Social work undergraduates at the National University of Singapore have to complete a groupwork module in fulfilment of their graduation requirements. Whilst the Covid-19 pandemic has caused abrupt and unprecedented disruptions to educational institutions - from preschools to universities, it also offers possibilities and opportunities in innovating teaching and learning. The presentation will highlight thoughtful groupwork teaching, use of varied assessment methods and different learning strategies utilised during and after Covid-19 in enhancing the development of students' competency in groupwork practice. Two cohorts of social work students completed the validated 70-item inventory foundation competencies in Social Work with Groups (ICSWG) by Macgowen (2012) at the beginning and the end of the course. The inventory measures two domains: importance of item for a successful group work and one's confidence in demonstrating the skills in practice. Additionally, data from end-of-semester students' feedback was analysed. The findings suggested that students were significantly more confident in demonstrating the groupwork skills in practice after the end of the groupwork course. Some of the common themes identified to be constructive for students' learning include the varieties in mode of learning, the established safe learning space and lecturer's sharing of own experiences. The deliberate use of tutorials to concretise learnings were crucial. Aside from the opportunity to plan and execute groupwork, tutorials allowed students to experience and reflect on the group dynamics and processes that emerged with the guidance of the lecturer.  The participants will be able to learn more about the groupwork content, assessment tools and strategies used in groupwork teaching for the social work undergraduate students. They could also consider the use of the inventory developed by Macgowan (2012) to ascertain the effectiveness of their teaching in helping students develop competence in social groupwork practice.

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