Working with Children, Young People and Families BA (Hons)

Course length: 3 years full-time, 4.5 years flexible learning (for further information on flexible learning courses click here)

Overview

Why study Working with Children, Young People and Families?

Supporting children, young people and vulnerable families is an increasingly high profile area of social policy.

This course is one of a small number of Honours degree level programmes designed to give you the knowledge and skills to understand the social, economic, educational, political and cultural issues and barriers facing children, young people and families, particularly in socially disadvantaged areas.

Professionals working with children and young people are increasingly required to have formal qualifications recognising their expertise in these areas.

What does the course cover?

The course looks at social and education policy, and gives you a thorough understanding of the roles and responsibilities of agencies working with children and families including the Children’s Workforce Development Council, Social Services, Local Education Authorities, schools, third sector organisations and the Police. You will examine child development and issues surrounding childhood, family relationships and the psychology of the family and child. You will explore how society views childhood, and the challenging issues facing children and young people today, with specific reference to the experiences of children in past decades. 

You will study legislation relating to education, child protection and welfare, health, and diversity. As multi-agency working is essential for the effective support of children and families you will study and evaluate models of inter-agency working, best practice in this area, professional working and collaborative operating. The complex issue of sharing and managing information, including data protection issues, will also be an important area of study. You will understand why such policies are required and how practices designed to protect vulnerable children can become potential barriers to effective collaboration, and how these barriers can be overcome. A major theme throughout the course will be listening to children and young people, making services responsive and developing strategies to enhance children’s and young people’s participation.

What makes this course distinctive?

The tutors on this course have significant experience of public policy and practice. Many are leading experts in their field with national and international profiles in the area. The course provides an opportunity to cover a range of issues and you will be encouraged to develop an area of particular expertise. 

All single and combined Honours students at Newman undertake relevant placements as part of their degree, therefore full-time students can gain valuable work experience in a relevant setting and apply the theoretical knowledge gained on the course to real-life scenarios under the supervision of experienced practitioners. Relevant work experience at a high level is essential for people intending to develop their careers in this area. This is why this course has been designed to enable you to gain experience throughout your studies, which will be useful when you are seeking positions after graduation. For part-time students already working in the field the degree ensures that you are aware of the latest developments, cases and practices, and are able to relate this information to your current role or career aspirations.

How will I be assessed?

The course offers a variety of assessment to suit the experience of the module studied, and will include essays, presentations and case studies. Part-time students will relate their studies to their existing roles.

What careers can I consider after this degree?

A wide range of careers are available across a number of environments such as education, health and social care in the public, private and third sectors. Although not a social work degree, the issues covered on this course would be suitable for people considering gaining postgraduate qualifications to become a social worker. Youth work, social policy development, outreach work and working with children are also potential careers for graduates of this degree.

It is intended that graduates from this course will develop into managers working in education, health, or social care capable of dealing with multi-agency working with a range of knowledge and inter-personal skills.

Entry requirements

September 2017 Entry Requirements

You must achieve either at least 104 UCAS points (260 points on the old tariff) including a minimum of CC at A level or equivalent, or a total of 96 points from a maximum of 3 A levels or a BTEC Extended Diploma. Access Diploma students will need a completed diploma with a minimum of 39 level 3 units at merit or distinction. 

5 GCSEs at grade C or above including English Language or a recognised equivalent are also required.

In addition, Disclosure and Barring Service (DBS) clearance and is required before starting any work placement.

Fees

Fees per academic year: 

2017/18: Full-time Home/EU students:  £9,250 * 
               Full-time Overseas students: £11,100 *

               Part-time Home/EU students: £4,950 * 

* NB: from 2018/19 tuition fees may rise in line with inflation

Finance and Scholarship information

Full-time course modules


Year 1 modules


INTRODUCTION TO WORK RELATED LEARNING


MODULE TITLE : INTRODUCTION TO WORK RELATED LEARNING

MODULE CODE : PLU404


MODULE SUMMARY :

This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

CONTACT HOURS :

Scheduled : 12.00
Independent : 88.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
  • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

  • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

  • Enable students to build confidence in securing work placements and future employment.

  • Support students in reflecting upon their preparation for their work placement and future employment.  

