manual.

The process for allocating placements is explained further in this part of the manual.

Students should also provide details on the InPlace Student Portal about any possible constraints to undertaking a place-ment or completing a place ment within the usual time frame. Examples of possible constraints include:

• No driver’s licence or licence restrictions• Disability or health condition• Conflict of interest• Need to complete placement within a specific time-frame (e.g. due to study load, overseas placement, International

Visa requirements, etc.)• Partial credits for RPL (i.e. reduced required placement hours)• Carer responsibilities

Students will be offered a ‘suitable placement’ opportunity and will be offered a maximum of two opportunities to undertake a Pre-placement Interview at a potentially suitable placement agency. The criteria for a ‘suitable placement’ are listed further on in this part of the manual.



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Preparation and submission of résuméStudents preparing for Field Education 1 or 2 should create a professional résumé, suitable for their preferred placement field. A well-written résumé is a crucial component to matching and securing a placement for a student. A placement agency is first introduced to a student through their résumé, so it is important that the résumé looks professional. For this reason, students are requested to prepare their résumé in consultation with VU Career Services for students. Students can register with CareerHub to access the full, free resources and support services available to them, such as:

• An online careers toolkit and tutorials for résumé building, careers assessment, interview skills and practice, and self-development

• Personal careers counselling and assistance with applying for placement or job opportunities, including writing a résumé and cover letter, addressing job selection criteria and undertaking interviews and psychometric testing

• Specific and personal assistance for international students

• An online jobs board, listing part-time and casual jobs for current students and full-time positions for graduates

Once a student has prepared their résumé in consultation with VU Careers Services, it should be uploaded to the InPlace Student Portal. Students will be notified by email when their résumé has been sent to a potential placement agency.

Student résumés that fall below the expected standards of a professional résumé will be returned to the student with a request that they seek personal guidance from a VU Careers Counsellor before re-submission.

Allocation of placementsThe Field Education Coordinators seeks placements continuously throughout the year by identifying available placement opportunities that meet the AASW and VU requirements for Social Work Field Education. An extensive database of field education opportunities for students is maintained and continually updated by the Field Education Coordinators. This database contains details of agencies that regularly or occasionally offer field education placements to students at VU.

While all prerequisite placement information is taken into account during the allocation process, students are not guar-anteed a placement that meets their preferred area of interest. This is because Field Education Coordinators must also consider the suitability, timing and availability of placement opportunities, and any specific requests or requirements of a placement agency. More importantly, the Social Work course provides students with a set of generalist skills that are transferable to a wide range of practice areas.

More importantly, the Social Work course provides students with a set of generalist skills that are transferable to a wide range of practice areas. Students are allocated a placement according to and in order of the following criteria:

1. The placement meets the ‘suitable placement’ criteria (see definition provided later in this section of the manual)2. The placement commencement date is close to the commencement date of the relevant teaching semester

(i.e. ideally up to 3 weeks prior to the commencement date or up to 6 weeks from the commencement date)

Placement opportunities are acquired either by the Field Education Coordinators actively seeking out and recruiting potentially suitable agencies to offer a student placement; or by agencies approaching the Field Education Coordi-nators with a potential placement opportunity. Once a potential placement has been identified; the Field Education Coordinators provides a briefing about the placement to the student and a briefing about the student to the agency manager or supervisor.

The process of securing a suitable placement for a student can take up to 12 weeks or more from the time a student submits the prerequisite placement information to the Field Education Coordinators.

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Self-sourced placements

Students are asked not to approach agencies regarding possible placements.

Health and human service agencies generally prefer to deal directly with University Field Education Coordinators, as this is less time-consuming than responding to placement enquiries from individual students. In Victoria, there are at least seven universities seeking placements for students undertaking courses in Social Work each year. This results in a high number of enquiries about student placements, which are coordinated as much as possible on a state-wide basis. Students who make enquiries about field placements without the knowledge and support of the VU Field Education Coordinators, risk damaging the relationship between the agency and the University.

Students with information about a potential placement should contact the Field Education Coordinator to discuss the details. If the potential placement appears suitable; the Field Education Coordinator will follow up and advise the student of the outcome.

It is important to recognise that circumstances for most social and community service organisations may change at short notice. This often requires ongoing negotiations about the nature of placements after initial agreements.

Student personal preparation for placementIt is important that students organise their personal lives as far in advance as possible to accommodate the requirements of their Social Work Field Education placements. Students who plan ahead tend to transition more easily from class-room based learning to field education. It is important that students make adequate space in their lives to meet the minimum 500 hour commitment of a placement. It is also important that students aim to maintain an adequate work-life balance during this time and do not commit to excessive hours on field placement or in paid work.

Students with concerns about planning for their placement should consult with the Field Education Coordinators or the Academic Leader, Field Education. This is particularly relevant to students with concerns about issues related to disability or illness, the outcome of police checks or other personal matters that may impact on their placement learning.

It is recommended that students complete the Student Questionnaire: Personal preparation for placement, which is designed to assist students with their preparation requirements.

Students with a disability or health conditionStudents with a disability or health condition who require particular assistance, such as modifications or adjustments to the physical workplace or to their working conditions in order to carry out their placement duties, are strongly encouraged to discuss their needs with the Field Education Coordinator or the Academic Leader, Field Education before potential placements are sourced. Students are able to access additional support, assistance and resources from VU’s Disability Services.

Students on a VU Disability Access Plan (DAP) are requested to meet with a Field Education Coordinator and a Disability Liaison Officer during the pre-placement planning stage to discuss their placement requirements.

It is always at the discretion of the management of a proposed placement agency whether or not they will accept a student on placement, provided the decision complies with relevant Anti-Discrimination legislation. The Field Education Coordinator will contact agencies for feedback about their decisions. Providing agencies with advance notice about particular student needs can be beneficial to both the student and a potential placement agency. For example, it can help to ensure an appropriate student/agency match and avoid unnecessary pre-placement interviews where an agency is unable to accommodate the particular needs of a student. The Field Education Coordinator will actively advocate on behalf of a student with particular needs during any negotiations with potential placement agencies. The Field Education Coordinator will maintain a record of these consultations and any adjustments that are required to be made to the usual expectations of a placement organisation.

Nonetheless, students are not obliged to discuss their needs with Field Education staff ahead of time and may choose instead to disclose this information directly to a potential placement agency during the pre-placement interview. Students are welcome at any time before or during their placement to approach the Field Education Coordinator or Academic Leader, Field Education for assistance or support to manage their individual placement needs.

Conflicts of InterestStudent must declare any conflict of interest to the Field Education Coordintor , using the InPlace Student Portal in the first instance, that may influence the sourcing, negotiation and finalisation of a Field Education placement as soon as they become aware of the conflict. Examples of a conflict of interest for a student include:


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• being a member of any of a placement agency’s governing bodies or committees• current volunteering arrangements within a placement agency• being a current client of the placement agency• having a family member who is a current client of the agency• having a current or prior close relationship with someone at the agency

A conflict of interest does not necessary result in the withdrawal of a placement offer. Where possible, arrangements can be made to manage any conflicts of interest so that a placement can proceed. Students may be required to discuss any previous, current and/or ongoing relationship with a supervisor or an agency that has been nominated for a potential placement.

Procedure for declaring a conflict of interestStep 1: Read the AASW Code of Ethics and the following AASW Ethical guidelines: • Conflict of interest • Professional boundaries and dual relationshipsStep 2: Declare the conflict of interest in the relevant fields on the InPlace Student Portal; then contact the Field

Education Coordinator to discuss the conflict of interest as soon as possible. Step 3: The Field Education Coordinator, in consultation with the Academic Leader, Field Education, will determine

whether or not the issue can be managed at the proposed placement agency. If a conflict of interest can be managed at the proposed placement:

The Field Education Coordinator will document and advise all relevant parties of any changes that are made to placement arrangements to manage a conflict of interest.

If a conflict of interest cannot be managed at the proposed placement: The placement offer will be withdrawn and an alternative placement will be sought for the student.

Field Educator’s professional development and preparation for placement: VU Social Work staff will discuss and arrange placements individually with each Field Educator. Where there is a need; a meeting may also be arranged to allow the Field Educator and any other supervisory staff to meet with VU Social Work staff to discuss specific placement requirements.

Field Educators are encouraged to attend one or both of the two-day professional development workshops organised by the Victorian Combined Schools of Social Work (CSSW) each year. In addition, agency and external Field Educators may participate in professional development opportunities provided by the VU Social Work Unit for field education. Information about the workshops and other professional development will be distributed by the Field Education Coordinators.

The Field Education Coordinators have a range of resources available to support Field Educators and Task Supervisors in their role. Please email [email protected] for further information or requests.

PRE-PLACEMENT DOCUMENTSIn addition to an up-to-date and professionally prepared résumé, there are a number of documents that students are required to obtain before going on placement. The following table provides a summary of the required documents. However, it is important to note that not all the documents are required for all students, or for all placements. It is therefore essential that students read the detailed information contained in the next sections to determine their individual requirements and follow any additional instructions provided by the Field Education Coordinators.

DOCUMENT ALL STUDENTS COST PROCESS TIME

National Police Certificate Yes Yes – reduced fee available 10 working days from time application received

Working with Children Check Yes No 2 – 3 weeks from time application received

International Criminal Records Check No Yes - varies Varies –may take several months

Driver’s Licence No Yes Varies –may take several weeks

Immunisations (and record thereof) No Yes – unless provided by the agency Varies –may take several weeks


http://www.aasw.asn.au/practitioner-resources/ethical-guidelines

http://www.cssw.com.au



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National Police Certificate All students are requested to apply for a National Police Certificate, also known as a national police records check or national name check, which must be recorded on the InPlace Student Portal. This involves the police searching national crim-inal history records against an applicant’s name. The results of the police check are then issued to the applicant in the form of a certificate. Students are not required to undergo a fingerprint check. Most agencies require students to have a National Police Certificate before being eligible for placement.

The University’s responsibilities in relation to the requirement of police checks for students undertaking placements in health and human services are detailed in the VU policy for Police Checks for Students Undertaking Industry Experience. Staff and students should familiarise themselves and ensure they comply with the University’s policy in respect of police record checks.

Students should apply for a National Police Certificate around 3 months prior to the expected start date of a placement.

In general, applications take a minimum of 10 working days to process, from the date that the application is received by the relevant police office. However, international and interstate students are advised to apply earlier since the process can take longer if information is required from jurisdictions outside of Victoria. Since many agencies view a National Police Certificate as ‘current’ for a period of 12 months, a further certificate is not generally required for Field Education 2. Some agencies, even where students already have a certificate, make and pay for their own National Police Certificate applications. Students will be advised by the Field Education Coordinator in these cases.

Application feesVU is registered with Victoria Police for a Community Volunteer Fee (CVF) number. This entitles students to a reduced fee for a National Police Certificate. To access the reduced fee, students must provide their completed application form to a Field Education Coordinator for signature and the addition of VU’s CVF number.

Application fees change annually on 1st July, in accordance with Police Regulation (Fees and Charges) Regulations 2004. As at 1 January 2016, the fees for a National Police Certificate or name-only police records check is $44.90 (full fee) or $16.90 (reduced fee).

For further information, please refer to the Victoria Police website or contact the Public Enquiry Service on 1300 881 596.

International and interstate studentsVictoria Police will not conduct police record checks for students who are ‘overseas’ or ‘interstate applicants’. This is relevant only to students who are applying for a National Police Certificate while they are actually residing overseas or interstate; it does not apply to international or interstate students who are residing in Victoria at the time of making their application.

International students may have to wait longer than usual for a National Police Certificate, because the records check could involve several jurisdictions. To reduce the potential impact of any delays, international students are advised to contact the Victoria Police Public Enquiry Service on 1300 881 596 to discuss their particular circumstances and to apply for a National Police Check ahead of time.

International students who are actually overseas at the time of applying for a National Police Check should refer to the Australian Federal Police website for more information. ‘Interstate applicants’ should apply through their respective police jurisdiction.

Procedure for obtaining a National Police CertificateStep 1: Complete the Online Application for Police Record Check. This form and instructions for completing it are

available on the Victoria Police website. Students should complete Sections A, D and E of the application form, as follows:

Section A: Select National Name Check (fingerprints not required) Section D: Select No Section E: Select Option 2; then tick ‘other’ within this section, and write ‘Student Placement’ Section G: Certified copies of at least two identification documents totalling 100 points or more (details acceptable identity document and how to certify copies of these are provided on the application form)

Step 2: Print the completed application form.

Step 3: To access the reduced fee, provide the application form to a Field Education Coordinator, either in person or by scanning the document and emailing it as an attachment to [email protected].


http://www.police.vic.gov.au/content.asp?Document_ID=274

https://www.afp.gov.au/what-we-do/police-checks/national-police-checks

https://www.afp.gov.au/what-we-do/police-checks/national-police-checks

http://www.police.vic.gov.au/content.asp?Document_ID=274

mailto:sw.placements%40vu.edu.au.?subject=


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A Field Education Coordinator will sign the form, add the CVF number and return the application form to the student.

Step 4: Ensure the application is complete. Completed application must include the following information:

1 Certified identification documents totalling 100 points or more (refer to section G of the form for full details). 2. Payment (cheque or money order payable to Victoria Police). 3. Any other attachments requested in the application (i.e. additional addresses, previous and/or other names).

Step 5: Send the completed application form and required fee to Victoria Police (application forms must be posted and cannot be faxed or e-mailed):

Victoria Police Public Enquiry Service GPO Box 919 Melbourne Victoria 3001

Receiving a replyNational Police Certificates are sent to student applicants at their nominated postal address on the application form and will not be forwarded to a prospective placement provider or the University. In the interest of privacy, Victoria Police does not recommend that copies are made of National Police Certificates unless confidentiality, secure storage and appropriate disposal can be assured by the requesting person or organisation.

Organisations must sight the original National Police Certificate, but can only retain the original or a photocopy of the certificate with the consent of the applicant. The University retains students’ name, the date of their National Police Certificate and a notation of the result. Any additional certificate information released by students to the Social Work Unit is not retained in any manual or electronic database or filing system.

