BA (Hons) Social Work Degree Apprenticeship

Core units

• The Context of Social Work Practice in the UK: This unit explores the social, economic and political context in which social workers work and the possible causes of social problems including social exclusion and discrimination.
• Human Development – Applying Theory to Practice: During this unit you will develop an understanding of human growth, development and behaviour across the lifespan. You will learn about different sociological and psychological explanations for this and the application to social work practice.
• Academic Skills for Social Work Study: This unit will help you to develop new skills relating to critical approaches to existing research and how to conduct your own investigation of data and evidence in all forms.
• Learning from the Living Experience: This unit provides essential practice experiences that you require in order to develop your competence and meet the requirements of social work’s regulatory body.
• Communication Skills and Professionalism: This interdisciplinary unit will help you develop anti-discriminatory, inclusive, and effective professional communication skills, use reflective approaches to identify areas of development around communication and professionalism and to work in interprofessional teams to build interdisciplinary skills.  
• Readiness for Direct Practice in Social Work: In this unit you’ll be provided with a range of practical guidance, support and knowledge to develop your capabilities against the Professional Capabilities Framework and the regulatory body codes of practice.
• Law in Social Work Practice: You will develop an understanding of law and relevant social policy and, through your knowledge and harnessing of relevant skills, be able to use knowledge of law and social policy competently and creatively.

Core units

• BA Social Work First Substantive Placement Part A: This practice based unit provides essential practice experiences that you require in working toward meeting the regulations of the professional body.
• BA Social Work First Substantive Placement Part B:  This practice based unit provides essential practice experiences that you require in working toward meeting the regulations of the professional body.
• Applying Social Work Models and Methods in Practice: The unit will help you develop an understanding of the complex and multi-layered nature of social work with a strong focus on the practical applications.
• Developing Relationship Skills as a Social Work Practitioner: This unit aims to facilitate the development of personal and interpersonal communication skills as well as exploring and understanding theory that will aid the application of these skills in professional practice.
• Social Justice & Social Work: The aims of this unit are to explore the meaning of social justice in relation to the role of social workers working in complex and diverse contexts, often managing conflicting ethical issues.
• Developing Research Mindedness: This unit will enable you to develop the capacity to read and evaluate research and learn the skills that are essential to effectively communicate information, arguments, and analysis through the application of research to practice. 
• Practice Learning Skills for Social Work: Getting Ready for Final Learning Placement

Core units:

• Professional Practice with Children & Families: This unit will be underpinned by research and evidence based judgements and you will develop understanding and competence in assessment and intervention with children and their families. You will be expected to examine your own beliefs and values in relation to protection work and to build on your previous learning in both theory and practice.
• Professional Practice with Adults: This unit aims to prepare you for practice with adults in a variety of settings; making reference to contemporary social work practice issues. This includes approaches to intervention, the legislative framework which mandates practice, professional accountability, applying critical thinking, working with risk and complexity, and the importance of evidence-informed practice.
• Understanding Mental Health & Substance Use: The aim of this unit is to introduce, and develop knowledge, on key issues encountered in social work practice in mental health and substance use fields. The focus is to consider the nature and impact of mental health issues across the life course, and to develop a platform for you to explore concepts and approaches to inform your understanding and practice.
• Critical Literature Review: You will undertake an intellectually challenging and in-depth literature review exploring a topic relevant to contemporary social work practice 
• BA Final Substantive Placement Part A: (pre-requisite is successful completion of First Substantive Placement Part A and Part B) 
• BA Final Substantive Placement Part B: (pre-requisite is successful completion of First Substantive Placement (Part A and Part B)
• Practice Learning Skills for Social Work:  Getting Ready to Qualify

​​End Point Assessment

This award is an integrated degree apprenticeship and includes an end-point assessment (EPA) which the apprentice must pass to complete the apprenticeship course. 

The EPA period must only start once the employer and BU are satisfied that the apprentice is demonstrating the knowledge, skills and behaviours of the apprenticeship standard, and all of the pre-requisite gateway requirements for EPA as defined in the assessment plan and apprenticeship funding rules have been met. Once all parties have agreed that the apprentice has met the requirements of Gateway an assessment board can be convened to confirm the student’s qualification. There is no additional work required by the apprentice; the EPA is the final Assessment Board. 

