Context …………………………………... 10 Under Graduate Route ………………... 10 Relevant Graduate Route …………….. 10 Preparation for Practice Learning Module……………………………………. 10 Practice Development Days…………... 11 Personal & Professional Development Workbook………………........................ 11 Individual Learning Plan ……………… 11 Direct Supervised Practice Learning.. 11 Practice Learning Opportunity …………….. Allocation of PLOs …………………….. 12 12 Conditions applying to PLOs …………… 13 Criminal Declarations …………………. 13 NISCC Registration …………………….. 13 Pre-Practice Learning Visit……………. 14 Practice Learning Meetings…………....... 15 Initial Practice Learning Meeting ………. 15 Purpose of Initial Meeting………………... 15 Mid-point Review Meeting ………………. 16 Additional Practice Learning Meeting(s)…………………………………... 16 Protocol for Dealing with Factors Affecting Progression of Practice Learning …………………………………... 17 Student’s Training Team………………………. 18 Roles and Responsibilities…………… 18 Good Records Management: Retention of Student Records……………………….. 20 Supervision and the Supervisory Relationship …………………………….. 21 Principles relating to how Practice Teachers are supported within organisations ……………………………. 21 Induction to PLO …….………………….. 22 Recall and Study Days …………………. 22 Guided Study ……………………………… 22 NISCC Codes of Practice ………………... 23 Use of Social Networks ………………….. 24 Use of Specialist Equipment and Mobile Phones………………………………………. 25 Student Complaints ……..……………….. 26
Travel Expenses ………………………… 28 Absence from the PLO …………………... 29 Jury Service ……………………………….. 31 PLO: Hours of Work 31 Section 2 The Practice Learning Requirements ……… 32 Guidance on Meeting the Practice Learning Requirements ……………….. 33 Statutory Tasks ………………………….. 33 Participation and presentation to courts, tribunals or other formal hearings …………………………………… 33 Community Development ……………… 35 Group Care ……………….………………. 38 Section 3 Key Role Specification ………………………… 41 The Key Role Matrix ……………………... 42 Section 4 Engaging in the work, gathering evidence, and meeting the assessment requirements…. 44 Evidence of Professional Development and Confident & Competent Practice …. 45 Evidence Requirements …………………. 46 Ladder of Learning………………………... 48 Statements of Differential for Levels of Practice Learning………………………….. 49 Tuning In to PLO ………………………….. 52 Induction Period ………………………….. 52 Evidence and the Matrix ………………… 52 Service User and Carer Feedback in Relation to Student Performance………. 53 Direct Observations of Practice ……….. 54 Guidance for Practice Teachers ……….. 55 Practice Teacher Report…………………. 56 Guidance on Writing a Report where there are serious concerns about a student’s conduct/practice/behaviour ... 57 The importance of the Practice Teacher’s & DPLP’s Investigation Reports …………………………………….. 57 The Management of Concerns Specifically Related to Practice Competence – guidance for Practice Teachers …………………………………… 58 Section 5 Assessment of Practice Learning ……………. 60
Summative and Formative Assessment 60 Incomplete PLO …………………………… 61 Role of the Practice Assessment Panel (PAP) ……………………………………….. 61 Section 6 Practice Learning Assignments……………….. 62 Level 2: Case Study ………………………. 62 Level 2: Reflection on Practice Assignment ………………………………… 63 Level 3: Reflection on Practice Assignment …………………….................. 64 Level 3: Case Project …………………….. 65 Part 2: Appendices of Guidance & Proforma Appendix 1 Student’s Individual Learning Plan……… 70 Appendix 2 Contents of Supervision Folder………….. 73 Appendix 3 The Practice Learning Initial Agreement.. 76 Appendix 4 The Mid-Point Review Meeting…………... 84 Appendix 5 Additional Practice Learning Review Meeting …………………..…………………... 95 Appendix 6 Supporting Disabled Students undertaking Practice Learning Opportunities ……………………………….. 102 Appendix 7 The Key Roles and Social Work Standards Matrix……………………………. 127 Appendix 8 Progression to Competence and Aide for Effective Guidance ………………………… 156 Appendix 9 Direct Observation of Practice …………... 177
Skills Demonstrates understanding of and ability to apply basic verbal and non-verbal skills of engagement Can produce a clear, concise and accurately presented written report Demonstrates ability to undertake social work role and related agency tasks Can use a range of social work skills appropriate to each stage of the social work process Demonstrates the ability to use verbal and non-verbal skills of engagement in a considered way Can express and present information clearly in verbal and written form Can demonstrate a beginning ability to use self Demonstrates a beginning ability to analyse, evaluate and reflect on practice Can manage time and own workload competently, with guidance Demonstrates confident and competent use of a range of verbal and non-verbal communication skills, including the ability to respond to complex and unforeseen situations Demonstrates confident and competent use of self Can report and present information concisely, yet comprehensively, presenting complex issues clearly Demonstrates an extended repertoire of skills integral to their practice Demonstrates a developed ability to analyse, evaluate and reflect on practice Can manage time and own workload competently with some guidance Level Level One Foundation Level Two Application Level Three Integrated Application