Confirmation of an offer of placement, particularly in direct practice areas, cannot occur until the result of the national police check has been assessed and cleared by the appropriate placement agency staff member.

Victoria Police will provide the reply for the National Police Certificate in one of the following two formats:

1. ‘No disclosable court outcomes’ 2. ‘Disclosable court outcomes’‘Disclosable court outcomes’ include all findings of guilt at court (with or without conviction) released in accordance with state and federal legislation. Victoria Police will also release details of matters currently under investigation or awaiting court hearing. For further information, including limitations on disclosure, please refer to the Victoria Police National Police Certificate Information Release Policy or contact the Public Enquiry line on 1300 881 596.

In the case of ‘no disclosable court outcomes’:• Students should take the National Police Certificate to the pre-placement meeting at the agency and show the result

to their proposed agency supervisor or the manager of the agency where the placement is being offered.

In the case of ‘disclosable court outcomes’:• Students are advised to make an appointment to meet with the Academic Leader, Field Education to discuss the

possible implications of their disclosable outcomes for their field placement.• Students are strongly encouraged to inform the Field Education Coordinator about any ‘disclosable court outcomes’

so that these can be discussed with potential placement agencies during the negotiations stages. However, students may also opt to inform the agency themselves at the pre-placement interview. In either case, students must take the National Police Certificate to the pre-placement interview and show the result to their proposed agency supervisor or manager. It is always at the discretion of the management of a proposed placement agency whether or not they will accept a student on placement; and to determine whether or not ‘disclosable court outcomes’ will have any impact on this decision.

• Any negotiation between the Academic Leader, Field Education, the Field Education Coordinator, and relevant placement agency staff regarding the student and the basis on which the potential placement is confirmed or withdrawn will be documented in writing.

‘Disclosable court outcomes’ do not always result in the withdrawal of a placement opportunity.


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In the event that a student does not wish to apply for a National Police Certificate:

• The Field Education Coordinator would make every effort to locate a suitable placement, but it is unlikely that a placement would be found for a student where a National Police Certificate would not be required.

In the event that a student obtains a National Police Certificate, but objects to the disclosure of its contents:

• It is at the discretion of the management of the proposed placement agency whether or not they will accept a student on placement in the absence of disclosure of the results of the National Police Certificate.

VU’s policy regarding certificates is Policy Number: POA0409090431

Working with Children (WWC) Check VU requires that all students undertaking a Social Work Field Education placement apply for a Working with Children (WWC) Check and this information must be recorded on the InPlace Student Portal. The Working with Children (WWC) Check creates a mandatory minimum checking standard across Victoria. It aims to help protect children under the age of 18 years from physical or sexual harm by preventing people who pose a risk to the safety of children from working in child-related areas, in either paid or volunteer work. In Victoria, the Department of Justice and Regulation conducts WWC Checks by examining a person’s national criminal records and, in some cases, conduct reports from certain professional bodies.

The WWC Check reveals information about the following:• Convictions and findings of guilt from when an applicant was under 18 years of age• Findings of guilt with or without a conviction• Guilty pleas• Acquittals because of mental impairment• Spent convictions• Pending charges• The circumstances of these charges or court findings

The offences that are relevant to the WWC Check are, as follows:1. Serious sexual, violent or drug offences2. Any offence that presents an unjustifiable risk to the safety of children3. Offences against the Working with Children Act 2005

A complete list of offences is available on the Victorian Government’s WWC Check website.

The Department also considers reports about applicants’ professional conduct. Examples include: the cancellation or suspension of registration or conditions imposed by the Victorian Institute of Teaching or the Suitability Panel; or relevant determinations by the Victorian Civil and Administrative Tribunal (VCAT). Where required, the Department of Justice and Regulation may seek further information from applicants or others.

Application feesFor students or volunteers the check is free of charge and remains valid for any additional student placement or volun-tary work for up to five years. For paid employment, a new and separate WWC Check is required that costs a fee.

Placement agency obligationsConsistent with their legislative obligations under the Working with Children Act 2005, agencies proposing to host a Social Work student on placement are required to ensure that the student has a valid WWC Check, if one is required for their role. It is the responsibility of the placement organisation to assess if a student is suitable to work with children and to continue to monitor their behaviour around children during their placement. For more information, please refer to the Victorian Government’s WWC Check website.

How the WWC Check differs from a Police CheckThe WWC Check and Police Check are different. The Police Check is not an assessment by a government agency; it is only a list, at a given point in time, of the offences a person has committed. In contrast, the WWCC is an assessment of a person’s risk to the safety of children. The following table, adapted from the Victorian Government’s WWC Check website, details the differences between a WWC Check and a Police Check:

http://www.workingwithchildren.vic.gov.au/home/resources/publications/list+of+offences

http://www.workingwithchildren.vic.gov.au/home/about+the+check/how+is+a+police+check+different/



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WORKING WITH CHILDREN CHECK POLICE CHECK

DOES IT ALLOW YOU TO WORK OR VOLUNTEER WITH CHILDREN?

Yes, passing a WWC Check allows you to en-gage in child-related work for 5 years while your criminal record continues to be monitored.

No.

HOW DOES IT WORK? The WWC Check is a screening process that examines serious criminal charges, offences, findings of guilt and professional conduct reports related to the safety of children across a person’s lifetime.

A Police Check is only a list of the offences that can be disclosed from a person’s nation-al criminal records. There is no assessment or investigation made of the offences.

CAN YOU FAIL? Yes, you will either pass or fail the WWC Check. You cannot ‘pass' or 'fail’ a Police Check; it is simply a list of offences.

WHAT IS CHECKED? National criminal recordsProfessional conduct reports including those of the Victorian Insti-tute of Teaching and the Suitability Panel.

National criminal records.

WHAT KINDS OF OFFENCES ARE INCLUDED?

Offences relevant to the safety of children, such as serious sexual, violent or drug crimes.

All types of offences.

HOW FAR BACK DOES THE CHECK GO? Across a person's lifetime. Some offences cannot be disclosed, depending on when they were committed. Go to Victoria Police’s Information Release Policy for details.

HOW LONG IS THE CHECK VALID FOR? 5 years unless suspended, revoked or surrendered. Only current at the time of issue; your organisation may require you to undergo subsequent Police Checks.

IS YOUR CRIMINAL RE-CORD MONITORED?

Yes. Your criminal record continues to be monitored for the life of your WWC Check. Victoria Police automat-ically notifies the department of relevant charges, offences and findings of guilt, which then results in a re-assessment of your eligibility to hold a WWC Check.

No. A new Police Check is needed to show any new offences.

WHAT HAPPENS WHEN YOU CHANGE ORGANISATIONS?

If you pass, your WWC Check is valid for 5 years unless the department suspends or revokes it. The WWC Check enables you to lawfully do child-related work for any organisation. However, if you move from voluntary to paid work you must apply for an Employee WWC Check and pay the fee.

Organisations have their own policies regarding Police Checks. You may need a new Police Check when you start a new job.

Source: Victorian Government, Department of Justice and Regulation 2015

Procedure for obtaining a Working with Children (WWC) CheckStep 1: Locate the online form and instructions for completing it from the Victorian Government WWC Check website.

Step 2: Complete the online application form, as follows:

Type of application: Select the option to apply for a ‘Volunteer Check’ to be exempt from paying any fees.

Organisation details: Select ‘yes’ that you do know which specific organisation(s) you will be doing volunteer child-related work for.

Insert ‘Victoria University’ as the organisation name.

In the postal address fields, type the following:

Social Work Field Education Coordinator (E308)

Corner of Ballarat Road and Mills Close Footscray Victoria 3011 Phone: (03) 9919 9541

For occupational work codes, select ‘52 Educational - other institutions providing children’s study or training programs’.

Step 3: Print the application summary and receipt. Do not sign the application summary, as it must be witnessed at the time of lodging.

http://www.google.com.au/url?url=http://www.police.vic.gov.au/retrievemedia.asp%253FMedia_ID%253D38447&rct=j&frm=1&q=&esrc=s&sa=U&ei=5eg9VOyvNsy8jAKk7ICACg&ved=0CBoQFjAB&sig2=oKgTMZo_Ji3PIeCeYuAzjA&usg=AFQjCNGVfeZsKmmo5gP_LchACQ1Ia0OXsw

http://www.google.com.au/url?url=http://www.police.vic.gov.au/retrievemedia.asp%253FMedia_ID%253D38447&rct=j&frm=1&q=&esrc=s&sa=U&ei=5eg9VOyvNsy8jAKk7ICACg&ved=0CBoQFjAB&sig2=oKgTMZo_Ji3PIeCeYuAzjA&usg=AFQjCNGVfeZsKmmo5gP_LchACQ1Ia0OXsw


https://online.justice.vic.gov.au/wwccu/onlineapplication.doj


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Step 4: Prepare original identification documents, not copies, totalling 100 points or more (refer to the Department of Justice and Regulation website for full details) to show to the counter operator at a participating Australia Post retail outlet.

Step 5: Organise a passport-size photograph according to the specific requirements on the website.

Step 6: Take the completed application form, original identification documents and passport-size photograph to a participating Australia Post outlet and lodge the application.

Once students have successfully lodged their application at Australia Post, their receipt will be stamped and returned to them.

Receiving a replyApplicants should keep their contact and child-related work details up to date during the time they are waiting for a reply, so they can be notified of changes in the status of their WWC Check.

Applicants can either ‘pass’ or ‘fail’ a WWC Check. Student applicants will receive advance advice, in the form of an Interim Negative Notice, if the Department of Justice and Regulation does not intend to pass their WWC Check.

Applications generally take two or three weeks to be finalised. Student applicants and the VU Social Work Field Education Coordinator will be advised of the outcome at this time. It will take an additional two weeks for the WCC Check card to be made and mailed to the student. However, if the screening check reveals criminal activity or a relevant, adverse professional conduct report, or if the student applicant has a very common name, it can take up to 12 weeks for the application to be assessed.

Failing a WWC CheckAn Interim Negative Notice will be issued to a student applicant if the Department of Justice and Regulation does not intend to pass their WWC Check. If an Interim Negative Notice is issued to a student, they may lodge a submission explaining why they believe they should pass the Check. An Interim Negative Notice will be accompanied by a letter that outlines the relevant offence/s, pending charges, or professional conduct reports that led to an applicant being issued with an Interim Negative Notice. The letter will also list all other offences or professional conduct reports and explains how and when to make a submission.

If the Department of Justice & Regulation decides that a student applicant poses an unacceptable risk to the safety of children they will be issued with a Negative Notice. A Negative Notice prohibits students from doing child-related work even if they are supervised or qualify for an exemption. The Negative Notice is effective from the date on the Notice.

A copy of the Negative Notice will be sent to the Social Work Field Education Coordinator at VU, but they will not be informed about the reason for the Negative Notice. By law, students must inform any organisation that engages them in child-related work that they have been issued with a Negative Notice. Negative Notices may be appealed to the Victorian Civil and Administrative Tribunal (VCAT).

Negative Notice holders cannot apply for a WWC Check for a period of five years unless their circumstances change.

Passing a WWC CheckThe Department of Justice & Regulation will notify applicants who pass the WWC Check by email. After this, the applicant should receive their WWC Check card in the mail within two weeks. The WWC Check card has the following information: applicant name, signature, photograph, card number, card type, expiry date and other unique security features to prevent fraudulent use.

Once a WWC card has been issued to a student they must do the following, prior to their placement:

1. take the WWC Check card to a Field Education Coordinator for sighting OR scan and email a certified copy of their WWC Check card to [email protected]; and

2. show their WWC card to the supervisor or manager of their proposed placement agency at the pre-placement interview or any other agreed time (prior to the start of placement).

Note: As soon as a student has signed a Work Integrated Learning - Placement Agreement Form (WIL-PAF) to start a field placement that involves child-related work, they must update their online WCC Check cardholder information to include the details of their placement agency.

http://auspost.com.au/pol/app/locate/post-office/working-with-children-check-vic

mailto:%20sw.placements%40vu.edu.au%3B?subject=


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WWC Check cardholders and applicants are required to keep their contact and child-related work details up to date, so they can be notified of changes in the status of their WWC Check and when their card is due for renewal. Cardholders must inform the Department of Justice and Regulation within 21 days if their address or contact details change; if they change employer; or move to another voluntary role or student placement. This is a legal requirement under the Working with Children Act 2005 and failing to comply is an offence that may incur financial penalties. Details can be updated at any time at the Victorian Government’s WWC Check website.

WWC Checks are valid for five years from the date an applicant passes. Relevant criminal records continue to be monitored during this time and a WWC Check can be suspended or revoked if required. For more information about WWC Checks, please refer to the website or call the Information Line on 1300 652 879 during business hours (8.30am-5pm, Mon-Fri).

WWC Check applications in progress at time of pre-placement interview

In the rare instances where a student has not been able to complete their WWC Check in time for a pre-placement interview, their stamped receipt can be used by the student to prove to a placement agency that their WCC Check application has been made and is in progress. The student will be required to present the completed WWC as soon as it is received by the student and in some cases, the placement may not commence until this time. In general, this decision is at the discretion of the placement agency. However, a student is not permitted to do child-related work on placement whilst their application is in progress if the student:• Has been charged with, convicted or found guilty of a serious sexual, violent or drug offence listed in Schedule 3

of the Working with Children Act 2000• Previously failed the WWC Check, was issued with a Negative Notice and has not subsequently been given a card• Is a supervisor of a child employee• Is a worker under the Children’s Services Act 1996 or Education and Care Services National Law (Victoria) Act 2010

International Criminal Records Check Some agencies require international students to supply an International Criminal Records Check prior to being able to embark on placement. As procedures vary, international students are strongly advised to discover the means by which this information can be obtained, if necessary by contacting their local embassy, so that delay in proceeding to placement can be minimised. In the event your country of origin cannot provide such a check, please advise the Field Education Coordinator as soon as possible via [email protected].