You will be assessed by different coursework such as journal articles, leaflet, essays, group work, written exams and practice assessment. The assessment methods for each unit can be found on the programme profile in the programme specification for the course.

Programme specifications provide definitive records of the University's taught degrees in line with Quality Assurance Agency requirements. Every taught course leading to a BU Award has a programme specification which describes its aims, structure, content and learning outcomes, plus the teaching, learning and assessment methods used.

Whilst every effort is made to ensure the accuracy of the programme specification, the information is liable to change to take advantage of exciting new approaches to teaching and learning as well as developments in industry.

If you have been unable to locate the programme specification for the course you are interested in, it will be available as soon as the latest version is ready. Alternatively please contact us for assistance.

In the first year, students undertake a service user led unit, providing experiences and opportunities for students to learn from the expertise of those with lived experience. Students will have the opportunity to meet with and learn from a range of people within the community and to develop and practise their professional skills. This counts towards some of the skills days required during the course. Students will be expected to manage their own diary, create and keep to schedules and collaborate with a range of different people with different lived experiences, to learn about the key issues people from certain marginalized groups experience. Students will also undertake a ‘readiness for practice’ unit which evidences they have reached the required capabilities to undertake a first practice placement. Content includes safeguarding education, shadowing opportunities and observed role play.

In year two you will undertake a 70-day placement in a practice setting. This may be a day centre providing support and services to people with dementia, or residences supporting people with complex or enduring mental health problems, educational settings, or recovery services for people with problematic substance use, among several other types and locations of services.  When placing you, we consider your areas of experience and try and place you somewhere which will provide a contrast and new learning experiences.

In year three you will undertake 100 days within a Social Work team, undertaking statutory tasks. This may be located across a region encompassing Bournemouth, Christchurch, Poole, Dorset and Wiltshire. Students will be allocated individuals and families to work with under supervision and, as part of this, employers expect students to travel independently to meetings and contacts. This may be across the region the particular service covers, and sometimes further afield, when they have people who are living in other areas but are still under the care of a particular council (eg. children in care).

Bournemouth University is located in the south-east of Dorset and, as such, works with organisations providing services in rural and urban communities. Some placements may require the use of personal transport as public transport to these locations may not be available. For services where you may visit clients, you will need access to transport with insurance for business travel. 

The wide range of placements includes:

• Social work teams engaging in child protection and adult safeguarding with adults, children and their families
• Hospital social work teams
• Fostering and adoption
• Drug and alcohol services
• Mental health services
• Supported housing and homelessness schemes
• Domestic violence refuges
• Children’s centres
• Adult day resources
• Children’s homes
• Youth projects
• Adult disability services

In all placements, you will have an onsite mentor who is called your Placement Supervisor. They oversee the work you are given and provide both informal daily supervision of your workload, and one to one supervision focusing on developing your practice skills and learning how to analyse and understand your development as a practitioner.

You will also have a Practice Educator, who is responsible for overseeing your assessment of practice. In your first placement this may be someone from offsite, provided by the university, someone who is a registered social worker or a qualified practice educator. They will provide you with essential practice experience that will develop your social work knowledge and skills. In your final placement, this person may be part of the team and the role of supervisor and educator is combined into one person. The Practice Educator role is focused on drawing in evidence and theory to analyse your practice and learn how to be a critical and reflective practitioner, improving and developing your practice all the time. This is a basis for the requirements of Continued Professional Development during your career.

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This course ensures that students spend at least 200 days (including up to 30 skills days) gaining different experiences and learning in practice settings.

This is normally split between two separate placements, the first substantive placement of 70 days and the final substantive placement of 100 days, plus 30 practice learning skills days. Each skills day and placement day is seven hours in total, plus a break for lunch.

While on placement, you will typically work office hours between 9.00 and 5.00 but this can depend on the setting and the nature of the work you are doing. Some settings operate in the evening, and some areas work on the weekends.Your hours will be discussed and agreed to ensure appropriate work / life balance and supervision in your role.The hours you work will be discussed with your Practice Educator on placement.

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AccessBU: AccessBU provides you with the opportunity to tell us about your circumstances that are not always evident in your UCAS application. This widening access initiative also considers relevant criteria such as being in care or if you live in an area with a low participation rate in Higher Education - if you are eligible, your offer could be up to 16 UCAS tariff points below the published tariff.

