Effective social work curriculum design needs to open up dialogue between professionals at the earliest stage of their professional development and employ creative and innovative approaches to facilitate this. The ten creative pointers presented here emerged from research into social work practitioners’ views of the implementation of Children’s Integrated Services (within the context of the Every Child Matters agenda and passage of the 2004 Children’s Act).

Presentation to 10th JSWEC conference, Cambridge, 9th July 2008.

This case study demonstrates how the focus on learning and teaching about assessment is embedded into the DipSW curriculum at the University of Southampton. Beginning with the module Practice Methodologies prior to the first placement, learning about assessment continues until the end of the course. It is proposed that good practice requires assessment that is underpinned with theory and there is an expectation that will be able to articulate a general theory of assessment, not just a descriptive statement of how to do it.

This case study describes the process of introducing personal development planning into a first year module of a Sociology degree, the activities undertaken and the lessons learned from working with the first cohort who took the module.

In 2005 SWAP funded eight projects in social policy and social work education designed to promote the use of effective learning, teaching and assessment activities; to encourage the development and sharing of innovative approaches and to raise awareness of the importance of evaluating the effectiveness of educational methods. The following is the final report of the project Skills Development and Theorising Practice in Social Work Education.