Driver’s licenceThe vast majority of placement agencies require students to have a driver’s licence, so it is important that students record this information on the InPlace Student Portal. Relatively limited placement opportunities are available to students without a driver’s licence and in some cases; a particular placement opportunity may not be available at all to students without a driver’s licence. It is important that students inform the Field Education Coordinator as soon as possible that they don’t have a driver’s licence to reduce the likelihood of experiencing a delay in securing a suitable placement. Students are not precluded from undertaking a field placement due to not having a driver’s licence.

Information about the types of driver’s licences available in Victoria and how to apply for one is available on the Australian Government website and the VicRoads website.

Learner’s permitsIn general, placement agencies requiring students to have a driver’s licence will not accept students who have a Learner’s Permit. Students should advise the Field Education Coordinator as soon as possible if their driver’s licence is a Learner’s Permit.


http://www.australia.gov.au/information-and-services/transport-and-regional/drivers-licence-application

https://www.vicroads.vic.gov.au/licences/your-ls/get-your-ls


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Probationary licencesMost placement agencies requiring students to have a driver’s licence will accept students who hold a P1 or P2 probationary licence. However, given the restrictions of these licences, it is recommended that students with a P1 or P2 licence ensure that the Field Education Coordinator are aware of their licence type.

Students holding a P1 or P2 probationary licence should ensure that they are familiar with the restrictions of these licences and consider how this may impact on their capacity to perform particular driving tasks on placement. They should also ensure that their placement agency and Field Educator are aware of these restrictions. In particular, the implications of the following P1 or P2 licence restrictions should be discussed at the pre-placement interview:

• P1 licence holders must not carry more than one peer passenger aged 16 to less than 22 years of age.• P1 and P2 licence holders are not permitted to use a mobile phone of any kind (i.e. no hands-free or hand-held, or

any reading or writing of text messages) while driving. Note that the usual prohibitions on probationary vehicles do not apply to P1 and P2 licence holders in the following

circumstances:• When a probationary driver is driving the vehicle in the course of the driver’s employment and at the employer’s

request, or in the course of the driver’s business or to and from the work place of that business, and where an Australian Business Number (ABN) is in force.

Students with a P1 or P2 probationary licence should ensure that they take their P plates with them to placement if they are required to drive agency vehicles as these are not usually supplied by agencies.

International and interstate studentsThere are different rules that apply to international students about obtaining a Victorian driver’s licence and the type required depending on their visa status (temporary or permanent).

New Zealand residents with a current driver’s licence are treated under Victorian regulations as interstate drivers. Interstate and New Zealand drivers residing in Victoria are required to convert their licence and/or learner permit to a Victorian equivalent once they have resided in Victoria for a continuous period of 3 months or more. Students should refer to the VicRoads website for details and further information.

ImmunisationsIt is recommended that students undergo a course of hepatitis B vaccinations prior to field placement. A full course of vaccinations takes six months, so students should see their GP to arrange this as early as possible. Students must indicate their immunisation status on the InPlace Student Portal.

Some health placements, such as hospitals, require students to have all recommended immunisations and screening prior to commencing their placement. In Victoria this is per the recommendations made by the Department of Human Services. Students are also required to maintain any follow-up vaccinations as per the recommended schedule and to maintain a personal immunisation record that documents vaccinations given and test results.

Students planning to undertake a placement interstate or overseas should ensure they consider any particular local immunisation requirements.

https://www.vicroads.vic.gov.au/licences/renew-replace-or-update/new-to-victoria/overseas-drivers

https://www2.health.vic.gov.au/public-health/immunisation

https://www2.health.vic.gov.au/public-health/immunisation


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PRE-PLACEMENT INTERVIEWSThe pre-placement interview is an opportunity for students and staff from prospective placement agencies to meet each other before a placement occurs and to complete the Work Integrated Learning - Placement Agreement Form (WIL-PAF). For placements with an agency-based model of social work supervision, the pre-placement meeting should involve: the student, the agency manager or supervisor and the Field Educator. For placements with an external model of social work supervision, the pre-placement meeting should involve: the student, the agency manager or supervisor, the Task Supervisor and the External Field Educator (where possible).

The pre-placement interview provides both students and placement agency staff with an important opportunity to:• Clarify expectations• Discuss the student’s learning needs• Discuss any special requirements or concerns• Explore the learning opportunities available within the agency• Confirm or alter placement arrangements• Decline or withdraw the placement offer

A pre-placement interview should take place as soon as possible once an initial placement offer has been made by an agency. In most cases, students will be required to initiate contact with the agency within two weeks of receiving an offer to arrange the meeting. However, some agencies prefer to initiate contact with the student. The Field Education Coordinators will advise students about the appropriate way to arrange a pre-placement meeting.

The pre-placement interview is the first opportunity that a student has to introduce themselves personally to a prospective placement agency. In order to maximise this opportunity and improve the likelihood of being offered a placement at the agency, it is essential that students are well prepared for a pre-placement interview.

Preparing for a pre-placement interviewStudent performance at a pre-placement interview can be a significant determinant in securing a placement offer. Strong interviewing skills are not just important for securing a student placement, but are also crucial for ongoing career development. Students who participate in the compulsory pre-placement briefing before Field Education 1 will have an opportunity to participate in a mock pre-placement interview. It is also strongly recommended that students participate in the job application and interview skills workshops that are regularly run by VU Careers Services.

Prior to attending their pre-placement interview, students should research their prospective placement agency as thor-oughly as possible to ensure they understand the nature, purpose and function of the agency. Students should also be clear about who they are meeting at the interview; the full name, job title and role of each participant. Students are advised to be punctual to their pre-placement interview and appropriately dressed. It is also important that students are prepared to provide relevant information to the agency manager or supervisor and are prepared to answer questions. Students are advised to contact the Field Education Coordinator for clarification if they are uncertain about any of this information or require additional advice and support.

Placement PortfolioStudents should compile a professional Placement Portfolio to take to their pre-placement interview that contains the following:1. Current résumé (should be identical to the one submitted to the agency via the InPlace Student Portal)2. Blank copy of the Work Integrated Learning - Placement Agreement Form (WIL-PAF)3. Working with Children (WWC) Check card4. National Police Certificate

If relevant and available, students should also include the following:• Copy of driver’s licence • Completed International Police Check• Record of immunisations

It is recommended that students complete the Student Questionnaire: Pre-placement Interview Social-work, which has been designed to assist students with their preparation requirements.

https://www.vu.edu.au/careers/career-services-for-students



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WORK INTEGRATED LEARNING - PLACEMENT AGREEMENT FORM (WIL-PAF)The student must take a blank copy of the Work Integrated Learning - Placement Agreement Form (WIL-PAF) to the pre-placement interview and complete it in collaboration with the placement agency. The WIL-PAF sets out the placement schedule, supervision requirements and the agreement summary and details. These must be read and signed by the student; a suitable representative from the placement agency (i.e. manager or Field Educator); and a VU Field Education Coordinator. The agreement ensures that the proposed placement arrangements meet the requirements of VU Social Work and the Australian Association of Social Workers (AASW).

The Student is responsible for emailing the completed WIL-PAF to the Field Education Coordinators at [email protected]; no later than 5 working days prior to the placement commencement date. If approved, the Field Education Coordinator will sign the WIL-PAF and return it to the student and placement agency via a confirmation email. The confirmation email advises that the placement can commence and provides details of the allocated University Liaison Person and, (if applicable), the allocated external Field Educator.

The student is then responsible for submitting the signed form to the relevant assessment drop-box on their VU Collaborate space.

No placement should commence until the WIL- PAF has been received by a Field Education Coordinator and approval of the placement has been confirmed in writing to all relevant parties via a placement confirmation email. Placement days undertaken prior to receiving the WIL- PAF and issuing a placement confirmation email may not be recognised.

Students should advise the Field Education Coordinators as soon as possible of any changes to the arrangements outlined on the WIL- PAF, including their address or phone contact details. Additional details are provided on the form.

REJECTION OR WITHDRAWAL OF A PLACEMENT OFFERWhen a student declines an offer for a placement or an agency decides to withdraw a placement offer following a pre-placement interview, the student must discuss the reasons with the Field Education Coordinators. This is to determine whether or not the placement was suitable or if other issues or barriers to placement were identified that can assist with future placement planning and matching. The Field Education Coordinators will also seek feedback from the placement agency supervisor or manager.

Agencies may decide to withdraw a placement offer if there are genuine concerns about the student’s preparedness for or motivation to undertake a placement at the agency, but must ensure that in making this decision they adhere to relevant Anti-Discrimination legislation.

Criteria for a ‘suitable’ placementA placement is deemed suitable if it meets the following criteria:

1. The AASW requirements for a social work placement can be met2. Appropriate and adequate social work supervision is able to be provided to the student 3. The available learning opportunities are appropriate to the student’s learning needs (as per AASW requirements)4. The placement location is reasonably accessible by car or public transport (i.e. generally up to one hour travel time

each way)

Refusal of a ‘suitable’ placement offerIf student declines a suitable placement offer, the student may be required to attend a meeting with the Academic Leader, Field Education and the Field Education Coordinators before any further placement opportunities will be sourced.

In the event that a student declines or is refused a suitable placement offer on two occasions, the student may be required to attend a meeting with the Academic Leader, Field Education and the Field Education Coordinators. It is at the discretion of the Academic Leader, Field Education, in consultation with the Head of the Social Work Unit, whether further placements will be sought on the student’s behalf.

In order to assist with such a decision, students may be required to provide medical or other evidence of their potential to undertake or continue in the field education units of study.



https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/quick-guide-australian-discrimination-laws


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Unsuitable placementsAlthough every attempt is made to ensure an appropriate match between a student and a placement agency, occasionally it becomes evident at a pre-placement interview that a placement is not suitable. If a placement is found not to meet the above criteria for suitability, the agency may withdraw their offer or the student may respectfully decline the placement. In these instances, the Field Education Coordinators will continue to source a suitable placement opportunity for a student.

INABILITY TO UNDERTAKE A PLACEMENTIn accordance with the AASW accreditation requirements, students who are unable to undertake a field placement for any reason during the course of their studies are unable to satisfactorily complete the Field Education component of the Bachelor of Social Work degree.


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PART 4: REQUIREMENTS FOR SOCIAL WORK FIELD EDUCATION PLACEMENTS


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BRIEF GUIDE TO FIELD PLACEMENTSThis following table provides a summary of key placement information for students and field education staff. It is intended as a brief guide only and does not provide complete information about Social Work field education and placement requirements.

It is essential to read and understand the contents of the entire Social Work Field Education manual before commencing a placement.

TABLE 1: Summary of key placement information

Number of placements • At least two placements during the Bachelor of Social Work course, undertaken in different calendar years

Overall placement hours • Minimum total of 1,000 hours required to graduateDuration of each placement • Minimum 500 hours (approx. 72 days, if calculated at 7 hours per day) Placement attendance • Usually 3 or 4 days per week during teaching semester, undertaken over a continuous period (without breaks, except public holidays).

• No leave of any kind can be counted towards the required hours.Timing of placements • 3rd year – generally concurrent with Semester 2

• 4th year – generally concurrent with Semester 1Placement location and type

• The two placements must be in different fields of practice and with different organisations• One placement must entail direct service delivery• One placement can be interstate or overseas• One placement can be work-based, under strict conditions• No placement can be purely observational

Key field education resources

• VU Social Work Field Education Manual• Social Work Field Education VU Collaborate space• InPlace Student Portal • Australian Social Work Education and Accreditation Standards (ASWEAS) (2012)• AASW Guideline 1.2: Guidance on field education programs

Key pre-placement requirements for students

• Attend compulsory pre-placement briefings and workshops• If eligible, apply for Recognition for Prior Learning (RPL) for first placement• Enrol in unit and enter prerequisite placement information into InPlace Student Portal• Prepare résumé in consultation with VU Careers Services and upload to InPlace Student Portal• Meet with Field Education Coordinator to discuss any potential issues, constraints or other personal circumstances (e.g. no driver’s

licence; international visa requirements; health concerns)• If VU Disability Access Plan (DAP) in place, please meet with Field Education Coordinator and Disability Liaison Officer to discuss

placement requirements• Obtain Working with Children (WWC) Check and National Police Certificate and enter details as required on to InPlace Student Portal• Ensure immunisations are up to date and recorded (if relevant to placement); record on InPlace Student Portal • Obtain and maintain a valid driver’s licence (if possible); record on InPlace Student Portal • Attend and participate in pre-placement interviews• Declare any possible conflict of interest on Inplace Student Portal • Complete and email Work Integrated Learning - Placement Agreement Form (WIL-PAF) to Field Education Coordinator• Submit signed WIL-PAF after confirmation from Field Education Coordinator to VU Collaborate (assessment drop-box)

Conduct on placement • Students and VU staff must adhere to the policies and procedures in this manual; those listed on the VU website and intranet; and in the WIL-PAF

• Students and placement staff should adhere to the policies and procedures of the placement agency• Social work students and professionals must comply with the AASW Code of Ethics and Practice Standards• Students and placement staff should raise any issues of concern in a timely and appropriate way• Students should maintain a record of their placement tasks and must maintain an accurate record of placement hours

Placement supervision arrangements

• All students on placement are allocated a University Liaison Person who is either a member of staff of the VU Social Work Unit or an appropriately qualified social worker contracted by the University

• Students are also allocated a Field Educator, who is a qualified social worker with a minimum of two years’ post-qualifying practice experience• Field Educators may be employed by the placement agency (agency-based) or employed by VU (external)• If a student is allocated an external Field Educator, the placement agency will provide a suitably experienced Task Supervisor to

provide day-to-day supervision and support to the student• A student is generally permitted to have an external Field Educator for one placement only • Supervision must take place between the student and Field Educator for no less than 1.5 hours for every 35 hours (approx. 5 days) of

placement (i.e. generally one supervision session each fortnight where a student is on placement 3 or 4 days per week)• A component of the supervision can be provided as group supervision, provided it does not constitute more than half of the required

amount of professional social work supervision (i.e. max. 11 hours per student) • The Field Educator is required to observe the student’s practice as part of the overall assessment

Learning and assessment • Attendance and participation in the Field Education theory-practice integration seminars and submission of class assignments• Attendance and participation on field placement, including active involvement in the development and completion of placement tasks• Submission of completed of the Placement Report (includes the Learning Plan; Mid-placement Report and Final Report) during

placement with appropriate self-assessment and supervisor’s ratings

https://www.vu.edu.au/sites/default/files/social-work-field-manual.pdf




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DURATION AND LENGTH OF FIELD PLACEMENTS Minimum time requirementsThe AASW requires that Social Work students complete a minimum of 1,000 hours of field education, usually in two placements of 500 hours over two calendar years. At VU, Social Work students usually complete two field education placements of 500 hours each to achieve the required total of 1,000 hours. Included within the 500 hours is 14 hours of compulsory student attendance and participation in theory-practice integration seminars, conducted at the University. To be recognised by the AASW as a social work field placement; the minimum hours on placement must not be less than 280 hours (ASWEAS Guideline 1.2, p. 3).