Apprenticeships: We recognise the transferable knowledge and skills gained through apprenticeships and welcome applications from students with a Level 3 Advanced Apprenticeship recognised by the Institute for Apprenticeships. Each application will be considered on a case-by-case basis.

Deferred entry: We are happy to consider eligible applicants for deferred entry. If you have already submitted your application, please submit your deferral request through our website.

Direct entry: We welcome applications from students who have previously studied at degree level at other institutions and wish to transfer onto a BU course. Our Recognition of Prior Learning (RPL) procedure enables credit awarded from one institution to contribute to a BU award, subject to an application process. Please visit our RPL webpage for more information.

Mature applicants: We recognise that mature applicants may have a wealth of experience rather than formal qualifications, so we’ll consider your application on these merits if included in your application. You’ll need to apply to BU in the usual way through UCAS and you may be invited to an interview to discuss your suitability for the course based on the experience you tell us about in your application.

Occupational Health (OH) Checks

This course is physically and mentally demanding and you will need to be mentally and physically able to undertake your chosen course. Places are offered subject to passing an OH check, and this will be carried out by the Dorset Healthcare University NHS Foundation Trust. Health conditions need to be dealt with on an individual basis e.g. deafness, blindness, eczema (or other dermatological allergic reactions) on exposed areas, epilepsy, back problems, or mental health conditions, eating disorders and other disabilities. These do not automatically exclude you but please ensure that you fully disclose your condition to OH. The University can then consider the recommendations made by OH and whether reasonable adjustments can be made to support you on your chosen course. If you require more guidance please contact us for more information.

You will be required to provide a record of your immunity status or be vaccinated or have the required blood tests. You may need to ask your GP or current OH department or find your childhood vaccination record for details of your past immunisation records. You should be aware that there may be charges made (for which you will be liable) relating to your gaining the appropriate immunity required prior to starting your training programme.

Driving

The role of the social work student encompasses a range of statutory tasks. This can mean students work across wide geographical areas. This can include visits to other areas of the country at times.

Given the nature of our location, employers and practice partners expect students to be able to get to rural and remote locations independently, in the course of practice-based learning. This means having access to personal transport is often a requirement.

Employers each have their own policies for reimbursement of travel expenses incurred as part of the student’s role in practice. Drivers will need to have business mileage included in their insurance.

Disclosure and Barring Service (DBS) Check (previously known as CRB)

All successful applicants will be subject to an enhanced child and adult workforce criminal conviction checks with the DBS; this will be a condition of offer and will need to be completed prior to commencing the course. Please see the Government website for the most up to date information.

Before you start the course in September, BU will carry out an enhanced DBS check.  When you get the certificate, please take care of it. You need to provide this for your practice placement provider to see before you start your first substantive placement.

We also make a strong recommendation that you sign up to the online update service that keeps your DBS up to date, meaning any employer (who you wish) can check your DBS without starting from scratch. The fee for this service is £13 per annum. 

Refusing Immunisations

The University has an expectation that all students will comply with the vaccination programme as it is Public Health England requirement for healthcare workers and social workers to have certain immunisations. This ensures that you will be able to undertake the wide range of training placements that your course will require and aims to keep you, as well as the people in your care as safe as possible. Please note that at this time Covid-19 vaccinations are not a mandatory requirement for health or social care workers and so are therefore not a mandatory requirement for health or social care students either. Occasionally some vaccinations are contraindicated in certain medical conditions. Occupational Health (OH) will advise the University in these cases. The University will consider students on an individual basis. Refusal to have immunisations will may result in the student not being allowed to attend practice placement and being withdrawn from the course. There is no opportunity to appeal against the requirements of the immunisation policy.

Consent for roleplay and practical activities

It is important that you understand what will be expected of you as a student studying for both an academic award and professional qualification in social work. You must agree to participate in roleplay and practical activities within the Social Work course at Bournemouth University as detailed in this document. As participation is a requirement for successful competition of the course, failure to comply with these expectations could lead to disciplinary action.

We would normally expect you to have some paid or voluntary experience in a social work and/or social care capacity or clear insight in the field of work being applied for. The longer and more varied that experience, the better. Examples of the sort of experience that candidates often have are:

• Employment as a carer in a residential home
• Being a volunteer in an agency working with young offenders
• Paid or voluntary work in a day centre for people with physical disabilities, learning disabilities, or mental health problems
• Employment as a social work assistant in a social services department
• Work on summer play schemes and/or after school clubs
• Personal experience as a service user or carer.
• If you are still in full-time education, you will need to have additional experience outside of the work experience arranged by your school.