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to:

  1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

  2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

  3. Research organisations for the purposes of securing a work placement.

  4. Reflect upon their learning and development.

METHOD OF ASSESSMENT :

Component 1 - 100% WORK PLACEMENT E-PORTFOLIO (1500 EQUIVALENT)

THE INCLUSIVE PRACTITIONER


MODULE TITLE : THE INCLUSIVE PRACTITIONER

MODULE CODE : WWU401


MODULE SUMMARY :

This module will encourage students to think about the centrality of inclusive practice and how this is influenced by practitioners’ own value base. It will look at how and why children, young people and families can become socially excluded and will look at the implications for inclusive practitioners.

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the complexity of personal and professional values
  • Explore principles underpinning Human Rights and Social Justice
  • Provide an introduction to the range of factors which can lead to people being socially excluded
  • Provide an introduction to the historical and current social inclusion debate

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand the complexity of personal and professional values in influencing how we approach practice  
  • Be aware of the value base which supports inclusive practice
  • Begin to evaluate research in relation to practice
  • Work collaboratively with colleagues in identifying and planning inclusive strategies for children, young people and families

METHOD OF ASSESSMENT :

Component 1 - 50% Group Seminar Discussion (20 minutes)

Component 2 - 50% Individual Reflective Account (1500 words)

THE SOCIOLOGICAL IMAGINATION


MODULE TITLE : THE SOCIOLOGICAL IMAGINATION

MODULE CODE : WWU404


MODULE SUMMARY :

Sociological concepts underpin our understandings of society, communities and families. This module will explore the sociological imagination by applying key theories to examples in contemporary society. The module will include examinations of classical sociological theorists including Marx, Durkheim and Weber as well as more contemporary sociology including Critical Race Theory, Feminist Perspectives and Postmodern approaches. The module will also consider the role of the media and discourse in shaping understandings and also critiques of the sociological canon as gendered and Eurocentric.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore and critique key theoretical concepts in sociology.
  • Apply sociological concepts to understanding society
  • Engage in a critical analysis of constructions of the family and community in relation to sociological concepts
  • Examine the role the media and discourse have in shaping understandings of society.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critical examine sociological theory using contemporary examples.
  • Critically evaluate the role of the media and discourse in influencing concepts of society.
  • Critique the sociological canon.
  • Sociologically critique conceptions of the family and community.

METHOD OF ASSESSMENT :

Component 1 - 40% Group Presentation (15 minutes)

Component 2 - 60% Essay (2000 words)

AN INTRODUCTION TO SOCIAL POLICY


MODULE TITLE : AN INTRODUCTION TO SOCIAL POLICY

MODULE CODE : WWU405


MODULE SUMMARY :

This module will examine some of the over-arching social policy issues that shape the working agenda around children, young people and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, poverty, housing, health (including safeguarding and protection of the vulnerable) and work. These topics will be analysed in the context of the challenges that face professionals working within the current model of the welfare state.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims: 

  • To (begin to) equip students with skills to analyse policy
  • To provide students with a clear understanding of the origins of the welfare state
  • To allow students to examine the impact of poverty and deprivation on CYPF
  • To explore the way key services are structured and delivered
  • To examine the direction of travel in which the welfare state is being taken and to look at alternative models of welfare delivery

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop a better understanding of the role of social policy as a discipline
  • Understand the historical backdrop to the development of the welfare state
  • Understand how key areas of social policy are determined by their relationship to the welfare state
  • Be able to focus on specific arenas of policy development and delivery – e.g. education, health or housing
  • Begin to analyse the impact of the wider social policy environment on the design and delivery of services to CYPF
  • Be steered towards key thinkers and writers in this field.

METHOD OF ASSESSMENT :

Component 1 - 30% Timeline (1500 words)

Component 2 - 70% Essay (2500 words)

UNDERSTANDING IDENTITY


MODULE TITLE : UNDERSTANDING IDENTITY

MODULE CODE : WWU406


MODULE SUMMARY :

This module will explore the way that children and young people build concepts of their different social identities. In particular it will explore ‘intersectionality’ – the interface between the competing social forces that shape our understanding of ourselves and our beliefs within communities. The module will look at ‘assumed’ and ‘enforced’ identities within the realms of race, gender, faith and social class and it will examine the way that these identities enable or disable access to power – both at the social and personal levels.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to explore ideas of identity within a clear theoretical framework;
  • Give them an understanding of what we mean by the concept of the ‘social construction’ of identity;
  • Introduce ideas of ‘race’, ‘gender’, ‘faith’ and ‘social class’;
  • Explore how ideas of identity shape our understanding of CYPF
  • Explore the impact of personal and social identity development on service development and provision;
  • Give students an initial introduction to the concept of ‘intersectionality’

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Engage with concepts of identity development;
  • Use their own experiences to illuminate the debate about how identity is constructed;    
  • Describe the way individual identity is assumed or enforced;
  • Begin to analyse the impact of identity development on the design and delivery of services to CYPF;
  • Be steered towards key thinkers and writers in this field.
  • Study how the identity of a key public figure in the field of WCYPF has been constructed.