Field placements are usually undertaken over a continuous period at a minimum of 3 days per week, (counted at 7 hours per day), unless otherwise negotiated with the placement agency and the Academic Leader, Field Education. Students may undertake 3 or 4 placement days per week during semester and then may increase this to 4 or 5 days per week after the teaching period ends.

Students should discuss and agree upon placement attendance days and time requirements with the placement agen-cy during the pre-placement interview; and record these arrangements on the Work Integrated Learning - Placement Agreement Form (WIL-PAF).

After-hours or weekend workIn some cases, students may be required to undertake early morning, evening, overnight or weekend work, which falls outside of the usual Monday to Friday, 9am to 5pm business hours. Examples include: • A school camp that occurs as part of a placement at a school• An early morning or evening home visit to a client• A weekend agency fundraiser• A ‘staff retreat’ or overnight professional development program

This work is counted towards placement hours on a one-for-one basis. That is, each hour of work on placement is counted as one hour, including work that is conducted after-hours, during weekends or on public holidays. The only exception to this rule is placements involving a significant number of regular overnight work hours, such as a residential care unit. In these instances, the Field Education Coordinators will assess the overnight attendance and work requirements, and determine in consultation with the social work Field Educator and the student how many overnight hours can be counted towards the placement. Students are not entitled to time-and-a-half, or double time, which agency employees may be entitled to for working outside of usual business hours.

Variations to placement attendance arrangementsArrangements regarding attendance and the hours of work within a placement may be negotiated and varied between the student, their Field Educator and other relevant agency supervisors throughout the placement. It is at the agency’s discretion whether or not a student’s request to vary their attendance is granted, but any changes to attendance arrangements must comply with the University and AASW requirements for social work field education.

Variation of days and hours will not be considered for reasons such as student holidays or study leave.

Students must ensure that significant variations to attendance arrangements are approved by the placement agency; the Field Educator and the University Liaison Person. The Field Education Coordinators must be informed of these variations. Examples of significant variations include:• Reducing attendance from 4 to 3 days per week• Increasing attendance from 3 to 4 or 5 days per week• Altering regular daily attendance hours to include half days (i.e. less than 7 hours) or after-hours work• Any other changes to regular attendance arrangements that will be in place for longer than a fortnight

It is important that the University is aware of any significant changes to placement arrangements and related information, as there may be implications for insurance and compliance with professional social work accreditation requirements.

Procedure for requesting to vary placement attendance arrangementsStep 1: Discuss and negotiate proposed changes to placement attendance with the social work Field Educator and,

if applicable, the Task Supervisor. If approval is not granted by the agency, the student cannot alter their attendance arrangements.


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Step 2: Send an email to the University Liaison Person and copy in the Field Education Coordinators, Field Educator and, if applicable, the Task Supervisor. Provide the following information:

• The reason/s for the proposed changes to placement attendance • Confirmation that the agency supports the proposed changes • How long these changes will remain in place (i.e. Short-term, long-term or permanent for the duration of the placement) • Appropriate supporting documents in the form of scanned attachments to the email (if applicable)

The University Liaison Person will consider the request and ensure it meets the requirements for social work field education. The University Liaison Person will reply to the request via email, (copying all parties into their response), and indicate any of the following outcomes:

1. A request for additional information or evidence to support the claim2. The request has been denied, including reasons for denial3. The request has been approved

Placements undertaken at 2 days per weekIn some cases, placements may be undertaken at a minimum of 2 days per week, subject to the approval of the placement agency and the Academic Leader, Field Education. Most agencies prefer students to attend for a minimum of 3 days per week or if attendance is reduced to 2 days per week; that this is a short-term arrangement during the placement period.

The AASW guidelines stipulate that placements undertaken at 2 days per week must include at least two full-time block periods of 5 days each, unless there are ‘extenuating circumstances’ (ASWEAS Guideline 1.2, p.3). Each student’s situation is assessed on an individual basis to determine ‘extenuating circumstances’. However, in general it would apply to students with a serious health issue, illness or disability that inhibits their capacity to undertake two full-time block periods of 5 days.

Extenuating circumstances should normally only pertain to those with a disability in which the five day block is likely to lead to more impaired health or is simply untenable due to the nature of the disability. (ASWEAS Guideline 1.2, p.3)

Examples of circumstances that would not be considered extenuating (ASWEAS Guideline 1.2, pp.3-4) include the following:

• Starting a new job or other work commitments• Family obligations• Vacations or overseas trips• Moving house• Financial cost• Temporary health mattersThe VU Social Work Unit is required to report regularly to the AASW on incidents where extenuating circumstances are granted to students.

Procedure for requesting a placement at 2 days per weekStep 1: Read the ASWEAS Guideline 1.2

Step 2: If a student is already on placement, first seek approval from the agency supervisor to reduce attendance to 2 days per week. If approval is not granted by the agency, the placement may not be able to continue.

Send an email to the Field Education Coordinators at [email protected] requesting to undertake a placement at 2 days per week with the following information:

• The reason/s for the request • Whether or not the placement agency supports the request (if applicable) • Appropriate supporting documents in the form of scanned attachments to the email (if applicable)

The Field Education Coordinator will consider the request, in consultation with the Academic Leader, Field Education. Students and their allocated Field Educator, University Liaison Person and Task Supervisor (if applicable) will receive an email in reply, indicating any of the following outcomes:1. A request for additional information or evidence to support the claim2. The request has been denied, including reasons for denial3. The request has been approved




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Procedure for applying for exemption from 5-day block period attendance Step 1: Read the ASWEAS Guideline 1.2 to determine ‘extenuating circumstances’

Step 2: If a student is already on placement: first seek approval from the agency supervisor to be exempt from the 5 day block attendance requirement.

Send an email to [email protected] requesting an exemption from the 5-day block attendance requirement with the following information:

• Details of the extenuating circumstances and how these impact on the student’s ability to undertake a full-time 5 day block attendance period

• Whether or not the placement agency supports the exemption (if applicable) • Appropriate supporting documents in the form of scanned attachments to the email (if applicable)

The Field Education Coordinator will consider the request, in consultation with the Academic Leader, Field Education. Students and their allocated Field Educator, University Liaison Person and Task Supervisor (if applicable) will receive an email in reply, indicating any of the following outcomes:1. A request for additional information or evidence to support the claim.2. The request has been denied, including reasons for denial.3. The request has been approved.

The onus is on the student to demonstrate their extenuating circumstances and to provide appropriate supporting documentation (e.g. a medical certificate) where required and requested by the Academic Leader, Field Education.

ATTENDANCE AND BREAKSStudents should advise the relevant agency contact person immediately if they are unable to attend placement when expected. If the agency contact person is not the student’s Field Educator or Task Supervisor (if applicable); the student should also contact them as soon as possible.

The Work Integrated Learning - Placement Agreement Form (WIL-PAF) and orientation to the placement organisation should include clear guidelines about who to contact and how (phone, email or text message) in the event that a student is unable to attend placement on any particular day. Students should take this requirement seriously as it may affect their overall assessment in regards to professional conduct.

Breaks or leave during placement In order to ensure that placements are structured in a way that is educationally viable, placements are to be undertaken over a continuous period, without breaks for holidays. This means that usual mid-semester break periods do not apply, except for public holidays. It is important to note that no leave of any kind may be counted towards the required 500 hours. That is, any leave taken must be made up by added placement hours.

[Student placement] hours must be completed within the normal working hours / days of the organisation hosting the placement. No leave of any kind may be included in this requirement; that is, the full 1,000 hours must be completed. (ASWEAS Guideline 1.2, p. 3)

Similarly, if placement agencies close for a full day or half day for public holidays, students will need to make up these hours up at a later time during their placement.

Lunch or other breaksStudents are expected to work the usual hours for their placement agency, for example 9am to 5pm with a minimum half hour (30 minute) lunch break during the day. Students may not count lunch or other breaks towards placement hours.

Consistent with workplace health and safety requirements, students must take a break after a maximum of 5 consecutive hours of work and may not work straight through the day without any breaks at all. Occasionally, students may be required to work a ‘half-day’ or less than 5 consecutive hours on placement. In these instances, students are not required to take any breaks, but may take one if needed.




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Sick leaveStudents may take up to three single (i.e. non-consecutive) days of sick leave without a medical certificate during their-placement. Hours taken for sick leave must be made up. For sick leave of more than two consecutive days or more than a total of three days during the overall placement, students must submit a medical certificate to their Field Educator, Task Supervisor (if applicable) and the University Liaison Person.

Procedure for applying for sick leaveStep 1: Contact the Field Educator and Task Supervisor (if applicable) using the agreed method on the Work Integrat-

ed Learning - Placement Agreement Form (WIL-PAF) (i.e. by email, mobile phone text message or voice mail) and advise them about illness and absence from placement, including the expected length of absence.

Step 2: If absence due to illness is more than two consecutive days or more than a total of three days during the overall placement; obtain a medical certificate for the required dates and provide a copy to all of the following people:

a) The Field Educator b) The Task Supervisor (if applicable) c) The University Liaison Person

Step 3: Make arrangements as soon as possible with the Field Educator to make up the required hours on placement and advise the University Liaison Person by email of the arrangements.

Step 4: Upon return to placement, email the University Liaison Person and copy the Field Education Coordinators into the email to confirm re-commencement of placement.

Other leaveOther days may be taken as leave from placement if negotiated with the Field Education Coordinator and the Field Educator and Task Supervisor (if applicable). In some cases, students may require a temporary withdrawal from placement. In general, this would be related to serious unforeseen or emergency situations that impact on the student’s ability to continue their placement. To apply for leave on these grounds, student should also refer to the Procedure for resolving difficulties on placement in Part 5 of this manual. An approved temporary withdrawal from placement is referred to as ‘approved leave’. All approved leave arrangements should be confirmed in writing by the student, by sending an email to their University Liaison Person and the Field Education Coordinators.

Procedure for applying for other leaveStep 1: Discuss proposed arrangements and gain preliminary approval from the Field Educator and Task Supervisor

(if applicable). Make arrangements with the Field Educator to make up the required hours on placement.

Step 2: Email the Field Education Coordinators at [email protected] and copy the University Liaison Person into the email to request approval to take leave. Provide the following supporting information:

a) The reasons for the request b) The expected length of leave and return to placement date c) Whether or not the Field Educator supports the request d) Proposed arrangements for making up the required hours on placement

Step 3: Wait for a confirmation email from the Field Education Coordinators to advise that the leave has been approved. Do not commence leave until confirmation has been received from a Field Education Coordinator.

Step 4: Upon return to placement, email the Field Education Coordinators at [email protected] and copy the University Liaison Person into the email to confirm re-commencement of placement.

Record of placement hoursStudents are required to keep an accurate record of their placement hours and to ensure that they have evidence of completion of their 1,000 hours. Students should use the Placement Timesheet to record their placement hours, unless a placement agency specifically requests that they use an agency timesheet instead. Students must ensure that their Placement Timesheet is signed off by their Field Educator or Task Supervisor on a regular basis, preferably at each supervision session. Students should also ensure that at the end of a placement; their placement hours are updated and accurately recorded on the, Placement Timesheet and then submitted to the relevant assessment drop-box on VU Collaborate, as this forms part of the student’s formal placement record.





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Calculating placement hours In general, students will work approximately seven hours per day on placement, during the normal hours of operation of the agency. This does not include lunch or other breaks. During a full day on placement, students must take at least a 30 minute break, which cannot be counted towards overall placement hours. Each hour of work on placement is counted as one hour (60 minutes), including work that is conducted after-hours, during weekends or on public holidays. The only exception to this rule is placements involving a significant number of regular overnight work hours, such as a residential care unit (please refer to ‘After-hours or weekend work’ in this manual). Students are not entitled to time-and-a-half, or double time, which agency employees may be entitled to for working outside of usual business hours.

Using the Placement TimesheetTimesheets can be printed and completed manually. Timesheets can also be completed electronically, which will automatically calculate the number of hours completed. Students can use the timesheets to keep a basic record of their placement activities each day (e.g. placement attendance, supervision session, staff training or workshop, court attendance, etc.). However, it is recommended that students also keep a more detailed record of the daily tasks completed on placement, using a diary or similar. Start and finish times must be entered into the timesheet using the 24 hour clock format. Total break time must be entered as hours and minutes. If a break is less than one hour, place a zero before the minutes. A sample time sheet is shown below, which includes weekend and after-hours work. The sample time sheet also shows the minimum number of required breaks for the hours worked.

TABLE 2: Sample placement timesheet

ACTIVITY DATE DAY START TIME FINISH TIME TOTAL BREAKS TOTAL HOURS WORKED

Placement attendance 08/03/2016 Tue 09:00 17:00 0:30 7.5

Placement attendance 09/03/2016 Wed 09:00 20:30 0:30 10

Group supervision 10/03/2016 Thu 10:00 12:00 0:00 2

Placement attendance 10/03/2016 Thu 13:00 16:00 0:00 3

Camp (overnight) 12/03/2016 Sat 09:30 00:00 1:00 13.5

Camp 13/03/2016 Sun 00:00 18:00 1:30 16.5

PROFESSIONAL SOCIAL WORK SUPERVISIONDuring a field placement, students are supervised by a qualified social worker who is eligible for AASW membership and has practised social work for a minimum of two years. This person is referred to as a ‘Field Educator’ and is responsible for the educational guidance of the student on placement and for the quality of service to clients. The Field Educator should observe the student’s practice where the focus of a placement is on direct practice. Where possible, the Field Educator should also observe the student’s involvement in team and interdisciplinary meetings. The Field Educator may not be someone who has a prior or existing close personal relationship with the student.