You can find out about opportunities for volunteering from local volunteer bureaus, citizens advice bureau or in the public library. Newspapers such as the Guardian on a Wednesday or a magazine like Community Care are helpful.

NB. It would be unusual for us to offer a place to anyone without such social work/social care experience, but we will consider the merit of each application as a whole. Please contact us if you are in any doubt.

For Social Work, we are looking for applicants who:

• Have an awareness of the role of a social worker within society 
• Have undertaken work experience – the longer and more varied the better, and be able to reflect upon your learning from these experiences
• Can demonstrate a non-judgemental attitude, an appreciation of diversity, self-awareness, flexibility and openness to new ideas 
• Can demonstrate relevant skills such as listening, negotiating and advocacy
• Being a driver and having access to transport is useful as, due to the geographical location, placement learning may take place in rural areas.

We would normally expect you to have some paid or voluntary experience in a social work and/or social care capacity. The longer and more varied that experience, the better. Examples of the sort of experience that candidates often have are:

• Employment as a carer in a residential home
• Being a volunteer in an agency working with young offenders
• Paid or voluntary work in a day centre for people with physical disabilities, learning disabilities, or mental health problems
• Employment as a social work assistant in a social services department
• Work on summer play schemes and/or after school clubs

If you are still in full-time education, you will need to have additional experience outside of the work experience arranged by your school.

You can find out about opportunities for volunteering from local volunteer bureaus, citizens advice bureau or in the public library. Newspapers such as the Guardian on a Wednesday or a magazine like Community Care are helpful.

NB. It would be unusual for us to offer a place to anyone without such social work/social care experience, but we will consider the merit of each application as a whole. Please contact us if you are in any doubt.

In the healthcare sector, IT is now a vital tool for accessing and maintaining patient records, accessing literature to client care and conducting clinically-related research. As a student you will receive an introduction to IT near the beginning of your course and you will be provided with computer access and your own email address.

During the course you will be expected to use your developing IT skills to produce assignments, to conduct literature searches, and to use client-related record systems in a practice setting.

You apply for a degree apprenticeship in the same way you apply for a normal job.  You must apply to the recruiting employer, not via the University. 

If you’re interested in completing an apprenticeship please head over to our dedicated web pages to read through what’s involved, eligibility and how to apply.

An apprenticeship a job where you will be paid a wage, this means you won’t be eligible for student loans or maintenance grants, and you’ll need to cover your day-to-day expenses like living costs, rent and travel in most cases.  

You can find out more about average salaries for apprenticeships on the UCAS website.   

Additional costs will be payable by the apprentice as follows: 

• Textbooks, general stationery and other supplies. Our award-winning library is stocked with a large range of textbooks and online resources, free of charge. The Students’ Union shops stock a wide range of stationery supplies on both campuses 
• Accommodation and living costs.  
• Travel costs to and from the University campus for taught sessions (and occupational health referrals if required). 
• Travel costs to and from your placement which could be based at various locations across the southwest region. 
• There may be an additional charge for replacement uniforms. 

My practice experience is: In 1994 I started working with children who are disabled and decided to qualify as a social pedagogue. Since arriving in England I have been working for a Local Authority as a social worker, team manager and Principal Social Worker.  The focus of my practice was Child Protection and Children with Disabilities. I had the opportunity to work for children in need of protection, offer supervision to other social workers, undertake court work and develop strategies. I also worked with Residential Children’s Homes to introduce social pedagogy to improve the everyday experiences of children living in children’s homes.

My main interests are: I take a particular interest in the way social workers come to make a decision or a judgment, given the implications social work decisions have on the life’s of the service user we work with. Additionally I am interested in the experiences of children in care and developing creative ways to identify children who experience adversity in early childhood. Given my experience in practice I am also intrigued about the current political climate and the impact austerity policy has on the ability of Local Authorities to provide important services to vulnerable people in our society.

What I bring to my teaching is: … a unique way to facilitate learning experiences by using the collective experiences that students bring into the seminars. My style of teaching is very responsive to discussions and interests emerging form a group. Rather than relying on presentations I believe that learning in a group is far more engaging and effective than traditional methods of teaching.