Values Demonstrates awareness and understanding of impact of values, beliefs and attitudes on self, Service User and service delivery Demonstrates an awareness of the potential for conflict between personal and professional value base Demonstrates a basic understanding of inequalities and diversity Can recognise significance of power and authority in worker/Service User relationship and is able to safeguard right and promote responsibilities of others Demonstrates understanding of different forms of discrimination and oppression and their impact on Service Users Can recognise and begin to explore some of the value dilemmas and conflicts inherent in social work practice Can challenge individual, institutional and structural oppression in an appropriate and constructive manner Demonstrates an ability to work toward resolution of value dilemmas and conflicts in both interpersonal and professional contexts Can integrate the values of social work in to own practice while understanding own personal value system Demonstrates the ability to actively promote rights of Service Users
Advise relevant managers and ensure support for self Ensure Student has access to appropriate support mechanisms Ensure sufficient time for completion of detailed assessment report Use managerial supervisory arrangements throughout the practice learning period. Ensure adherence to organisation’s internal mechanisms for quality assurance of Student competence. Ensure you are fully aware of and where appropriate adhere to “Protocol for Dealing with Factors Affecting Progression of Practice Learning” (NIDSWP: June 2013) Ensure you are fully aware of appropriate agency and programme policies and procedures and NISCC Codes of Practice. N.B. If a serious/dangerous situation should arise you should immediately refer the matter to the appropriate person(s) within your organisation and adhere to “Protocol for Dealing with Factors Affecting Progression of Practice Learning” (NIDSWP: June 2013). ENSURE THE WELFARE AND SAFETY OF SERVICE USERS. Section 5: Assessment of Practice Learning Summative and Formative Assessment The assessment of the student’s practice learning period needs to be accurate (valid and reliable), it needs to be fair, it needs to be efficient and finally it needs to fit within the context of the Degree. To this end, practice learning is assessed in two main ways. Firstly, the practice teacher has the responsibility to provide an open, clear, and fair assessment of the student’s practice during the practice learning period. The methods of assessment will be discussed and agreed at the initial planning meeting. This assessment will be informed by direct observation of the student’s practice, the supervisory process, agency records and through completion of evidence requirements outlined in the previous section. The assessment will include feedback from other workers, carers and service users. (Feedback pro-forma are available in Practice Teacher and Student Toolkit: 2015) The practice teacher and student will have to negotiate and plan the production and assessment of various items of evidence throughout the practice learning period. This will be a formative assessment of the student’s on-going competence and confidence through the evidence of their practice. The practice teacher will verify competence across all work.
What to do in the event of an accident, accountability, student’s responsibilities, IT policies, etc. student complaint process and PLO Business arrangements e.g. need to transport service users, business car insurance, travel expenses, name badge, etc. Any significant / additional information which may impact on Practice Learning? Any relevant personal/health issues which may impact on PLO? Have any conflicts of interest issues arisen to date? Any likely to arise? Agree use of specialist equipment for example audio recordings, IT packages and USB/live scribe pens. (Student to be aware that any issues which do arise during PLO are to be raised with the Practice Teacher.)