Professional social work supervision is intended to provide a forum for interactive discussion, mutual feedback, reflection and learning. The AASW requires that professional social work supervision is provided to a student for no less than 1.5 hours for every 35 hours (5 days) of placement. In general, this equates to one supervision session each fortnight, if a student is attending a placement three or four days per week. At a minimum, half of this supervision (approx. 11 hours) must be provided on a one-to-one basis.

https://simple.wikipedia.org/wiki/24-hour_clock


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Agency-based social work supervisionSocial work field placements are usually offered in agencies that employ qualified social workers and where supervision can be provided by an experienced, on-site social work supervisor, known as a Field Educator. Figure 3, provides a diagrammatic overview of the professional social work supervision and liaison arrangements for students supervised by an agency-based Field Educator.

FIGURE 3: Agency-based model of social work field education supervision

External social work supervision When a suitably qualified staff member is not available within the agency, an external Field Educator may be appoint-ed by the University to provide the required professional supervision instead. In these instances, the Field Education Coordinator will negotiate with the placement agency to provide a suitably qualified co-field educator, known as a ‘Task Supervisor’. This person is responsible for supervising the student’s day-to-day learning in conjunction with the external social work Field Educator. Figure 4, provides a diagrammatic overview of the social work supervision and liaison arrangements for students supervised under such a model. This arrangement is generally permitted for one placement only, except under the ‘exceptional circumstances’ that apply to work-based placements.

FIGURE 4: External model of social work field education supervision

Other models of social work supervision Other models of social work supervision can also be used to support students on field placement, for example, co-supervision, inter-disciplinary team supervision, or multiple supervisors located at the same or different placement sites. Some group supervision is also acceptable, but cannot constitute more than half of the required amount of professional social work supervision. The Field Education Coordinator will take all proposed supervision arrangements into account when assessing the suitability of a placement. Ongoing supervision arrangements on placement are monitored by the University Liaison Person to ensure that they continue to meet AASW guidelines.

Placement Agency

Placement Agency

Social WorkField Education Team

Victoria University

Social WorkField Education Team

Victoria University

UniversityLiaison Person

UniversityLiaison Person

Field Educator (Social Work Supervisor)

Task Supervisor(Day-to-day Supervisor)

External Field Educator (Social Work Supervisor)

Student

Student


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UNIVERSITY LIAISON SUPPORTEach VU Social Work field placement is overseen by an allocated University Liaison Person. A University Liaison Person is either a staff member of the VU Social Work Unit or an experienced social worker who is contracted by the University. Their role is to act as a ‘human link’ between the University and the placement. University Liaison Persons monitor placement arrangements and offer support to both students and their placement supervisors. They are expected to clarify educational issues; monitor placement arrangements and student progress; mediate any difficulties; and assist in problem-solving minor issues. University Liaison Persons provide a minimum of five contacts with the agency and student during a placement. In addition, it is expected that University Liaison Persons will email the student and Field Educator separately mid-way between these contact times to ‘check in’, that is, to monitor progress, request feedback and offer support. More contacts are possible if issues arise during the placement or if the student or the Field Educator makes a specific request for additional support.

NO. TYPE TIMING FOCUS PRESENT

1. In person Around 105 hrs (15 days)

• Ensure placement arrangements are still suitable and that an OHS safety audit has been completed (use OHS Checklist to complete one if required)

• Clarify placement expectations• Ensure appropriate, achievable and clear student Learning Plan and goals (SMART)• Ensure arrangements in place for Field Educator to observe student interaction with

clients and staff • Provide educational support to student, Field Educator or Task Supervisor, if required• Set date for mid-placement review

StudentField EducatorTask Supervisor (if applicable)

2. Email Mid-way between first and third contact

• Monitor progress, request feedback and offer support Separate email to:StudentField Educator Task Supervisor (if applicable)

3. Phone Around 250 hrs (36 days)

• Review student progress to date as per the Learning Plan and Mid-placement Report• Establish that student performance on track for successful completion of placement• Ensure clear requirements for successful placement completion – alert University of

any concerns• Ensure Field Educator has observed student in practice or date has been set for this to

occur as soon as possible• Engage in collaborative problem-solving, as required• Ensure accurate record of placement hours• Set date for final placement review

Student Field Educator Task Supervisor (if applicable)

4. Email Mid-way between third and fifth contact

• Monitor progress, request feedback and offer support Separate email to:StudentField Educator Task Supervisor (if applicable)

5. Phone Around 420 hrs (60 days)

• Review student progress as per the Learning Plan and Final Report• Ensure clear requirements for successful placement completion and for finishing well• Ensure accurate record of placement hours• Complete and email University Liaison Person’s Report as required – as soon as pos-

sible after contact

StudentField EducatorTask Supervisor (if applicable)

For further details about the roles and responsibilities the organisations and people involved in student field placements, please refer to Part 5 of this manual.

UNIVERSITY LIAISON PERSON’S REPORTThe University Liaison Person maintains a record of the liaison contacts by completing the University Liaison Person’s Report. The University Liaison Person will email a copy of the report after the first, third (mid-placement) and fifth (final placement) liaison contacts to the student, Field Educator and, if applicable, Task Supervisor; and copy in the Field Education Coordinators. Students are required to submit the completed University Liaison Person’s Report in to their assessment drop-box on VU Collaborate in order to finalise their placement.

LOCATION AND TYPES OF PLACEMENTS


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Placement sectorsThe University has partnerships with agencies across virtually all sectors of human services. Some examples of fields in which VU Social Work students have undertaken placements include:• Community services• Local and state government• Health and mental health• Youth justice and adult corrections• Statutory and non-statutory child protection• Refugee and asylum seeker services• Schools and education providers• Child and family services• Aged care and disability• Specific sexuality and gender-identity services • Housing and homelessness services• Culturally-specific support services

Placements are allocated according to each student’s learning goals and the availability of placement opportunities that meet the AASW requirements for Social Work Field Education. The Field Education Coordinator seeks placements continuously throughout the year by identifying the needs of students, the types of placements being offered, the availability of appropriate social work supervision and the suitability of tasks.

Placement learning focus and activitiesThe ASWEAS guidelines require that agencies selected to provide field placements must be able to provide suitable social work activities and fulfil the learning requirements of the field education program. At least one placement must focus on and involve direct practice and no placement can be solely observational. ‘Direct practice’ means that students should ‘engage directly with individuals, groups, families, communities’ (ASWEAS 2012, pp.29-30).

VU Social Work students generally undertake a direct practice placement during Field Education 1 and may undertake a research or project placement during Field Education 2. Students undertaking Honours can carry out field research during their Field Education 2 placement.

Student tasks and activities on placementPlacements are a practice-based learning experience for students and student activity should reflect agency practices and functions, as a means of achieving placement objectives. Completion of class-based requirements should not ordinarily be undertaken during Field Education hours. However, students may be required to include material about placement activities in their class-based subject assignments.

Although there is variation in the types of tasks allocated to students on placement, there are some expectations of social work students that are common to all placements. It is expected that all VU Social Work students on placement will:• Uphold the AASW values of respect for persons, social justice and professional integrity.• Act in accordance with the principles outlined in the AASW Code of Ethics and the AASW Practice Standards.• Declare any conflicts of interest and raise any issues of concern in a timely way.• Participate in regular social work supervision with the designated Field Educator.• Participate in the required liaison contacts and meetings.• Use the Placement Report to guide learning and assessment.• Comply with relevant legislation and agency policies and procedures.• Present sound theoretical rationale for practice, policy or research decisions.• Maintain an accurate record of placement hours and tasks.• Comply with the policies and procedures outlined in this manual.

VU Social Work students undertake field education placements across a wide range of human services agencies and sectors, located in a variety of geographical areas. This provides students with exposure to a diversity of learning opportunities with different client groups and social work supervisors. This is consistent with ASWEAS guidelines, which promote such diversity of experience in social work field education:




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In addition, students on field placement are expected to be involved in a range of activities that are specific to the context of their placement agency. The following is a list of activities that a student may be required to undertake during field placement. This list is not exhaustive, but provides an indication of the types of activities commonly involved in social work field placements:

• Attend and participate in required agency meetings.• Manage demanding and changing tasks and competing priorities.• Work both independently and as part of a team.• Work regular office hours with the possibility of extended hours.• Work in buildings that may be multi-storey and in office areas of different configurations (e.g. open plan).• Work in different geographic locations.• Work on a computer for several hours in a day.• Present at court or other similar forums.• Liaise with a variety of other agencies, service providers and professional staff.• Interact with clients, their families and significant others.• Facilitate or co-facilitate group work.• Deliver therapeutic interventions.• Undertake relevant training courses or attend seminars or conferences.• Deal with people with challenging physical and/or emotional behaviour.• Undertake administrative tasks (e.g. complete time and attendance sheets; book venues, rooms or cars; maintain

petty cash records; write reports; maintain files and case notes, etc.)• Communicate clearly in both written and verbal forms.• Use technology (e.g. photocopier, mobile and landline telephones, data projectors, televisions, electronic

whiteboards, radios, walkie-talkies, two-way radios, closed-circuit cameras, swipe-card security and access systems, alarm clocks, etc.).

• Drive vehicles in all traffic and weather conditions and perform basic car maintenance (e.g. clean windscreen, tidy interior after use, fill with petrol, report any faults, etc.).

Placements in the student’s place of employment Placements undertaken in a student’s place of work or where they are a volunteer must conform to the requirements outlined in ASWEAS Guideline 1.2 (p.8). Field Education placements within a workplace must be significantly different from employment within that agency. The focus of a placement is the student’s education and development as a social worker. This requires that students have the opportunity and support to experiment, take risks, learn from experiences, reflect and analyse their social work tasks.

Assessment on placement focuses on the student’s developing competence as a social worker and this may be different from the agency requirements of a worker. Difficulties can arise if a student is placed in a situation where conflicting role expectations, (as student and worker), or conflicting assessment criteria exist. Thus, with a selection of placements, clear delineation will occur between a student’s placement and a student’s workplace.

In sum, it is expected that student placements will be undertaken in a different organisational context and field of practice to a student’s place of employment. This is to ensure that students are provided with a breadth of experience and to prevent conflicts of interest between employment and education roles. However, the Social Work Unit may waive this requirement for one placement only, provided that the placement arrangements meet all the other policies and principles set out in ASWEAS (2012) and Guideline 1.2. This is assessed by the Field Education Coordinator in consultation with the Academic Leader, Field Education and where required, the Head of Social Work.

Work Integrated Learning - Work-based Placement Agreement Form (WIL-WPAF)Students wishing to undertake a work-based placement must complete a Work Integrated Learning - Work-based Place-ment Agreement Form (WIL- WPAF). A completed WIL- WPAF constitutes a signed agreement between the student, the work-place supervisor/manager and the Field Education Coordinators that the placement meets the requirements set out in the agreement. These include the following AASW requirements:

1. The employee will be in a student role while on placement.2. The student will be able to meet the educational requirements, principles and policies set out in ASWEAS Guideline 1.2.



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3. The assigned learning experiences do not involve the student’s regular work responsibilities4. The student will have protected time while on placement, separate from their usual work duties, that includes time to

complete placement-related reading, reflective learning and assessment activities.5. Wherever feasible, the supervisor will not be the student’s line manager or usual supervisor.

In addition, the WIL-WPAF must contain explanatory information about the following specific issues:1. How the student’s learning goals differ from their regular employment duties.2. How the criteria outlined in ASWEAS Guideline 1.2. for Field Education will be met.3. How the placement will be monitored to ensure that the criteria will be met.

The AASW guidelines provide that in exceptional circumstances, a student may be granted two field placements in their place of employment. In cases where exceptional circumstances apply, the second placement in a place of work must be in a completely different practice setting and field of practice and with a different Field Educator from the first placement. For full details please refer to ASWEAS Guideline 1.2.

Procedure for applying for a work-based placementStep 1: Read the requirements for work-based placements outlined in ASWEAS Guideline 1.2 and the VU Social

Work Field Education Manual.

Step 2: Discuss the above requirements with the workplace supervisor or manager and gain the supervisor or manager’s support to undertake a work-based student placement that complies with these requirements.

Step 3: Contact the Field Education Coordinators to discuss the proposed work-based placement and obtain provisional approval.

Step 4: Complete the Work Integrated Learning - Work-based Placement Agreement Form (WIL-WPAF) in consultation with the workplace supervisor or manager and the proposed social work Field Educator and Task Supervisor (if applicable).

Step 5: Submit the completed and signed form for approval to the Field Education Coordinators at via the relevant assessment drop-box on VU Collaborate

Step 6: Wait for a confirmation email from the Field Education Coordinators, including information about the allocated University Liaison Person and if relevant, external Field Educator. Do not commence a placement until confirmation has been received from a Field Education Coordinator. Hours completed on an unconfirmed work-based placement may not be counted and students may not be covered by VU insurance.

Procedure for applying for a second work-based placementStep 1: Read the requirements for work-based placements outlined in the VU Social Work Field Education

Manual and the ASWEAS Guideline 1.2 criteria for ‘exceptional circumstances’ that allow a student to undertake a second work-based placement.

Step 2: Send an email to the Academic Leader, Field Education outlining the following:

a. The reasons and exceptional circumstances for undertaking a second work-based placement

b. The specific steps, measures and processes that will be taken within the proposed work-based placement to ensure compliance with each of the key AASW accreditation standards for field education

Step 3: If approved to undertake a second work-based placement, follow the procedure for applying for a work- based placement.

Placements undertaken interstateVU Social Work students may undertake one placement in another Australian state or territory. Interstate placements must meet all the usual standards, criteria and responsibilities related to Social Work Field Education at VU. Students wishing to undertake an interstate placement will need to be actively involved with the Field Education Coordinator to make the necessary arrangements.





