Transformative & Relational Practice Assessment

Assessment

To support you with understanding and using your feedback, and our commitment to high-quality marking, we have grouped your summary feedback into four sections. Approximately 25% of your work will be close marked. The number of comments may vary depending on the quality of your work and the grade band your work falls into. You have also had the opportunity to receive formative feedback through tutorials for this module.

Learning Outcomes and Grade Information

LO3 Knowledge and Understanding Critically evaluate how a life course perspective and a holistic approach to wellbeing can support social workers in understanding an individual’s needs

• A plethora of data, research and academic references are presented in what feels like a particularly ad hoc manner to illustrate the inequality and by implication, injustice of where an Afro-Caribbean child might well be. This discussion might have been more joined up, in the sense of a consistent and coherent narrative and one embedded within a robust life course perspective.
• The child’s circumstances are certainly presented and in a context that invites a social work response albeit this may well be the responsibility of wider society and indeed other agencies. The multi-agency perspective thus might be more prominent.
• Whilst, the life course perspective is hinted at, it isn’t named as such or indeed referenced. The subsequent evaluation and applicability to practice really required a far greater sense of detail, depth and indeed breadth in particular with respect to highlighting the longitudinal implications of poverty as well as racism.

LO4 Intellectual, practical, affective and transferrable skills Critically analyse the importance of transformational and relational social work to contemporary social work practice and the extent to which this aligns with current policy and legislation

• The potential role, remit and responsibilities of the social worker are shared with a particular reference to advocacy and the idea of empowerment. This might have been teased out with an explicit reference to what this might look and feel like in practice as well as being illustrated by actual practice examples.
• The need to appreciate the child’s position and lived experience is highlighted and in some detail. Links are then made to how this might change albeit the actual detail of how feels rather nebulous and perhaps equally applicable to the urban poor rather than just the Afro-Caribbean child.
• The role of the social worker as an agent of change, facilitator and one committed to partnership, collaboration and co-production really required a far greater prominence and within an analysis supported by robust academic reference as well as a grounding within evidence informed practice.
• Legislation and associated statutory guidance is unfortunately absent as indeed is a reference to the professional framework of SWE/BASW.

Summary of Assessment Requirements

The assessment required the student to demonstrate a deep understanding of two core learning outcomes:

LO3: Life Course Perspective & Holistic Wellbeing

Students were expected to:

• Critically evaluate how a life course perspective informs social workers’ understanding of an individual’s needs.
• Integrate a holistic view of wellbeing, using robust academic references.
• Present a coherent, connected narrative illustrating the long-term implications of factors such as poverty, racism, and inequality.
• Highlight multi-agency involvement and its role in supporting vulnerable individuals.

LO4: Transformational & Relational Social Work Practice

Students were required to:

• Critically analyse transformational and relational social work values in contemporary practice.
• Demonstrate how these approaches align with current policy, legislation, and professional frameworks such as SWE/BASW.
• Explain the role of social workers as facilitators, advocates, and agents of change using relevant examples.
• Provide detailed, academically supported analysis grounded in evidence-informed practice.

Additional Assessment Expectations

• Around 25% of the work would be close-marked with detailed feedback.
• Students were expected to use formative feedback from tutorials to refine their work.
• A well-structured, academically coherent submission was required, avoiding fragmented or ad hoc presentation.

How the Academic Mentor Guided the Student (Step-by-Step Approach)

The Academic Mentor supported the student through a structured, developmental process, ensuring each section of the assessment aligned with the learning outcomes.

1. Understanding the Learning Outcomes

The mentor first explained LO3 and LO4 in clear terms, helping the student recognise:

• What examiners are looking for
• What “critical evaluation” and “critical analysis” involve
• How to link theory, practice, and policy

This ensured the student understood the depth and breadth required.

2. Organising the Content into a Coherent Narrative

The mentor guided the student to group ideas logically rather than presenting disconnected information. Together they:

• Identified the core narrative
• Sequenced arguments
• Ensured each paragraph linked back to the learning outcomes
• This resolved the issue of ad hoc presentation noted in the feedback.

3. Embedding the Life Course Perspective (LO3)

The mentor helped the student:

• Clearly define the life course perspective
• Reference it explicitly
• Connect it to the child’s experiences, including long-term implications of poverty, racism, and inequality
• Strengthen academic underpinning with relevant studies

This aligned the work with the expected theoretical depth.

4. Strengthening the Multi-Agency Lens

Since the feedback highlighted limited multi-agency analysis, the mentor supported the student in:

• Mapping the roles of education, health, community agencies and social care
• Explaining how collaborative practice contributes to safeguarding and wellbeing

5. Enhancing Analysis of Transformational & Relational Practice (LO4)

To deepen this section, the mentor guided the student to:

• Break down what transformational and relational practice looks like in real settings
• Include specific practice examples
• Connect concepts to empowerment, advocacy, co-production, and partnership work
• Explicitly reference policy, legislation, SWE/BASW standards, and statutory guidance

6. Integrating Evidence-Informed Practice

The mentor emphasised the need for:

• Academic sources to justify arguments
• Evidence-informed frameworks
• Clear links to contemporary practice challenges

7. Final Structuring and Academic Coherence

Once content was strengthened, the mentor helped the student refine:

• Flow and clarity
• Academic tone
• Referencing
• Balance between theory and application
• This ensured the submission met academic expectations and marked criteria.

Outcome and Learning Achieved

Outcome

Through structured mentoring, the student produced a more coherent, academically grounded assignment that:

• Directly addressed both LO3 and LO4
• Embedded the life course perspective explicitly
• Included deeper analysis of transformational and relational practice
• Strengthened links to policy, legislation, and professional frameworks
• Demonstrated improved critical thinking and academic coherence

Learning Objectives Covered

The process helped the student achieve the following learning gains:

1. Improved understanding of the life course perspective and how it shapes assessments of individual needs.
2. Ability to apply a holistic wellbeing lens using relevant theory and evidence.
3. Skills in critically analysing transformational and relational practice and its relevance today.
4. Stronger capability to connect practice to legislation, statutory guidance, and professional standards.
5. Development of structured academic writing, moving from fragmented points to a cohesive argument.
6. Greater use of academic sources and evidence-informed practice.
7. Understanding of multi-agency collaboration in social work.

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