METHOD OF ASSESSMENT :

Component 1 - 40% Reflective Pen-Picture (1500 words)

Component 2 - 60% Essay (2500 words)

THE INFORMED PRACTITIONER


MODULE TITLE : THE INFORMED PRACTITIONER

MODULE CODE : WWU407


MODULE SUMMARY :

The module is concerned to develop in students the ability to draw on a wide range of sources for best practice in work with children, young people and families.  The vital importance of listening to young people and their family members will be considered alongside the necessity of drawing on experienced practitioners, research evidence, historical practice and innovation.  The influence and bias of media sources will be critiqued exploring ideas including ‘moral panics’.  Students will be invited to explore how we can involve and empower the people we work with as well as drawing on the best practice developed over years or more recently.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the wide range of information sources which can help them improve their practice
  • Promote listening to children, young people and their families as experts on their own lives, needs and strengths
  • Develop understanding of the potential biases within media and research sources and the need for critical evaluation of these.
  • Make links between research and good practice across a range of areas of work with children, young people and families.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the way we listen to children, young people and their advocates
  • Investigate a variety of different information sources relating to work with children, young people and families
  • Understand the likely biases within media and research sources
  • Compare different approaches and attitudes to ‘hot topics’ across history including more innovative practice
  • Develop a portfolio of useful material relating to a ‘hot topic’ of interest

METHOD OF ASSESSMENT :

Component 1 - 100% Patchwork Portfolio in Blog Format (4000 words)

RISK, VULNERABILITY AND PROFESSIONAL JUDGEMENT


MODULE TITLE : RISK, VULNERABILITY AND PROFESSIONAL JUDGEMENT

MODULE CODE : WWU408


MODULE SUMMARY :

The module is concerned to develop in students the ability to examine the factors that directly impact on notions of vulnerability, risk and professional judgement in work with children, young people and families. Specific consideration is given to how the label of vulnerability is constructed and applied and it will consider the different notions of risk that inform and shape professional decision-making. Matters concerned with the ethical dimension of risk taking, issues surrounding professional judgment and the way vulnerability is manifest in public policy are considered. Students will be initially encouraged to consider the range of risks/uncertainties they face in their own lives.

CONTACT HOURS :

Scheduled : 24.00
Independent : 76.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Examine the nature of the term ‘vulnerability’ and its links to concepts of risk.
  • Show how different kinds of risk are managed and judged within a professional context
  • Outline how a ‘typology of risk’ can assist in understanding how professional judgements are made in working with children, young people and their families
  • Understand the ethical, socio-economic and personal factors that are likely to impact on decision making within this area.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand how the concepts of vulnerability and risk have been constructed and applied in the field of working with children, young people and families.
  • Better understand how these ideas influence professional identity.
  • Consider the role of values in informing thinking, choices and behaviour
  • Explore specific ways in which notions of vulnerability and risk have been used.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Analysis (2000 words)

Year 2 modules


WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to: 

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

RESEARCH INFORMED PRACTICE


MODULE TITLE : RESEARCH INFORMED PRACTICE

MODULE CODE : WWU501


MODULE SUMMARY :

In the first part of the module, this research module aims to develop students’ research literacy, knowledge and understanding of research theory with a view to helping them understand where, why and how research was developed and its relationship to practice. It will also explore the choices of methodologies used for different research projects and consider the constraints and influences that have led to the research being undertaken in the way it was. The second part of the module will strengthen students’ knowledge and understanding or research methods with a particular view to developing and designing their own research idea.