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Procedure for applying to undertake an interstate placementStep 1: Research one or more desired placement agencies to find the following information:

a. The placement at the agency is likely to meet the criteria for Social Work Field Education outlined in ASWEAS Guideline 1.2.

b. Contact details for an appropriate, senior-level agency staff member for the Field Education Coordinator to discuss the possibility of the student undertaking a placement at the agency.

Step 2: Download and print current academic record.

Step 3: Contact the Academic Leader, Field Education to arrange a meeting to review the proposed placement details and bring the above information to the meeting.

If preliminary approval is granted for the student to undertake an interstate placement; the Field Education Coordinator will contact the proposed placement agency to determine the viability of the student undertaking a placement there. It is always at the discretion of the management of a proposed placement agency whether or not a student’s request to undertake a placement is accepted.

Step 4: If approved to undertake an interstate placement, a pre-placement interview may be conducted over the phone or internet (e.g. Skype) to ensure the clarity of placement arrangements. The student must ensure that the Work Integrated Learning - Placement Agreement Form (WIL-PAF) is completed, signed and returned to the Field Education Coordinator, via the relevant assessment drop-box on VU Collaborate at least 3 weeks prior to commencing the placement.

Student proposals for an interstate field placement will be considered in conjunction with the Head of the Social Work Unit for approval.

Placements undertaken overseasVU Social Work Students may undertake one placement overseas. Overseas placements must meet all the usual standards, criteria and responsibilities related to VU Social Work Field Education. To meet AASW requirements, at least half (500 hours) of a student’s overall field education requirements must be completed in Australia. It is preferred that the first placement takes place in Australia. This is to ensure that students are familiar with the processes, requirements and expectations of Field Education before undertaking a placement overseas.

VU exchange or study abroad programsIt is simplest if an overseas placement is undertaken as part of a VU exchange or study abroad program. These programs offer students a significant level of financial and other support for their overseas travel and study. To be eligible to study on either an exchange or study abroad program, a student must have:• Achieved a credit average.• Completed one year of undergraduate study (8 units) at VU or completed one semester of postgraduate study (4 units) at VU.

VU offers specific assistance and advice to students who want to study overseas as part of their degree. More information about studying overseas is available on the VU website.

Travel insuranceIt is strongly recommended that students going overseas obtain an Overseas Travel and Illness Insurance policy for their medical and additional expenses, for example emergency transportation, repatriation, personal property, personal liability. Please refer to Part 5 of this manual for further information about VU insurance policies.

Procedure for applying to undertake an overseas placementStep 1: Look at the VU website to determine if an exchange or study abroad program is suitable and if there are

partner universities in their desired location. Step 2: Find out if a desired partner or other university offers a suitable Social Work program.Step 3: Download and print the Social Work course structure and any additional information about field placements

(e.g. length and timing of placements; co-requisite and pre-requisite units of study).Step 4: Download and print current academic record.Step 5: Contact the Academic Leader, Field Education to make an appointment to discuss the proposed overseas

placement and bring the above information to the meeting. Student proposals for an overseas field placement will be considered in conjunction with the Head of the Social Work Unit for approval.


https://www.vu.edu.au/student-life/study-overseas

https://www.vu.edu.au/student-life/study-overseas


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PART 5: ROLES AND RESPONSIBILITIES IN SOCIAL WORK FIELD EDUCATION


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ORGANISATIONS IN FIELD EDUCATION VU Social Work UnitThe VU Social Work Unit is designated the responsibilities assigned by the AASW to all social work academic organisationa units (SWAOU) (see ASWEAS Guideline 1.2, pp.5-7). Some of the key responsibilities of the VU Social Work Unit are to:

Staffing – • Provide a clearly identifiable Social Work Field Education Team

Policies and procedures – • Ensure that policies and processes are in place to meet duty of care, risk management and Occupational Health

and Safety (OHS) requirements for students undertaking field education – at a minimum, this should include emergency preparedness, reporting incidents and identifying hazards

• Recommend a maximum number of hours of placement and travel to be undertaken in one day and a maximum number of paid hours and placement hours to be undertaken in a week

• Notify students and Field Educators of placement insurance arrangements

Pre-placement preparation – • Provide theory and skills education that prepares students for field education• Provide students, placement agency staff and managers, Field Educators and University Liaison Persons with

information and support to assist with placement planning and preparation• Assist students to complete preliminary tasks for placements, as required

Placement support – • Provide relevant information and support to Field Educators, University Liaison Persons and students throughout the placement• Assist to resolve any problems that arise during placements, as required• Provide adequate liaison support to students, Field Educators and placement agency staff

Field Education learning and assessment – • Provide guidelines for learning and assessment at each level of the student’s education• Ensure a fair assessment procedure for student performance on field placement, which gives a central place to Field

Educators’ contributions

Support to Field EducatorsIn addition, as part of its responsibilities as a SWAOU; the VU Social Work Unit must offer adequate support to Field Educators in recognition of their contribution to the social work field education program. This support includes:

• Access to relevant VU resources, such as the library and rooms for student supervision• Consultation with the VU Social Work Unit staff as required• Training and support in providing student supervision• Other professional development activities as appropriateFor specific details about these supports or how to access them, please contact the Field Education Coordinators.

VU Social Work Field Education TeamThe VU Social Work Field Education Team comprises the Academic Leader, Field Education and the Field Education Coordinators, with oversight provided by the Head of Social Work. In addition, all members of the Social Work Unit staff play an active role in field education and VU employs sessional staff to provide professional support, guidance and supervision to students on field placements. Contact and other details for staff of the Social Work Unit and the Field Education Team are provided in Part 1 of this manual.

Placement agenciesAgencies that host social work students on field placement play a vital partnership and support role in the provision of social work field education. They offer students the opportunity to engage in experiential learning during their Social Work course and to observe and practice skills in a dynamic and ‘real-world’ environment.

While agencies are not formally obligated to host social work students on placement, in agreeing to undertake this en-deavour, agencies are entering into a written agreement with the University and the student through the Work Integrated


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Learning - Placement Agreement Form (WIL-PAF) or the Work Integrated Learning - Work-based Placement Agreement Form (WIL-WPAF). In doing so, agencies hosting students on placement, agree to the conditions detailed on the agree-ment form, which includes providing the following:

Time – • for staff to engage in student field education and supervision• for students to learn and practice skills on placement, participate in supervision and attend their studies

Resources – • suitable working space and facilities for students• student use of agency resources for work-related purposes, such as cars, email, telephones, stationary, office space,

photocopiers, and fax machines

Reimbursement – • for students for work-related expenses, such as accommodation or travel costs for agency work undertaken during

placement (not including student travel to and from the agreed placement site/s)

Opportunities – • for students to learn through observation, practice, feedback and reflection• for students to undertake a variety of different practice experiences• for students to participate in the organisational processes of the agency• for Field Educators or Task Supervisors to undertake professional development or training in student supervision

Reasonable access – • for students to organisational records, including paper and electronic files and databases • for students to the agency’s policies and procedures • to agency buildings or rooms, by providing students with a key or swipe cards, as needed

Safety – • orientation and induction for students, including an Occupational Health and Safety (OHS) briefing at the

commencement of placement – at a minimum, this should include emergency preparedness, reporting incidents and identifying hazards (refer to the Safety and Wellbeing information provided further on in this part of the manual)

• reasonable working hours and conditions, including a lunch break for the student during each full working day• protection for the student from discrimination and harassment• provide adequate debriefing to the student in the unlikely event of a student’s safety being threatened while on placement• facilitate the student receiving medical attention or other supports as required if injured or harmed while on placement• notify the Field Education Coordinators as soon as possible in relation to the involvement of a student in an incident

that may have resulted in psychological or physical injury or harm on placement

Practical support – • for Field Educators and Task Supervisors to undertake their role (e.g. recognition of workload, replacement staff in

the event that field teachers are ill or unable to continue field teaching, where possible)• for students to understand and fulfil the day-to-day requirements of their work in the agency

In addition, agencies are responsible for ensuring that students provide evidence of any required documentation, such as a valid driver’s licence, immunisation record, Working with Children (WWC) Check, or Police Certificate.

Student use of agency or personal vehiclesWhere students are required to drive an agency vehicle, the agency is responsible for ensuring that the student has a valid driver’s licence and has read and understood relevant policies and procedures about the use of the vehicle.

Students should not use their own vehicles for placement work, in particular for transporting clients.

Working with Children (WWC) CheckConsistent with legislative obligations under the Working with Children Act 2005, agencies proposing to host a Social Work student on placement are required to ensure that the student has a valid WWC Check, if one is required for their role. It is the responsibility of the placement organisation to assess if a student is suitable to work with children and to continue to monitor their behaviour around children during their placement. For more information, please refer to the Victorian Government’s WWC Check website.

http://www.workingwithchildren.vic.gov.au/home/resources/publications/list+of+offences


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Agency student placement policyWhere an agency has a specific policy about students on placement, the agency is responsible for ensuring that the student, Field Educator, Task Supervisor (if applicable), University Liaison Person and Field Education Coordinators are aware of and have read this policy. It is preferable that this occurs prior to the placement commencing, but should at the latest occur by the time of the first liaison visit. The agency’s policy takes precedence over the relevant processes advised in this manual, except with respect to legislated requirements or those related to AASW accreditation requirements.

Withdrawing a placement offerAgencies may decide to withdraw a placement offer if there are genuine concerns about the student’s preparedness for or motivation to undertake a placement at the agency, but must ensure that in making this decision they adhere to relevant Anti-Discrimination legislation.

PEOPLE IN FIELD EDUCATIONAcademic Leader, Field EducationThe Academic Leader, Field Education is employed in the VU Social Work Unit as the academic staff member, responsible for the Social Work Field Education program. The role of the Academic Leader, Field Education includes the following:• Oversee the coordination of the Social Work Field Education program• Coordinate the delivery of Pre-placement Briefings• Determine applications for Recognition for Prior Learning (RPL) for Field Education in consultation with the Head of

Social Work• Assist to assess applications for: overseas and interstate placements; work-based placements; leave or withdrawal

from placement; and reduction in placement attendance to 2 days per week, including any extenuating circumstances• Interview and appoint sessional staff in Field Education• Ensure the availability of appropriate professional development opportunities for Field Educators and University

Liaison Persons• Ensure compliance with AASW accreditation standards• Manage any academic issues in Social Work Field Education, including those related to student progress and

performance on field placement

The Academic Leader, Field Education may make enquiries into and formally seek feedback about the progress of a field placement from any relevant party. Typically, these enquiries are made when concerns have been raised about a student’s performance on placement or about adherence to AASW standards and requirements.

Field Education Coordinators The Field Education Coordinators are employed in the VU Social Work Unit as the professional staff members, responsible for coordinating placements in the Social Work Field Education program. The role of the Field Education Coordinators includes the following:• Seek and secure appropriate field placements• Develop strategic partnerships with placement agencies• Match students to placement opportunities• Assign a Field Educator and University Liaison Person to each placement• Assign a Task Supervisor and external Field Educator to a placement, where required.• Maintain sessional staff contracts• Perform field education liaison, where required• Liaise with placement organisations to ensure students have access to appropriate learning opportunities and to an

educational environment that enables a student to meet the requirements for social work education• Notify placement agencies of Occupational Health and Safety (OHS) requirements and the University’s insurance

arrangements and the limits of that cover• Ensure that placement agencies have alerted students to policies regarding harassment, bullying and other obligations

under relevant legislation• Ensure that host organisations understand that their legal obligation to provide a safe workplace with respect to

freedom from bullying, harassment etc. extends to students in the workplace

https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/quick-guide-australian-discrimination-laws


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• Assist to assess applications for: overseas and interstate placements; work-based placements; leave or withdrawal from placement; and reduction in placement attendance to 2 days per week, including any extenuating circumstances

• Assist to resolve issues on placements• Assist to maintain the AASW accreditation standards• Manage the InPlace database for Social Work• Deal with day-to-day issues in field education

University Liaison PersonsAll VU Social Work Field Education placements are overseen by a University Liaison Person. This person is either a staff member of the VU Social Work Unit or an experienced social worker, who is contracted by the University.

University Liaison Persons employed on contract by the University are also subject to the Staff Code of Conduct Policy and should read and adhere to the information provided in this manual for VU sessional and ongoing staff.

The University Liaison Person’s role is to be the, human link, between the relevant parties of a placement including: the agency-based or external social work Field Educator; the placement agency manager or supervisor; the Task Supervisor (if applicable); the student; and the VU Field Education Team.

According to the AASW, the major responsibilities of a University Liaison Person are as follows:1. Monitor and evaluate the student’s performance on placement2. Provide educational consultation3. Monitor and evaluate the placement4. Mediate conflicts and solve problems (ASWEAS Guideline 1.2)

Occupational Health and Safety (OHS) auditIn addition, VU requires that the University Liaison Person ensures at the first agency visit that an OHS safety audit has been completed by the student with the relevant agency supervisor – at a minimum, this should include emergency preparedness, reporting incidents and identifying hazards. If required, the VU OHS Checklist can be used during the visit to complete one.

Liaison placement contactsAt VU, University Liaison Persons are required to have a minimum of five contacts during a placement with the placement agency and the student. Three of these - the main liaison contacts - should occur shortly after the commencement of a placement ; (2) at a mid-way point through the placement; and (3) just towards the end of the placement. In between these contacts, the University Liaison Person should email the student Field Educator and, if applicable, Task Supervisor separately to monitor progress, request feedback and offer support. This is a total minimum of five contacts per place-ment. These contacts and the requirements are summarised in Table 3 in Part 4 of this manual.

More liaison contacts and on-site visits can be approved by the Field (1) Education Coordinators and should be provid-ed by University Liaison Persons if issues arise during the placement, or if the student or the placement agency requests additional assistance. University Liaison Persons should ensure that regular phone and email contact is maintained throughout the placement with the Field Educator, the Task Supervisor (if applicable), the student and the University, as required.

The purpose of the liaison contacts is to offer support to the student, the social work Field Educator and where relevant, the Task Supervisor; and to engage these parties in a consultative process about the goals, learning processes, structure and assessment of the placement. University Liaison Persons are expected to clarify educational issues; monitor placement arrangements and student progress; mediate any difficulties; and assist in problem-solving minor issues.

