Several key documents must be synthesised into the Learning Agreement including the Practice Standards for the
Australian Association of Social Workers, the AASW Code of Ethics, organisational Codes of conduct, CQUniversity’s
Student Charter, Student Misconduct policy, It policies and occupational health and safety policies.
The practice standards negotiated for learning in field education 1 in conjunction with those demonstrated in University
coursework will determine the balance of practice standards to be completed in field education 2. In consultation with your
field educator you will need to determine which additional practice standards such as those for Indigenous practice, child
wellbeing, mental health and cultural sensitivity , are also relevant.
You will need to take a proactive approach to drafting your learning agreement in the first week of field education in
collaboration with your field educator. In some instances you will be with on site and off site field educators and you will
need to coordinate liaison so that all perspectives are included and approved in the final agreement.
NB the learning agreement should not be an regarded as an agreement confined to you and your host organisation, The
Learning Agreement as you will see below contains standards of practice that are related to your ongoing agreement with
Learning agreements must be signed and uploaded to moodle.
Your learning agreement is a unique plan that articulates your journey towards professional entry. The document will need
to demonstrate the conceptualisation and organisation of your learning needs, learning agendas, and methods for
Use the following checklist in conjunction with the assessment criteria grid to scaffold your submission. All learning
agreements need to include:
> A detailed cover sheet including student identification on all subsequent pages; page numbered; street address of the
organisation; contact details of field educator assigned; contact details of operational supervisors if applicable (see field
education manual 2015)
> Articulation of initial learning needs on entry of field education, (summery of assessments reached on placement
readiness process) (see field education manual 2015)
> Evidence of discussion about the role of social work or welfare students in the team and/or organisation in the general
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