Practice learning requirements. * N.B At Level 2 at least one of the following must be met; Group care or Community Development Requirement On going Not available/not yet met Already met at level 2. Statutory tasks Decision making Group care* Working with two other professions Contested nature, scope and purpose of social work in a diverse society Court work/tribunals /formal hearings.*
User/carer feedback (2) Practice learning requirements. * N.B At Level 2 one of the following must be met: Group care or Community Development Requirement On going Not available/not yet met Already met at level 2. Statutory tasks Decision making Group care* Working with two other professions Contested nature, scope and purpose of social work in a diverse society Court work/tribunals
Appendix 7: The Key Roles and Social Work Standards Matrix Key Role 1: Maintain Professional Accountability SW Standard Performance Criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 1 Maintain an up to date knowledge and evidence base for social work practice P1 establish your own strategy for maintaining an up to date knowledge and evidence base for social work practice P2 research statutory, legal and procedural requirements and academic literature relating to social work practice P3 analyse the statutory and statutory powers exercised by social workers and organisations P4 review the outcomes of previous social work practice for individuals, families, groups and communities locally P5 review your own knowledge about issues of equality, fairness, access and anti-sectarian practise and provision P6 synthesise information to understand how evidence-based practice applies in your own role Levels: 2 and 3 Tuning-in statement Supervision minutes Presentation to team meeting/midway presentation Evaluations of practice Learning log
SW standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 2 Develop social work practice through supervision and reflection seek professional supervision to develop accountable social work practice prepare for formal professional supervision in ways that will maximise its effectiveness access additional sources of support compatible with professional social work principles use feedback from supervision and other sources to inform reflection on and evaluation of your social work practice reflect on the cultural context in which you practice and how this impacts upon your work reflect on your own values, beliefs and assumptions and how they impact on your social work practice integrate learning within practice contribute your own knowledge of best practice to the continuing development of the profession Levels: 2 and 3 Supervision minutes Evaluation of practice Service User/Carer feedback Feedback from team/other professionals Reflective accounts
Key Role 2: Practise Professional social work SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 3 Manage your role as a professional social worker work within the context of your own organisation establish the parameters of your own work role and how the responsibilities of others link with these ensure your understanding of processes in which you may be involved plan, with support, how to prioritise work in order to use your time effectively take steps to ensure your safety in situations where there is risk of harm to you recognise the effect that work situations may have on your well-being and your practice implement strategies to develop your personal and professional resilience challenge your own assumptions that could lead to discrimination in your practice Levels: 2 and 3 Tuning –in Supervision Care plans Evaluations Time management Understanding of Reflection
P5 support others to understand how ethical considerations may have affected decisions made P6 evaluate outcomes of how you have managed ethical issues, dilemmas and conflicts to inform your future practice Assessment SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 6 Practise social work in multi-disciplinary contexts P1. develop collaborative working relationships with professionals from other disciplines P2 uphold the role and function of social work when working in a multi -disciplinary context P3 develop your understanding of the roles and responsibilities of others involved in work P4 ensure that social work principles, codes of practice and values are applied when working with others Levels: 2 and 3 Minutes of formal decision-making meetings Feedback from team/ other professional Contracts
P5 contribute to identifying and agreeing the goals and objectives of the multi -disciplinary work P6 negotiate responsibilities that respect legal, ethical, organisational and professional boundaries in a multi-disciplinary context P7 negotiate agreements on systems for the exchange of information which contribute to the safeguarding and well- being of individuals and the wider community P8 apply social work knowledge and skills to deal constructively with disagreements and conflict within multi-disciplinary relationships P9 contribute to evaluating the effectiveness of the multi -disciplinary work Care plans Case records Correspondence Evaluations of practice SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 7 Prepare professional reports and records relating to people P1 use language appropriate to the intended audience to construct professional reports that are evidence-based, analytical and coherent P2 maintain accurate, complete, retrievable, and up-to-date records P3 ensure reports and records can be understood by those who have a right to see them Level: 2 or 3 Supervision minutes Reports Service use feedback Care plans