Students, agency-based and external Field Educators, and Task Supervisors (if applicable) are expected to take part in each of the three main liaison contacts, whether the contact occurs in person or by phone. The first of these main contacts must occur in person, while the second and third can occur by phone, video-link or email. At each of the main liaison contacts, the University Liaison Person must review the student’s progress against the goals and tasks set out in the Learning Plan.

The University Liaison Person must also review the Mid-placement Report and the Final Placement Report. These reports should have been prepared in advance by the student and Field Educator and provided to the University Liaison Person via email at least three days prior to the mid- or final placement scheduled contact.




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At the mid-placement contact, the University Liaison Person should ask the Field Educator whether they consider that the student is likely to pass the placement. This is important to ensure that if there are major concerns about the student’s performance; there is sufficient time to attempt to address these issues. At the final placement review, the University Liaison Person should remind the student to ensure that the student’s Placement Timesheet and all the information on the InPlace Student Portal and student’s VU Collaborate assessment drop-box is ac-curate and up-to-date.

University Liaison Person’s ReportIn addition, VU requires that the University Liaison Person maintains a record of liaison contacts by completing the University Liaison Person’s Report. The University Liaison Person should email a copy of the report after the first, third (mid-placement) and fifth (final placement) liaison contacts to the student, Field Educator and, if applicable, Task Super-visor; and copy in the Field Education Coordinators. Students are required to submit the completed University Liaison Person’s Report in to their assessment drop-box on VU Collaborate in order to finalise their placement.

Field EducatorsField Educators are the formally appointed qualified social work teachers and supervisors for student placements and are either employed by the field placement agency (on-site Field Educator) or by the University (external Field Educator). Field Educators play a critical role in a student’s overall placement experience. Their role is to help students satisfy the practical requirements of their social work field education. Field Educators are vital for providing students with adequate support, guidance and professional development while they are on placement.

AASW requirements for Field Educator roleTo undertake the role of a Field Educator, social workers must meet the following AASW accreditation requirements:• Be eligible for membership of the AASW• Have at least two years’ post-graduate work experience in the field• Undertake training for the role of Field Educator before or during their first experience in that roleIn exceptional circumstances, relating to geographical distance, a Field Educator with less experience than listed above may be allocated for one placement only. In such an instance, the Field Education Coordinator must ensure that the Field Educator has additional support and mentoring. Social workers interested in becoming a Field Educator or un-dertaking specific training and professional development should contact the Field Education Coordinators for further information and assistance.

Supervision and other requirements for Field EducatorsField Educators must provide a minimum of 1.5 hours formal supervision per student for each 35 hours (5 days) of placement. This may be provided using a combination of group and individual supervision, but at least half of this supervision must be provided on an individual basis. In a placement where the focus is on direct practice, it is expected that the Field Educator will observe the student’s direct practice. The Field Educator is also expected to observe the student’s engagement in team and interdisciplinary meetings.In addition, it is expected that Field Educators will:• Participate in pre-placement interviews and planning• Take part in Field Educator briefings and professional development workshops, when available• Be clear about knowledge, skills and other requirements for completing placement tasks• Be familiar with relevant sections of this manual• Be familiar and conversant with the AASW Code of Ethics, Practice Standards and Supervision Standards• Recognise and understand that students have different preferences for learning methods• Assist students in formulating the Learning Plan, which includes information about: o the student’s learning goals and methods of learning o agency expectations of the student regarding performance of tasks and hours of work o supervision times, methods of teaching and assessment, time availability and accessibility• Be clear about their expectations of students and provide them with timely feedback about their performance• Provide time for regular formal supervision sessions and ongoing informal supervision and discussions• Complete the required comments and ratings for the Assessment Reports at mid-placement and end of placement• Ensure that the University is alerted to difficulties in the placement at the earliest possible time and when appropriate.


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External Field EducatorsIn circumstances where an on-site qualified social worker is not available to act as a Field Educator, a suitably qualified and experienced social worker is employed by VU to fulfil this role. This person is referred to as the external Field Educator - though the importance of their role is equal to an on-site Field Educator.

External Field Educators employed on contract by the University are subject to the Staff Code of Conduct Policy and should read and adhere to the information provided in this manual for VU sessional and ongoing staff. All external Field Educators should read and adhere to the ‘Supervision and other requirements for Field Educators’.

Although the external Field Educator is not necessarily located at the same placement agency or site as the student, it is expected that they will periodically observe the student’s practice, particularly in placements where the focus is on direct practice. Ideally, the external Field Educator will also observe the student’s engagement in team and interdisciplinary meetings. This should be discussed and negotiated between the student, Field Educator and Task Supervisor during the development of the Learning Plan.

External Field Educators must meet with the student and the on-site Task Supervisor at the agency to make suitable arrangements for supervision to take place, as per AASW requirements. It is preferable that this occur prior to the commencement of placement or at least, within the first week of a placement.

External Field Educators are expected to conduct supervision with students in an environment that is conducive to learning. Supervision may take place on-site at the student’s placement agency, (in consultation with the agency’s management), or alternatively, at a VU campus. Supervision must not occur in informal settings such as a café or the external Field Educator’s home.

The external Field Educator must inform the Field Education Coordinator of the supervision arrangements that are negotiated with the student and the agency.

Agency Task SupervisorsIf the person undertaking the day to day supervision of the student is not the Field Educator, this person is called the Task Supervisor. Task Supervisors are employed by the placement agency.

The on-site Task Supervisor plays a very important role in the professional development of the social work student under their supervision. Task Supervisors should be familiar with the contents of this manual and the student’s Learning Plan to be able to effectively support and guide the student in their learning. It is expected that the Task Supervisor will communicate regularly with the allocated external Field Educator around the student’s learning needs and performance on placement.

It is also expected that the Task Supervisor will take part in all University Liaison contacts where they will have the opportunity to formally contribute their feedback about the student’s tasks and performance. Task Supervisors are invited to make verbal and written comments about a student’s progress as part of the mid- and final placement reviews and reports, but may not formally rate the student’s performance. The external Field Educator is responsible for ratings and should consult with the Task Supervisor.

Task Supervisors should raise any issues of concern as soon as possible with the student and the external Field Educator, as per the procedures outlined in this manual for dealing with difficulties on placement. The Task Supervisor may also consult with the allocated University Liaison Person to clarify any concerns or expectations relating to their role or to social work field education in general.

VU sessional and ongoing staffThe ‘new staff’ section of the VU website provides important information about induction, equity and diversity, and teaching and working at VU. All VU staff are subject to the Staff Code of Conduct Policy and the policies and procedures of the University. Staff are advised to pay particular attention to their obligations and the requirements of the safety and wellbeing policies and procedures outlined further on in this part of the manual.

All VU sessional and ongoing staff can access University facilities and services, including the library. VU facilities at Footscray Park or Nicholson Street campus are available for student supervision and rooms can be booked by emailing the Field Education Coordinators at [email protected]

Sessional staff may also apply for a VU staff card and parking permit – full details are provided on the VU staff intranet. Single-use parking permits can also be purchased from the Co-op Bookshops with a valid VU staff card.


https://www.vu.edu.au/for-staff/new-staff




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StudentsIt is the student’s responsibility to ensure they have prepared themselves adequately for and understand the requirements of a field education placement. This can be achieved by following the procedures outlined in this manual; participating in Pre-placement Workshops; and making use of the information provided on the VU Collaborate Social Work Field Education space, which is available to all students enrolled in the Bachelor of Social Work, including those undertaking Honours.

Students undertaking placements have a right to a safe working and learning environment that is free from bullying or harassment. Students are not considered to be ‘staff’, ‘employees’ or ‘volunteers’ of the placement agency, but are similarly subject to Occupational Health and Safety (OHS) conditions and must abide by the agency’s policies and procedures. In addition, students should also adhere to the AASW Code of Ethics and comply with VU student regulations and policies.

In particular, students should be familiar with and act in accordance with the following:• The VU Student Charter, which outlines students’ rights and responsibilities• Student misconduct regulation and procedures• The contents of the Social Work Field Education Manual

A list of the most commonly accessed student policies is available on the VU website at: https://policy.vu.edu.au/students.php

As adult learners, students are also responsible for helping to identify potential or actual difficulties during a placement that may interfere with their learning and performance on placement. This includes: • Raising and discussing issues with the Field Education Coordinators during the pre-placement stages• Addressing interpersonal issues on placement to the best of their ability• Providing feedback to the Field Educator about learning and supervision needs• Seeking feedback from the Field Educator and other supervising staff about performance on placement • Ensuring that AASW standards for Field Education are being met during the placement and informing the University

Liaison Person as soon as possible about any concerns in this regard • Advising the University Liaison Person about any other concerns that are unable to be addressed with the Field Educator

Issues and concerns should be raised in a timely and respectful way with the appropriate people. University Liaison Persons should adhere to the Procedure for resolving difficulties on placement described further on in this part of the manual.

Use of agency resourcesStudents are permitted to use agency resources, such as cars, email, telephones, stationary, office space, photocopiers, and fax machines, for placement purposes only and in accordance with the relevant agency policies and procedures.

Agencies are responsible for ensuring that student have access to the required policies and procedures and have received adequate instructions and safety information, where required.

Examples of possible misuse of agency resources include:• Forwarding chain letters or jokes by email• Unauthorised personal use of computers • Lengthy or long-distance personal calls• Photocopying personal documents, including study documents• Taking agency stationary supplies for personal use• Using an agency vehicle for personal health or other appointments• Accessing social media sites or personal email servers from work computers

Misuse of agency resources is a serious matter. It may result in the termination of a student’s placement and an unsatisfactory result for the Field Education unit of study.


https://www.vu.edu.au/about-us/university-profile/student-charter



https://policy.vu.edu.au/students.php

https://policy.vu.edu.au/students.php


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EXPENSES ASSOCIATED WITH FIELD PLACEMENTStudent entitlements and payment for placement workVU Social Work field education placements adhere to national student placement guidelines and the criteria for student vocational placements as defined and outlined in the Fair Work Act (2009). Consistent with these criteria, host agencies are not required to pay students any entitlements under the Fair Work Act. Further information about the criteria for vocational placements and unpaid work is available from the Fair Work Ombudsman website.

Placement travel, accommodation and other costsStudents are expected to pay their own expenses in travelling to and from the agency. It is generally expected that agencies will reimburse students for travel and accommodation costs that are otherwise work-related and incurred during the placement for agency purposes. This might include for example, mileage and fuel costs or hotel accommodation and meal expenses.

It is important that students clarify these expectations with the agency supervisor or manager during the Pre-placement Interview or prior to agreeing to commence the placement. There is a section on the Work Integrated Learning - Place-ment Agreement Form (WIL-PAF) about placement expenses to assist students in this regard.

Students are further advised to familiarise themselves with the placement agency’s policy and procedures about work- related expenditure and reimbursement for out-of-pocket costs. Most agencies have systems for petty cash, client brokerage and credit card expenditure. If the placement agency does not have a formal policy on expenses, the student should consult their Field Educator before agreeing to carry out the activity.

Use of agency and student vehiclesAt some placement agencies, students are required to drive an agency vehicle. This should be discussed at the Pre-placement Interview and students should advise the placement agency if their driver’s licence is restricted for any reason. Students required to drive an agency vehicle should ensure they have read and understood relevant policies and procedures about the use of the vehicle.

Students should not use their own vehicles for placement work. Under no circumstances are students permitted to transport clients in a personal vehicle.

RESOLVING DIFFICULTIES ON PLACEMENTIt is normal for students to encounter some difficulties at some time during their placement. Importantly, conflict is not always negative; when a student and Field Educator are able to respectfully challenge one another in a supportive environment, new ideas and learning can be cultivated.

In most cases, issues that occur on placement are minor and easily resolved between the student, Field Educator and Task Supervisor (where applicable). However, in a small number of cases, the issues are more serious and may require input and support from other staff in field education to reach a resolution.

Except in the case of a ‘significant’ placement concern (see next section); issues can generally be resolved by adopting a solution-focused and strengths based approach to the issues and following the procedure for resolving difficulties on placement, outlined further on in this part of the manual. Figure 5 also provides a diagrammatic representation of this procedure.

‘Significant’ placement concernsWhen a student, Field Educator or Task Supervisor becomes aware of a significant placement concern, they must immediately alert the University Liaison Person and the Field Education Coordinators. Examples of a significant placement concern include the following:• Sexual or other harassment of a student while on placement• Unsafe working conditions or practices at the placement agency• Sexist, racist, homophobic or other discriminatory behaviour by the student or supervisor• Serious or deliberate breach by the student or supervisor of relevant codes of conduct, policies or procedures, or

legislation• Falsification of records, such as attendance sheets, case notes or log of placement hours• Imminent breakdown of the placement • High likelihood of student failing the placement

https://www.fairwork.gov.au/how-we-will-help/templates-and-guides/fact-sheets/unpaid-work/student-placements


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• Non-compliance of the placement arrangements with the AASW requirements for field education

Solution-focused, strengths based, problem-solving approachIt is recommended that all parties adopt a solution-focused and strengths perspective and follow a systematic, problem-solving process to address issues that arise on placement. This can assist people to express their views and feelings in a clear and respectful way. It involves the following processes:

1. Clearly clarify and describe the issue, using concrete language 2. Listen to all parties’ explanation of their perception of the issue and its impact3. Establish a common goal for all parties4. Brainstorm ways to achieve the common goal5. Identify any barriers to achieving the common goal6. Agree on a resolution or action7. Develop and implement a plan to reach the resolution

It is strongly recommended that the student, Field Educator and University Liaison Person make notes of the discussion and keep a record of the issues, discussion and outcome.

Procedure for resolving difficulties on placementStep 1: In the first instance, the student, Field Educator and Task Supervisor (if applicable) should attempt to address

and resolve any minor issues that arise through discussion or supervision.

‘Significant’ placement concerns must be brought to the attention of the University Liaison Person and the Field Education Coordinators immediately.