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the notion of research, and the different types of research (e.g social research, psychological research, Government Research)
  • Develop students' research literacy with a view to helping them understanding where, why and how the research was developed and its relationship to practice
  • Explore research methodology theory including quantitative, qualitative and action research
  • Evaluate the advantages and disadvantages of research tools including interviews, observation, questionnaires, diary studies and life histories, case study, documentation and analysis and statistics.
  • Enable students to design effective research tools that are fit for purpose and meet ethical requirements.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Offer definitions for and discuss a range of research terminology and understand the processes involved in carrying out a research project
  • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research
  • Be able to identify an appropriate research methodology and explain when and how to use the different research tools, identifying appropriateness to the methodology
  • Discuss the issues involved in planning and undertaking a research project.
  • Evaluate the possible success and failures of their chosen methodology.

METHOD OF ASSESSMENT :

Component 1 - 50% Written Critique (2500 words)

Component 2 - 50% Research Proposal (2500 words)

UNDERSTANDING DISCRIMINATION


MODULE TITLE : UNDERSTANDING DISCRIMINATION

MODULE CODE : WWU503


MODULE SUMMARY :

Discrimination exists in many forms in British society, having a negative impact on the lives of children, young people and families. It is therefore essential that practitioners understand discrimination. This module will explore the historical context for discrimination in the UK, who has the power to discriminate and how discrimination is experienced. The module will also critically evaluate theories of discrimination, including Critical Race Theory, Feminisms and the Personal, Cultural and Structural model of understanding discrimination. The module will focus on exploring discrimination of different groups in society and the intersection and overlap of inequalities. A central focus of the module will be on the policy response to discrimination in the UK, the roles and responsibilities of institutions in relation to discrimination, and examining the extent to which the issues have been addressed.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the concept of discrimination
  • Discuss the power relation in society in relation to discrimination.
  • Critically evaluate the theories of discrimination.
  • Apply theories of discrimination to their impact on children, young people and families.
  • Critically evaluate the UK policy response to discrimination.
  • Examine institutional responses and responsibilities to discrimination.
  • Act as a link between Level 4 and Level 6 modules on identity and inequality.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Engage in a discussion of the concept of discrimination.           
  • Explore the historical context for discrimination in the UK.
  • Explain why discrimination is a persistent feature of society.
  • Apply theory to critical analyse discrimination in society.
  • Critically examine the role of institutions in relation to discrimination.
  • Evaluate the impact of discrimination on children, young people and families.
  • Apply their theoretical understandings to their work based learning environment.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

UNDERSTANDING DISABILITY


MODULE TITLE : UNDERSTANDING DISABILITY

MODULE CODE : WWU508


MODULE SUMMARY :

This module will enable students to develop an understanding and analysis of disability that builds on the issues they engage with in the Level 4 module entitled ‘The Inclusive Practitioner’. The content of the module will be based on a human rights model and will encourage students to see issues relating to both physical and learning disabilities in their social, political and ideological context. The module will enable the students to understand that issues of disability are best understood through an anti-discriminatory, values-led approach and not via a diagnostic or medical perspective.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Provide students with an understanding of how social attitudes towards disability are socially constructed
  • Enable students to understand the importance of the historical development of ideas relating to disability
  • Engage with contentious ideas about current ideas of disability have developed historically and how these may develop in the future
  • Analyse the impact of this debate on current practitioners.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop a better understanding of the way in which our understanding of physical and learning disabilities have developed
  • Demonstrate an understanding of the key theories, ideas and legislation that have shaped the debate
  • Apply this understanding to current practice
  • Look in more detail at how anti-discriminatory and inclusive practice can be developed.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (15 minutes plus questions)

Component 2 - 50% Reflective Piece (up to 2000 words)

GLOBAL PERSPECTIVES ON CHILDHOOD


MODULE TITLE : GLOBAL PERSPECTIVES ON CHILDHOOD

MODULE CODE : WWU509


MODULE SUMMARY :

This module seeks to explore the way in which childhood is socially constructed within particular contexts and the consequences, particularly the broader ethical, moral and practical consequences of this. The module will focus on the relationship between constructions of childhood and the policy implications in different contexts. Particular attention will be paid to political ideology, human rights, migration, globalisation and neo-colonial analyses.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Critically explore how childhood is constructed in different contexts around the globe
  • Engage in a critical analysis of policy approaches towards children in different countries
  • Critically examine political ideology, human rights, migration, globalisation and neo-colonial analyses
  • Explore British approaches to childhood and related policy approaches in comparison to global perspectives.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand a critically interrogate constructions of childhoods in global contexts
  • Apply theoretical concepts to understand policy approaches in different countries
  • Critique Western universalist assumptions of childhood and policy approaches
  • Explore and critically analyse British constructs of childhood and policy in a global context.