P3 investigate legal requirements and organisational procedures with a bearing on the proposed involvement P4 research further information that may inform your initial involvement P5 reflect on aspects of self that may have an impact on the social work relationship P6 synthesise all information gathered P7 make a professional judgement with support from others about the best form of initial involvement Email/telephone contacts Process records Reports Personal audit of knowledge , values ,skills Reading and knowledge Supervision SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 9 Engage people in social work practice P1 plan how to use communication to facilitate initial engagement P2 use communication skills to establish the social work relationship Levels: 2 and 3 Tuning –in Assessments Process records
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 10 Support people to participate in decision –making processes P1 assess people’s capacity to navigate systems and make their voices heard P2 agree the level and nature of your own contribution in supporting people to participate in processes P3 ensure literature and documentation is made available to people in their preferred language and format P4 support people to understand the concepts of power and empowerment in different situations P5 explain processes and procedures to enable people to participate as fully as possible P6 work with people to build their capacity to advocate for themselves P7 carry out your agreed role to support participation in processes P8 confirm people’s understanding of the outcomes of their participation and any decisions made P9 identify any prejudice and discrimination encountered Levels: 2 and 3 Assessments Process records Direct observations Care plans Feedback from service user/carers Case Conference Case discussions Agency records Supervision records Reviews Reflection on interactions
interest that may arise if you act as advocate P5 collaborate with people to prepare a case that represents their best interests P6 make representation to achieve desired outcomes P7 communicate outcomes of the advocacy in ways that can be understood P8 review the effectiveness of advocacy Review meetings Supervision Key Role 4: Assess needs, risks and circumstances SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 12 Assess needs, risks and circumstances P1 listen to people’s own accounts of their situation P2 work holistically with people to enable them to identify, clarify and express their strengths, needs and expectations Levels: 2 and 3 Initial assessment Risk assessment Supervision minutes
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 13 Investigate harm or abuse P1 identify behaviours and environments that present potential risk of harm or abuse P2 work within organisational procedures and in partnership with others to plan an investigation into suspected harm or abuse P3 maintain a focus on safeguarding the person at risk throughout the investigation process P4 use persistence and assertiveness to gather direct evidence about the harm or abuse P5 co-ordinate other evidence from a variety of sources and Levels: 2 and 3 Identify interventions required Direct observation Information gathering Contact records Action planning Referrals to other agencies/professionals Supervision minutes
Plan in partnership to address short and longer term issues P1 support people to understand the planning process and their rights and responsibilities within it P2 work with people to agree the overall outcome that the plan should achieve P3 establish agreement on short, medium and long term objectives P4 support people to recognise resources within themselves, their personal networks and the community P5 explore with the people involved a range of possible solutions and their feasibility P6 formulate a plan based on collated information P7 establish agreement to the plan with those involved in it or affected by it P8 agree how the plan will be monitored and reviewed P9 record the plan and any issues or needs that the plan does not seek to address Levels: 2 and 3 Care plans Direct observation of practice Action plans Agency records Service user feedback Supervision minutes Minutes of formal decision-making meetings Review reports
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 15 Agree risk management plans to promote independence and responsibility P1 review your own and the organisation’s legal and professional duties when supporting people to balance risks, rights and responsibilities P2 assess the individual’s capacity to make decisions regarding risk P3 assess risk according to legal and organisational requirements P4 use assertiveness to ensure that the actions of others work in the Levels: 2 and 3 Reading and evidence base Assessment Minutes of formal decision-making meetings