Step 2: In the second instance, the student, Field Educator or Task Supervisor (if applicable) should contact and advise the University Liaison Person about any issues that were unable to be resolved at the first level of problem-solving.

The University Liaison Person can provide direct assistance with minor issues and must advise the Field Education Coordinators about the outcome. In instances where the issues are ‘significant’, the University Liaison Person must contact and seek advice from the Field Education Coordinators before attempting to reach any resolution.

Step 3: Where required, the Field Education Coordinators can provide direct assistance to all parties involved in a placement.

University Liaison Persons may contact the Field Education Coordinators to seek advice or request assistance from the Field Education Coordinator to resolve placement issues at any time.

Serious concerns about the University Liaison Person’s conduct or response to placement issues should be directed to the Field Education Coordinators.

Step 4: Where requested, the Academic Leader, Field Education will assist to resolve placement issues, as required.

Significant issues that may result in a student withdrawing from or not satisfactorily completing a placement must be brought to the attention of the Academic Leader, Field Education, who will determine a strategy to manage the issues in accordance with the AASW standards and VU policies and procedures.

The Academic Leader, Field Education may seek advice or request assistance from the Head of Social Work, as required.

Serious concerns about the Field Education Coordinators’ conduct or their response to placement issues should be directed to the Academic Leader, Field Education.

Step 5: The Head of Social Work may assist in resolving placement issues, as required. In general, this would only relate to matters of significant concern and be at the request of the Academic Leader, Field Education.

Serious concerns about the Academic Leader, Field Education’s conduct or response to placement issues should be directed to the Head of Social Work.


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Figure 5: Resolving difficulties on field placementStudent

Student

Task Supervisor

Field Educator(agency-based)

University Liaison Person

Field Education Coordinator

Head of Social Work

1

1

2

2

3

4

5

2

2

1

Field Educator (external)

Academic Leader, Field Education1 2

Agency policies about student placementsSome agencies have their own student placement policy that includes procedures related managing placement difficulties or terminating a placement. These agency policies take precedence over the processes advised in this manual. It is the agency’s responsibility to ensure that all relevant parties have been made aware of and read the relevant policy. It is preferable that this occurs prior to the commencement of the placement. At the latest, it should occur at the first liaison visit.

WITHDRAWAL FROM A PLACEMENTIn some circumstances, it may be necessary for a student to withdraw from a field placement prior to its completion. The withdrawal may be temporary or permanent. If temporary, the withdrawal is referred to as ‘approved leave’. Please refer to the Procedure for requesting other leave in Part 3 of this manual. Reasons for approved leave or a permanent withdrawal are generally related to serious unforeseen or emergency situations that impact on the student’s ability to continue their placement. All leave and withdrawal arrangements must be approved in writing by the Field Education Coordinators and the Academic Leader, Field Education.

If a student withdraws from a placement, field education reports and other documents entered into student’s VU Collaborate assessment drop-box and the InPlace Student Portal; as well as other material such as relevant email correspondence, will be considered by the Bachelor of Social Work Review Panel (see Part 1 of this manual) to determine an appropriate outcome and result for the Field Education unit of study.


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Procedure for withdrawing from placementStep 1: Follow the procedure for resolving difficulties on placement.

Step 2: If more than 280 hours have been completed:

• The student and Field Educator should enter their comments and ratings for the Final Placement Report into the appropriate section of the report template and then the student should upload this to their VU Collaborate assessment drop-box.

Step 3: The Bachelor of Social Work Review Panel considers all Field Education reports and other relevant information entered into the student’s VU Collaborate assessment drop-box and the InPlace Student Portal; as well as other material such as relevant email correspondence, to determine a recommendation for one of the following outcomes for the Field Education unit of study:

1. Ungraded pass (‘S’)

2. Ungraded fail (‘U’)

3. Result withheld (‘L’)

Step 4: The Academic Leader, Field Education advises the student of the recommended outcome.

Implications of student results following withdrawal from placementWhere a student receives an ungraded pass (‘S’), the student is deemed to have satisfied the requirements for that particular Field Education unit of study.

Where a student receives an ungraded fail (‘U’) the student is deemed not to have satisfied the requirements for that particular Field Education unit of study and will be required to repeat all components of the unit, including undertaking another field placement. Students can appeal the decision in accordance with the VU Student Appeals Procedure and Student Appeals Regulations 2014. Further details, including how to access support to lodge an appeal, are provided in Part 1 of this manual.

Where a student’s result has been withheld (‘L’); it is likely to be because the student requires further placement hours to successfully complete the unit of study and their result has not yet been finalised. Such an arrangement would be negotiated directly between the student and the Bachelor of Social Work Review Panel.

ETHICS AND CONDUCTIt is not uncommon for ethical issues to arise during a placement related to the conduct of a student, supervisor or other staff member. These often involve concerns about professional boundaries, dual relationships and conflicts of interest. The AASW has developed an Ethics and Practice Guideline for Field Education. It is recommended that all parties involved in Social Work field education read this guideline and be familiar with the AASW Code of Ethics, in particular Section 5.5.1 of the Code (p.35) which discusses ethical responsibilities in education, training, supervision and evaluation. These are particularly pertinent to Field Educators, University Liaison Persons and the Field Education Coordinators, who are expected to have an in-depth, working knowledge of managing ethical issues effectively.

The AASW lists the following as common ethical issues that can occur during field placements:• Students forming friendships with clients• An agency or the University learning personal information about a student that may have implications for their placement

and deciding whether to disclose this • Students and supervising staff (e.g. Field Educators, Task Supervisors and others) entering into intimate or sexual

relationships with one another• Alleged bullying or harassment between students and staff members

To help prevent and avoid these issues, all parties involved in Social Work field education are strongly encouraged to actively reflect on their role and associated ethical responsibilities. Particular attention should be paid to:• Issues of power• Professional and personal boundaries• Personal values and how these relate to others’ and to the social work profession’s core values• Any potential or actual conflicts of interest• Issues of disclosure and confidentiality




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AASW ethics and practice guidelinesThe AASW has developed a range of Ethics and Practice Guidelines and resources for social workers that discuss common or topical ethics and practice issues from a practical point of view. It is important to note that although some of the guidelines include legal information they are not a substitute for legal advice. The ethics and practice guidelines are listed as required and recommended reading at the front of this manual and include the following topics:• Field education• Writing court reports• International ethics - Australian social workers overseas • Mandatory reporting• Working with child clients - consent, confidentiality and child centred practice • Case note recording• Responding to a subpoena• Social media, information and communication technology - email, text message and mobile phone use and blurring

the boundaries; social networking; and providing social work services online and remotely• Supporting ethical practice in the workplace• Professional boundaries and dual relationships• Information management • Conflict of interest• Using client information for education and research purposes

SAFETY AND WELLBEINGThe safety of students on placement is the collective responsibility of all parties involved in Social Work field education, including the students themselves. The University is responsible for ensuring that VU students, VU staff and relevant placement agency staff are aware of their rights and responsibilities in this regard.

Discrimination and harassmentAnti-discrimination legislation, along with University statutes and policies, provide the framework for the University’s equity and equal opportunity obligations. Together, they provide guidance to staff and students on their rights and responsibilities in regard to unlawful discrimination and harassment. Full details are provided in the VU Student Equity and Social Inclusion Policy, which is available on the VU Website.

Field Education Coordinators and VU sessional staff involved in Social Work field education should familiarise themselves with the policy and procedures and ensure that students are aware of their rights and responsibilities in relation to discrimination and harassment prior to undertaking their placement.

In accordance with the VU Student Equity and Social Inclusion Policy and relevant Anti-Discrimination legislation, VU Field Education staff must make reasonable adjustments to assist students to participate in work-integrated learning (WIL), which includes student placements, on an equitable basis and without experiencing discrimination.

Disability and health issuesStudents who seek reasonable adjustments, disclose a disability, or who make it known that they have a disability plan to academic staff in relation to field education, will be referred to VU Disability services for assistance with individualised accessibility plans to assist in determining reasonable adjustments to facilitate participation in field education.

Positive dutyConsistent with the VU Discrimination and Sexual Harassment Prevention and Management Policy staff and those with control have a positive duty to ensure they make themselves aware of the potential for unlawful discrimination, sexual harassment, vilification and victimisation to occur and to put controls in place to prevent them. Under this policy, ‘leaders’ who become aware of such potential have an obligation to act. The University reserves the right to act to address any potential incidents of unlawful discrimination and sexual harassment, including the conducting of an investigation. Indications that such behaviour might be occurring may include, but are not limited to:

https://www.aasw.asn.au/practitioner-resources/ethics-and-practice-guidelines



https://www.humanrights.gov.au/sites/default/files/GPGB_quick_guide_to_discrimination_laws_0.pdf

https://www.vu.edu.au/campuses-services/student-support/disability-support



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Student and staff complaintsAll complaints by staff regarding discrimination, harassment or bullying are dealt with under the VU Discrimination, Sexual Harassment and Bullying Prevention and Management Procedures.

All complaints by students regarding discrimination, harassment or bullying will be handled in accordance with the student complaint process as established in accordance with VU policy, and administered by the Student Matters Office. If the complaint involves a staff member, the Student Matters Office will liaise with People and Culture throughout the complaint process to ensure that the process complies with the University’s employment obligations to staff.

Occupational health and safety (OHS)Under the Occupational Health and Safety (OHS) Act (2004) all workplaces are required to provide a workplace environment that is safe and without risks to health. The University has an obligation to staff and students to ensure they are not placed in a situation where they may get injured.

The Academic Leader, Field Education and the Field Education Coordinators should ensure that Pre-placement Work-shops include consideration of OHS issues.

Before a student undertakes a placement, the Field Education Coordinators must ensure that the host organisation has an OHS policy and related procedures and will provide an OHS induction to the student at the workplace within the orientation period of the placement, which at a minimum, should include emergency preparedness, reporting incidents and identified hazards

In addition, the University requires that all VU sessional and ongoing staff members have reasonable grounds for believing the workplace complies with OHS requirements, which may require visiting the site and requesting relevant documents.

Placement agencies are required to have adequate OHS policies and procedures in place, before offering to host a student on placement. This includes adequate staff induction and work-place safety procedures for ensuring the safety of students when on placement with their organisation. In the unlikely event of a student’s safety being threatened while on placement, the agency is expected to provide adequate debriefing and to facilitate the student receiving medical attention or other supports as required, and to notify the Field Education Coordinators as soon as possible regarding the incident.

Field Educators and Task Supervisors are expected to give students a copy of the relevant agency Occupational Health and Safety (OHS) procedures during the orientation period of the student’s placement and to discuss with them typical situations that could compromise worker safety and how to take precautions.

Students should seek out relevant OHS documentation early in the placement or conduct the checklist provided in the manual; ask about the likelihood of threats to worker safety; discuss any other potential threats with the relevant agency supervisor; and take any precautions as advised.

The University Liaison Person is responsible for ensuring at the first agency visit that an OHS safety audit has been completed by the student with the relevant agency supervisor (at a minimum, this should include emergency preparedness, reporting incidents and identifying hazards). If required, the VU OHS Checklist can be used during the visit to complete one.

VU OHS contactsFor further information, queries or concerns related to OHS; please contact (03) 9919 5999.

INSURANCE INFORMATIONVU has the following insurance policies covering its students whilst on practical placement, work experience, excursions, field assignments, or study tours organised as part of or relevant to the students course or studies:

• Overseas Travel Insurance for the University• Group Personal Accident• Public Liability• WorkCover






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Overseas Travel Insurance for the UniversityThis policy covers students whilst overseas on practical placements, work experience, excursions, field assignments, study tours, or other related approved travel.Insurer Ace Insurance Ltd

Policy Number 02PP015100

Death and capital benefit $250,000Weekly Benefit $500 x 156 weeksNot exceeding % of Salary 85%Excess Period 7 Days

Note: There are excluded countries related to this policy. For full details, please request the policy schedule.

Group Personal AccidentThis policy covers students on practical placements, work experience, excursions, field assignments, or study tours in-cluding direct travel to and from such activities.Insurer Ace Insurance Ltd

Policy Number 02PO018246

Death and capital benefit 250,000

Death benefit - students without dependants and /or under 18yo $10,000

Weekly Benefit $2,500 x 104 weeks

Not exceeding % of Salary 85%

Excess Period 1 Day

Note: Under the Health Legislation Act 1985, it is illegal for the University to insure certain medical expenses and the Medicare gap. This means that the student is only covered for non-Medicare Medical Expenses - all other expenses should be claimed through Medicare or their own private health insurance cover, if any.

Public LiabilityAll amounts which the University shall become legally liable to pay in respect of personal injury or property damage caused by an occurrence in connection with the business of the University and/or the products, including expenses incurred with the insurer’s consent in defence or settlement of any claim.

This includes students whilst on practical placement, work experience, excursions, field assignments, or study tours.Insurer Unimutual Limited

Policy Number VU 16 GPL

Limit of Liability $20,000,000

Geographical Limit Worldwide

WorkCoverThe Universities WorkCover alongside the Public Liability policy covers members of staff accompanying students the fore mention situations.

Key contactFor any questions regarding VU insurance policies, please contact the VU Insurance office at [email protected] or its authorised representatives below:

Shelley Fraser Aon Risk Solutions 80 Collins Street Melbourne VIC 3000 Phone: +61 3 9211 3628

mailto:insurance%40vu.edu.au?subject=


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PART 6: FORMS AND DOCUMENTS FOR SOCIAL WORK FIELD EDUCATION


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LIST OF KEY FORMS AND DOCUMENTSPlease click on the following links to open a copy of the relevant form or report to use for Social Work Field Education.

1 Placement Timesheet

2 Student Statement of Workplace Learning (SSWL) Form

3 Social Worker Statement of Student Workplace Learning (SWSWL) Form

4 Student Statement of Placement Learning (SSPL) Form

5 Placement Report

6 University Liaison Person’s Report

7 Student Questionnaire: Personal preparation for placement

8 Student Questionnaire: Pre-placement Interview

9 Work Integrated Learning - Placement Agreement Form (WIL-PAF)

10 Work Integrated Learning - Work-based Placement Agreement Form (WIL-WPAF)

11 OHS Checklist