METHOD OF ASSESSMENT :

Component 1 - 30% Presentation (15 minutes)

Component 2 - 70% Essay (3000 words)

CHANGING CHILDHOODS: THE CULTURAL AND ARTISTIC REPRESENTATION OF CHILDREN, YOUNG PEOPLE AND FAMILIES


MODULE TITLE : CHANGING CHILDHOODS: THE CULTURAL AND ARTISTIC REPRESENTATION OF CHILDREN, YOUNG PEOPLE AND FAMILIES

MODULE CODE : WWU506


MODULE SUMMARY :

This module will look from an historical perspective at the way our ideas of ‘childhood’ have been constructed and have changed with the passage of time. Social and political attitudes towards children, young people and families are frequently not part of an explicit public debate or discussion but are coded into our cultural and artistic outputs. This module will examine the role played by art and culture in reproducing models of family and childhood and explore music, art, photography, film and literary output as locations for contested ideas to be debated and played-out around the role of family and the status of children and young people.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Provide students with an introduction to the the way in which ideas of childhood are socially situated
  • Enable students to understand the importance of the arts and culture in the reproduction of key discourses of childhood
  • Allow students to experience a range of artistic modes that address themselves to the issues faced by CYPF
  • Analyse the impact of artistic and cultural output on the behaviour and understanding of current practitioners.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop a better understanding of the artistic and cultural context within which our ideas of childhood have developed
  • Demonstrate an understanding of the key thinkers and ideas that have shaped the debate;
  • Apply this understanding to current practice
  • Gain a basic critical appreciation of the discipline of cultural studies       
  • Develop a more detailed appreciation of specific cultural outputs and sets of ideas or discourses that may have significance for future service development.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation (20 minutes)

WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES


MODULE TITLE : WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES

MODULE CODE : WWU505


MODULE SUMMARY :

This module will provide students with the opportunity to explore theoretical and practical notions of therapeutic working with young people.  Students will consider the contrasts in professional roles regarding training, expectations and methods of working therapeutically.  While not offering a therapeutic qualification, the module will consider aspects of best practice regarding the working alliance, ethical guidelines and the importance of support and supervision.  Consideration will be given to the benefits and challenges of working in groups, using creative approaches and working with families.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the complexities of working therapeutically with children, young people and families
  • Develop students’ awareness regarding good practice in therapeutic work
  • Explore the needs of children, young people and families and the professionals who work with them therapeutically
  • Develop understanding of varied approaches which may be beneficial for children, young people and families.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the range and influence of professionals who work therapeutically with children, young people and families
  • Use research to support different methods and approaches to work with children, young people and families
  • Understand the importance of ethics and boundaries in therapeutic work
  • Investigate and debate key issues facing practitioners working in this area.
  • Devise a programme of intervention with appropriate aims, methods and working partnerships.
  • Reflect on the ethical and practical challenges of therapeutic work with children, young people and families.

METHOD OF ASSESSMENT :

Component 1 - 60% Group Presentation (15 minutes, plus 5 minutes of questions)

Component 2 - 40% Reflective Account (1500 words)

Year 3 modules


SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE


MODULE TITLE : SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE

MODULE CODE : WWU603


MODULE SUMMARY :

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the different forms of abuse and neglect that some children and young people experience in their day-to-day lives
  • Develop students’ ability to demonstrate how and why the policy and practice focus of safeguarding has changed over time
  • Critically evaluate how current legislation is likely to impact on safeguarding children and vulnerable adults
  • Explore the different roles and responsibilities that professional undertake in child protection and of the tensions and contradictions which can arise from this.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the way in which policy and practice for safeguarding has developed
  • Outline and analyse the content and intentions of key legislation within the area of safeguarding and child protection
  • Understand the forms that abuse can take and its implications for both victims and practitioners
  • Investigate and debate key issues facing practitioners working in this area.
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Apply different theoretical perspectives to develop an improved understanding of safeguarding and child protection work.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

OVERCOMING INEQUALITIES IN SOCIETY


MODULE TITLE : OVERCOMING INEQUALITIES IN SOCIETY

MODULE CODE : WWU609


MODULE SUMMARY :

This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU401, WWU503, WWU508). The module will begin to explore the social history of a range of movements (for example the Labour Movement; the Women’s Movement; the Disability Movement; the Civil Rights Movement; the Gay Rights Movement, etc.) that have challenged inequalities and issues of social justice.  The module will also analyse why and how the movements came into existence, and critically reflect on how successful they were/are and what has been learned about overcoming inequalities.   