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 17 Apply methods and models of social work intervention to promote change P1 research a range of methods and models of social work intervention that may promote change in specific situations P2 analyse how your own professional and interpersonal skills can be demonstrated within methods and models of social work intervention P3 articulate your rationale for choosing particular interventions in specific situations P4 use your own professional and interpersonal skills to apply social work interventions P5 monitor through reflection in practice the effectiveness of the interventions in achieving change P6 revise interventions to take account of reflective monitoring Levels: 2 and 3 Reading/tuning –in Reflection on own knowledge , skills and values Assessment and planning Implementation of method of intervention Ongoing evaluation and review Supervision Direct observations
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 20 Disengage at the end of social work involvement P1 agree a plan for disengagement when the end of your involvement is approaching P2 explain to people the reasons for your forthcoming disengagement P3 provide people with information on the closure or continuity of support for them P4 arrange for the transfer or closure of information relating to social work involvement P5 complete required documentation to close your involvement Levels: 2 and 3 Supervision records Process record Direct observation Review meetings Service user/carer feedback Records of handover meetings Contact records Appendix 8:
multi-disciplinary and multi-organisational context Shows developing knowledge and understanding of the roles and responsibilities of those within the multi-disciplinary team Develops and maintains effective working relationships Is appropriately assertive with service users and fellow professionals Deals constructively with disagreements and conflict within working relationships Demonstrates the ability to review and update own knowledge with regards to legislation, policy and procedures including recommendations from inquiries Engages in on-going professional development with regards to evidence based practice, underpinning knowledge base and appropriate models and methods of intervention Seeks out and uses the expertise of colleagues and other professionals Meet relevant standards of practice and works in a lawful, safe and effective way Upholds professional social work practice values and works within NISCC Code of Practice Shows little understanding of the use of self as a resource Is careless with information storage and demonstrates little understanding of the importance of following agency policy and procedure Is unable to follow agency policies with regards to the sharing of information with service users, carers and other professionals Shows limited understanding of the boundaries of confidentiality Does not follow agency policies with regards to access to records, reports and the protection of data Written work within the agency is of a poor standard, lacking clarity, accuracy and / or is illegible and therefore does not meet the agency standard (even after developmental feedback) Shows poor practice within a multi-disciplinary context, is unable to work co-operatively, has poor communication skills (written and/or verbal) Lacks knowledge and understanding of different roles and associated responsibilities within the multi-disciplinary team
Can contribute to the development and evaluation of support networks Demonstrates awareness of difference (e.g. of power, race or gender, values or aims) and any potential impact Can recognise the significance of power and authority in the worker/service user relationship and is able to safeguard rights and promote responsibilities of others Can manage time, showing the ability to prioritise work Demonstrates knowledge and understanding of the different forms of discrimination and oppression and their impact on self and service users Can manage crisis situations in a calm, reasoned and professional manner
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Is able to identify the need for legal and procedural intervention Recognises the impact change may have for people and supports them through this Can develop a care plan in conjunction with service users and relevant others where appropriate, acknowledging and addressing conflicts and demonstrating ability to negotiate resolution Can revise a plan in response to changing circumstances Can move from assessment and planning to intervention, demonstrating informed practice Can provide a rationale for the chosen method of intervention and explain the intervention to relevant parties Can sustain work with service users and others over time as appropriate Is unable to demonstrate informed practice which is underpinned by theory and knowledge Does not develop sufficient specialist knowledge of service user group or agency remit Does not show ability to agree objectives for work and then plan work to meet the agreed outcomes Lacks knowledge and understanding of the power and authority inherent in the social work role and fails to take steps to redress the imbalance Lacks ability to develop and maintain on-going relationships with service users, colleagues, other professionals and agencies Lacks ability to monitor and review work regularly with all relevant others therefore has no knowledge or understanding of the effectiveness of work being undertaken Time management is an on-going concern which manifests in an inability to prioritise work and respond effectively. Deadlines are frequently missed or work is continually scheduled