My practice experience is: I qualified as a social worker back in 1993, following time working with charities providing housing and support to homeless people in Nottingham and London. During my training I chose to focus on working with adults and I have always enjoyed collaborating with service users, carers and support networks to achieve positive outcomes. I have experience of a range of statutory services, starting my social work practice in a busy hospital where building respectful relationships with colleagues from diverse disciplines was essential. This work ensured that I developed a strong professional identity early in my career, able to express and defend decisions based on social work values. Since then I have worked with older people, and in later years worked in a specialist team with physically disabled adults, learning a great deal about from the experts by experience.

I began my part-time doctoral studies in 2010, focusing on the meaning of sexual well-being for physically disabled people. I then moved from practice into the role of Post-Doctoral Research Fellow at the National Centre for Post-Qualifying Social Work, Bournemouth University in 2016, undertaking research, publishing literature and producing learning materials around issues of concern to social work (and other) practitioners and service users.  I am now a member of the social work teaching team, thoroughly enjoying the time spent with students.

My main interests are: I believe deeply in the contribution social work makes to society and the value practitioners can bring to individuals and communities. I am proud to be a social worker and am keen to share this pride through contributing to students’ learning, and being part of the team developing professionally curious practitioners.

What I bring to my teaching is: practice experience and enthusiasm for collaborative exploration and investigation.  Social work is an activity requiring the head, heart and hand, using a range of types of knowledge discovered through exploration and investigation. I bring this questioning approach to my teaching and thoroughly enjoy the lively debates.

My practice experience is: I am a qualified counsellor and social worker. When I first qualified in 2007, from Bournemouth University, I worked in an Older Person’s Mental Health Team. I was part of a project that specialised in supporting people living with dementia. During my time with the team, I completed my safeguarding training and undertook regular enquiries. I later joined the Learning Disability Team and qualified as a practice educator and best interest assessor (BIA). After a few years, I was invited to help set up the Deprivation of Liberty Safeguards (DoLS) Team. I was the only full-time BIA for a few years before the team expanded. I qualified as an Approved Mental Health Professional (AMHP) and assessed people under the Mental Health Act. I also managed the team and ran regular workshops throughout the year which focused on various aspects of DoLS and the Mental Capacity Act. I continued to support students in my role as a practice educator. 
I started working at Bournemouth University in 2021, but I still do some work as an independent social worker, so I can keep my practical skills up. The social work team at Bournemouth University are lovely and since joining them, I have never looked back. 

My main interests include: Mental Health and wellbeing, especially the topic of self-care for students and social workers.

What I bring to my teaching is: I bring a supportive, nurturing approach. I like to use humour and I try to be creative in my presentations. I feel passionate about social work education and continuous professional development. I have been a tutor with Skills & Learning for several years where I have designed courses and taught a variety of social care and creative writing courses. My main experience from practice includes working with people living with mental health conditions and people living with learning disabilities and I draw on my knowledge, experience and love of learning to help my students get the best possible experience.  

My practice experience is: full-time practice for over 3 decades included working with a range of service user groups in statutory, charitable and private contexts. I worked at the first domestic violence shelter in the modern world, Chiswick Women's Aid and went on to manage a residential children’s home in Ealing, a special school on the south coast and a probation hostel. From statutory child care I went to the role of Joint Principal of an Education Social Work service and then co-ordinated a Home Office funded project to improve outcomes on a comparatively disadvantaged estate. I finished full-time practice managing inclusion for a mainstream secondary school. I maintain contact with practice through research and teaching and with a social group for young people with social communication difficulties.

My main interests are: To ‘make a difference’ is a noble aim and I believe we have a responsibility at Bournemouth University to contribute to the body of knowledge that demonstrates that social work does make a difference. I maintain a very strong commitment to the discipline of social work and I know that our graduates stand out for the high quality of their practice and their capacity to reflect upon the value of outcome as a measure of success.

What I bring to my teaching is: underpinned by the core belief that; “If I am not modelling what I am teaching, then I am teaching something else and I should be challenged”. Furthermore, I advise students that “You should not believe what I tell you – you should be willing to question and to challenge me respectfully – this is a core social work skill”. Crucially, feedback from students includes that I make the subject interesting and that students are provided with opportunities to explore ideas or concepts in depth.