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore issues of inequalities through the lens of social history.
  • Examine the ideological, philosophical and social constructs that lead to inequalities.
  • Critically explore the social history of a range of movements that have challenged issues of inequality.
  • Critically reflect on why these movements were/are needed and consider how successful they have been in tackling inequalities.
  • Analyse what we have learned about overcoming inequalities, through examining the stories and experiences of these movements.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Research the social history and roles of collective movements in attempting to address inequalities.
  • Critically evaluate what impact social movements have had on issues of inequality and social justice.
  • Critically reflect on what has been learned, from these movements, about approaches to overcoming inequalities and issues of social justice.

METHOD OF ASSESSMENT :

Component 1 - 100% Booklet (4000 word equivalent)

LOOKED AFTER CHILDREN


MODULE TITLE : LOOKED AFTER CHILDREN

MODULE CODE : WWU606


MODULE SUMMARY :

This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with Looked After Children.  The module will seek to examine the rhetoric within policy and initiatives concerning Looked After Children and the underlying political ideologies around the role of the state in caring for children.  Students will investigate the range of provision for Looked After Children including models popular in other countries.  A wide view of the diverse needs of Looked After Children will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students a critical understanding of policy priorities and legislation relating to Looked After Children
  • Develop students’ awareness of the diverse needs of Looked After Children and some of the tensions in meeting these needs within alternative settings
  • Examine the different roles and responsibilities that professionals undertake in supporting Looked After Children
  • Critically explore ways of working effectively with other professionals, family members and young people themselves.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the influences on policy and practice development for Looked After Children
  • Investigate how to support Looked After Children and young people
  • Assess the impact that living in care can have on the lives and ‘outcomes’ of Looked After Children
  • Investigate and debate key issues facing practitioners working with Looked After Children
  • Evaluate strategies for effective working with other professionals, carers, family members and young people to promote listening and learning
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (2000 word equivalent)

Component 2 - 50% Written Analysis (2000 words)

VOICE, RIGHTS AND REPRESENTATION


MODULE TITLE : VOICE, RIGHTS AND REPRESENTATION

MODULE CODE : WWU607


MODULE SUMMARY :

This module will focus on developing critical understandings of concepts of advocacy in different contexts. Central to the module is an exploration of how advocacy can have a role in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups.  Applied advocacy, in its different forms, will be critically analysed drawing out issues related to power and with some emphasis on the potential for children, young people and communities becoming their own advocates.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Critically reflect on the underpinning definitions, and associated values and principles, of advocacy
  • Critically reflect on the need for advocacy in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups
  • Critically analyse understandings of listening and the inherent tensions in policy and practice
  • Critically analyse understandings of applied advocacy in different contexts.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Identify some of the key models of advocacy and associated benefits, tensions and complexities
  • Demonstrate and understanding of the role of personal, professional and institutional values in supporting advocacy in different contexts
  • Evaluate understandings of voice, rights and representation
  • Apply understandings of advocacy to examples of practice in working with different communities
  • Design a campaign in response to an issue of advocacy.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (20 minutes)

Component 2 - 50% Reflective Essay (2000 words)

WORKING WITH FAMILIES FACING VIOLENCE AND HARM


MODULE TITLE : WORKING WITH FAMILIES FACING VIOLENCE AND HARM

MODULE CODE : WWU604


MODULE SUMMARY :

This module explores some practical challenges of working with families where there are concerns around violence, harm and/or abuse.  It seeks to explore different ways of thinking about vulnerability and risk and how this relates to the ways in which families are constructed in policy and practice. It also seeks to look at key practice issues around working with family members and other professionals.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Build critical understanding of issues relating to domestic violence and other harm within the family, including the human rights context and concepts of ‘vulnerability’, ‘harm’ and ‘violence’
  • Explore the way in which families, are constructed by policy and practice in this area, including perspectives from outside the UK
  • Encourage a nuanced view of risk factors and connections between victimisation and perpetrating violence, and between violence and concerns such as substance misuse
  • Address tensions in policy regarding safeguarding, partnership working and supporting families to achieve their own solutions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate a critical understanding of the challenges and opportunities in working with families exposed to violence and harm.
  • Discuss and challenge misconceptions and stereotypes in this area with reference to literature and policy.
  • Critically evaluate representations of violence and harm and models of working with families.
  • Demonstrate an understanding of wider cultural issues relating to harm and violence including perspectives from outside the UK.
  • Critique policy and practice examples balancing the needs of adults and children and between protection, rights and self-efficacy.