Can plan, monitor and review outcomes and actions to minimise risk, stress and harm Demonstrates relevant risk assessment and management knowledge / theory including legislative and policy frameworks Can manage time and own workload competently, including meeting required deadlines Manages endings and disengagement from working relationships with service users, carers, groups and communities Fails to acknowledge the service user’s strengths and abilities to represent their own needs, views and circumstances Misunderstands and then misrepresents the service user’s wishes and needs Fails to inform service users of their rights and / or resources they can avail of Shows an on-going lack of ability to prepare adequately for decision making forums Fails to involve all relevant parties in decision making forums Shows continual inability to participate productively in decision making forums Is unable to demonstrate informed practice which is underpinned by theory and knowledge Does not develop sufficient specialist knowledge of service user group or agency remit Fails to take account of risk or ensure that risk assessment is informed by theory
Student Social Work Training Passport Name of Student:__________________ Student No:__________ Date of Training Name of Training Event, Trainer and Organisation Delivering the Training Duration of Training (Days or Hours) Summary of Learning Outcomes Signed & Dated (Practice Teacher)
Appendix 12: Important dates Practice Learning Opportunities Calendar 2015/16 UU/QUB UGR 2 Student Level and Programme PLO Commencement and End dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix UGR Level 2 (1st PLO) 85 days 19th August – 16th December’15 QUB,UU/FE: Recall days 24th & 25th Sept. 2015 5th & 6th Nov. 2015 Folder of evidence to Practice Teacher 9th December ‘15 Reflective Practice Assignment (RPA) QUB - 16th December ‘15 UU/FE - 4th January ‘16 Copies of Reflective Practice and Case Study assignments to be submitted to Practice Teacher by 4th January’16 Case Study UU/FE - 16th December ‘15 QUB – 4th January ‘16 -Practice Teacher Report -Completed matrix 4th January ‘16 Note Bank Holiday 31st August ’15
Practice Learning Opportunities Calendar 2015/16 UU/QUB: Part - Time Route First PLO Student Level and Programme PLO Commencement and End dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix Part–time route PLO UGR Level 2 85 days 19th August ’15 – 8th April ‘16 UU/FE: Recall days 2ndOctober 2015 6th November 2015 15th January 2016 26th February 20112 QUB: Recall Days 12th, 13th November 2015 4th, 5th February 2016 Folder of evidence to Practice Teacher 1st April ‘16 Reflective Practice Assignment (RPA) QUB – 8thApril ‘16 UUM – 21st April’16 Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by 21stApril’16 Case Study UUM – 8th April’16 QUB – 21st April’16 Practice Teacher Report -Completed matrix 21st April’16 Note Bank holidays: 31st August; 25th & 28th December; 1st January; 17th March; 28th and 29thMarch Practice Learning Opportunities Calendar 2015/16
UU and QUB RGR 3/UGR 3 Student Level PLO Commencement and Ending dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix UGR and RGR Level 3 (Final PLO) 100 days 6th January – 31st May 2016 QUB: Recall Days 19th February ‘16 21st & 22nd April ‘16 UU: Recall Days 19th February ‘16 11th March ‘16 29th April ‘16 Practice component of PLO finishes 17th May ‘16 Folder of evidence to Practice Teacher 10th May’16 Reflective Practice Assignment (RPA) QUB – 17th May 2016 UU – 31stMay’16 Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by 31stMay’16 Evidence Based Project UU- 17th May ‘16 QUB – 31st May ‘16 Practice Teacher Report and completed matrix submitted 31st May’16 Note Bank holidays: 17th March; 28th ,29th March; 2nd May; 30th May Practice Learning Opportunities Calendar 2015/16 PART TIME ROUTE UU/QUB UGR FINAL PLO Student Level PLO Commencement and Ending dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix
UGR Part time Route Final PLO 100 days 19th August’15 – 18th May ‘16 Recall days: QUB 19th, 20th November ‘15 25th, 26th February’16 UU 12th, 13th November ‘15 18th, 19th February’ 16 Practice component of PLO finishes 22nd April ‘16 Folder of evidence to Practice Teacher 8th April ‘16 Reflective Practice Assignment QUB 22nd April’16 UUM 18th May ‘16 Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by 18th May ‘16 Evidence Based Project UUM 22ndApril’16 QUB 18th May’16 Practice Teacher Report Completed matrix 18th May ’16 Note Bank holidays: 31st August; 25th, 28th December; 1stJanuary; 17th March; 28th, 29th March; 2nd May Note that this calendar is based on students completing 2.5 days per week. On the week of recall days readjustment of PLO working hours may be necessary.