My practice experience is: In mental health and substance use services in local authority, primary care and voluntary sector organisations across Manchester and Salford. In addition to case-holding work, my practice included developing specialist support for women substance users and working with local maternity services to support women who became pregnant whilst dependent; developing a volunteering scheme to enable people to enhance their own emotional health and well-being through engaging and supporting others; and working with GP practices to enhance the opportunities and support available to patients with common mental health conditions such as depression and anxiety.

My main interests are: Involving people with lived experience, in health and social work education and research, in particular those from marginalised groups and communities. I use creative approaches to ensure that their stories are heard. My research includes the Parents Story Project where parents with a history of substance misuse shared their experiences and insights; developed a play and shared recommendations with practitioners and service commissioners; and the Older Carers Research Project, where older male carers (over the age of 85) shared their stories, created a short film and are now working with GP practises to improve recognition and support for older male carers.

What I bring to my teaching is: A supportive approach to enable you to gain the most from your social work education and become the best social worker you can be. My focus is as much on your personal and professional development as on your academic progress and how you can use this to inform your practice and achieve the best outcomes for those involved in receipt of social work services. I value the expertise; insights and perspectives that people with lived experience can offer and will incorporate opportunities throughout the curriculum for you to learn from those with a range of experiences and perspectives.

My practice experience is: In different roles, I have worked within children's social care for approximately 20 years before becoming a full-time lecturer at Bournemouth University.  I currently co-facilitate the Phoenix Programme, which is a domestic abuse support programme.  

My main interests are: My doctoral research focused upon children who are violent towards their parents and also secrets and secrecy. This has led to my post-doctoral interests to focus upon domestic abuse, with child-to-parent violence coming under this broader umbrella. I am also the lead for social work practice education at Bournemouth University, which has led to my interest in innovative teaching methods as well as exploring critical reflection. 

What I bring to my teaching: My past and current practice experiences are fused with my research interests, this therefore feeds into my teaching, bringing it to life. 

My practice experience: I am a Registered Social Worker and have worked in Community Mental Health Teams for adults experiencing severe and enduring mental health issues since qualifying in 2007. Post qualifying, I was able to specialise in this area and underwent training to become an Approved Mental Health Professional (AMHP). I also have experience as a Safeguarding Adult Practitioner, Best Interest Assessor (BIA) and acting as a DoLs signatory.

For two years, I had a role assisting the Principal Social Worker for adults in the Bournemouth area. This role supported strategic management and, involved developing key policies and procedures to comply with current legislation and contemporary practice approaches, networking with other Local Authorities, implementing key practice changes, undertaking audits, supporting the development of newly qualified social workers, implementing training and workforce development functions. I was able to undertake a practice education qualification and utilise this to support the continued professional development of practitioners.

My main interests are:

• I have embarked on Phd study as part of my professional development in my current role. My chosen area of research compliments the teaching I undertake within practice learning. 
• I have strong interests in the field of mental health and safeguarding adults.
• I am a qualified practice educator and am also interested in the role and influence of effective supervision within practice. As a practitioner I understand the importance of receiving good quality supervision to provide foundations for creative and robust practice.  

What I bring to my teaching: I bring fresh eyes, enthusiasm and recent social work practice experience from a Local Authority setting. I feel passionately about bringing the worlds of practice, education and research together, and hope to draw on links to practice to enrich my teaching. Continued professional development is vital to keep engaged and creative in practice, and I hope to bring my experiences into teaching to enable students to feel they can positively influence, and work within, what is a challenging practice landscape. 

The journey you are on, as an individual, is about developing not only your professional skills, but your professional identity. This is informed by the work you complete in units but also the experiences you have in placement, and of course the life and work experiences you bring.  I feel strongly about providing students with the right tools to enter qualified practice, in terms of helping them develop their professional identity, autonomous thinking and individual strengths.

My practice experience is: in teaching and learning support; I am not a social worker.  In another part of my life, I work in adult education, focusing on supporting people aim to reach Level 2 English Language Functional Skills.

I support adults who, for many reasons, have not attained Level 2 equivalent qualifications. This means I work with people with a wide range of needs and challenges: specific learning difficulties, brain injury, mental health problems and learning disabilities, as well as people learning English as an additional language. 

My main interests are: Personal learning and development in adults.

What I bring to my teaching is: Enthusiasm