MODULE SPECIFICATION
Code: UTLGKS-40-2 Title: Developing Practice With Children, Young People & Their Families
Version: 4
Level: 2 UWE credit rating: 40 ECTS credit rating: 20
Module type: Project
Owning Faculty: SSH Field: Secondary Education and Lifelong Learning
Faculty Committee approval: QSC Date:
Approved for Delivery by: indicate name of affiliated institution if module will only be delivered by them
Valid from: September 2010 Discontinued from:
Contributes towards: Foundation Degree in Working With Children, Young People & Families
Pre-requisites: UZVS98-20-1, Developing Practice With Children, Young People & Their Families 1
Co-requisites: N/A
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements
Excluded combinations: N/A
Learning outcomes:
By the end of the module the student should be able to:
1. demonstrate an understanding of the Every Child Matters approach to practice; (Component A)
2. demonstrate an understanding of informed consent and application of legislation relating to confidentiality; (Component A )
3. consolidate knowledge of relevant legal and policy frameworks; (Component A )
4. begin to evaluate different sources of evidence for practice; (Component A )
5. reflect upon issues of power and ethics in decision making; (Component A )
6. reflect on and analyse own learning from work based activities; (Component A )
7. develop existing skills and knowledge for practice; (Component A )
8. provide evidence of having met a range of negotiated competences appropriate to the practice setting and the Common Core; (Component A )
9. respond appropriately to your own emotional needs in working with children, young people and their families; (Component A )
10. demonstrate ability to make effective use of supervision; (Component A )
11. demonstrate the practice skills of assessment, observation reporting and record keeping; (Component A )
12. highlight additional training and supervision needs to build on your skills and knowledge; (Component A )
13. demonstrate ability to work in a team within and across agencies; (Component A
14. present and discuss ideas, concepts and views effectively;
15. demonstrate effective use of ICT;
16. manage self in a practice setting.
Syllabus outline:
Learning opportunities will vary according to the practice setting. However each setting will include experience of
The Common Core (2005)
Direct work with children and/or young people
Working as an accountable member of an organisation
Assessment
Legal and Ethical Practice
Each setting will also include opportunities for:
Reflecting on personal & professional Development
Developing Communication Skills
Applying knowledge, skills and values in practice
Reflecting on own presence in working relationships
Practice Portfolio Development
Exploring career development and employability opportunities
Teaching and learning methods:
A variety of approaches will be used which may include a practice learning agreement, directed and self-directed study, e-learning, experiential and observation of practice, discussion and reflection on practice recorded via a learning contract, work based learning, study days at university.
This module will run throughout the second year of the programme and as such students will be encouraged to collect evidence of their ability to function safely and effectively within any practice setting. The evidence can take the form of written reflective summary of experience; peer assessment; case study – brief synopsis and articles reviewed and related to practice. They will be required to keep a log of hours to be presented within the portfolio of evidence.
Reading Strategy
Students will be directed to reading which is either available electronically or provided for them in a printed study pack.
Assistance will be available through the work-based learning days and online tutorials to enhance students research and referencing skills. This includes interactive tutorials on search skills and on the use of specific electronic library resources. Sign up workshops are also offered by the library.
Indicative Reading List: (see guidance notes)
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
Web sites
Web sites that provide support in understanding professional roles and responsibilities
http://www.dcsf.gov.uk/everychildmatters/
http://www.connexions-direct.com/jobs4u/index.cfm?pid=63&catalogueContentID=2169
http://www.nhscareers.nhs.uk/details/Default.aspx?Id=896
http://www.cwdcouncil.org.uk/workforce-data/occupational-summaries
http://www.tda.gov.uk/support.aspx
Websites to support professional development
http://www.cwdcouncil.org.uk/common-core
http://www.socialworkcareers.co.uk/
http://www.skillsforjustice.com/template01.asp?pageid=83
http://www.childrensworkforcematters.org.uk/
Assessment
Please state which element of assessment should be recorded as the final assessment for the purposes of submitting data on non-submissions to HEFCE. (For further information please contact Academic Registry.)
Weighting between components A and B (standard modules only) A 100%
ATTEMPT 1
Component A
Assessment of professional competencies through compilation of a portfolio of directed tasks which demonstrate the understanding of the Common Core of Skills and Knowledge for the Children’s Workforce.
Second Assessment Opportunity: Attendance at taught classes is not required
Component A
Assessment of professional competencies through compilation of a portfolio of directed tasks which demonstrate the understanding of the Common Core of Skills and Knowledge for the Children’s Workforce.
EXCEPTIONAL SECOND ATTEMPT (Retake): Attendance at taught classes is not required.
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)