METHOD OF ASSESSMENT :

Component 1 - 50% Digital Story

Component 2 - 50% Evaluative Commentary

WORKING IN PARTNERSHIP WITH ORGANISATIONS AND COMMUNITIES


MODULE TITLE : WORKING IN PARTNERSHIP WITH ORGANISATIONS AND COMMUNITIES

MODULE CODE : WWU613


MODULE SUMMARY :

Given the changing nature of children’s services in line with a neoliberalist agenda, understanding both how organisations and communities function and the roles that individuals play within each of those is important. Therefore students need to understand both the role of values at an institutional level, and how partnership working is developed and sustained across organisations and communities. Students will need to understand theory such as street-level bureaucracy, (de)professionalization, levels of policy communication, community development, empowerment, democracy and representation.  

The module will also allow students to consider the impact of these theoretical models on their own behaviour as practitioners.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop students’ understanding of partnership working both within and across organisations and communities within a neoliberal political agenda;
  • Develop students understanding of theory such as street-level bureaucracy, (de)professionalization, policy communication, empowerment and community development;
  • Develop students ability to understand and critically analyse the barriers and challenges to working in partnership within organisations and communities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Examine and critically analyse the challenges, opportunities and implications for practice when working in partnership in organisations and communities;
  • Develop a critical appreciation of the history of partnership and community working and the role of the community development worker;
  • Apply this understanding to current practice.

METHOD OF ASSESSMENT :

Component 1 - 50% Action Plan (approximately 2500 words)

Component 2 - 50% Essay (approximately 2500 words)

Part-time course modules


Year 3 modules


LOOKED AFTER CHILDREN

MODULE TITLE : LOOKED AFTER CHILDREN

MODULE CODE : WWU606


MODULE SUMMARY :

This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with Looked After Children.  The module will seek to examine the rhetoric within policy and initiatives concerning Looked After Children and the underlying political ideologies around the role of the state in caring for children.  Students will investigate the range of provision for Looked After Children including models popular in other countries.  A wide view of the diverse needs of Looked After Children will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students a critical understanding of policy priorities and legislation relating to Looked After Children
  • Develop students’ awareness of the diverse needs of Looked After Children and some of the tensions in meeting these needs within alternative settings
  • Examine the different roles and responsibilities that professionals undertake in supporting Looked After Children
  • Critically explore ways of working effectively with other professionals, family members and young people themselves.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the influences on policy and practice development for Looked After Children
  • Investigate how to support Looked After Children and young people
  • Assess the impact that living in care can have on the lives and ‘outcomes’ of Looked After Children
  • Investigate and debate key issues facing practitioners working with Looked After Children
  • Evaluate strategies for effective working with other professionals, carers, family members and young people to promote listening and learning
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (2000 word equivalent)

Component 2 - 50% Written Analysis (2000 words)

CAPSTONE PROJECT - PROFESSIONAL PRACTICE ROUTE

MODULE TITLE : CAPSTONE PROJECT - PROFESSIONAL PRACTICE ROUTE

MODULE CODE : WWU600


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest through undertaking an evaluation of a particular policy or practice areas related to ‘professional practice’ Related to working with children, young people or families.

CONTACT HOURS :

Scheduled : 48.00
Independent : 352.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a policy or practice issue to critically evaluate.
  • Enable students to acquire and apply a breadth of knowledge about the issue
  • Enable students to undertake a review of the literature in an identified area
  • Support students in the development, revision and refinement of their study design
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop  a critical approach to the evaluation of policy and practice in a given area

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue with which they have been engaged
  • Locate appropriate literature  in relation to their chosen area of study
  • Understand the  principles of effective policy analysis
  • Evaluate  key contemporary thinking in their chosen area of study
  • Identify a policy or practice issue problem and apply appropriate analytical models
  • Present a coherent study – either through written means or more creative methods - that justifies the choice of field of study and findings
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 50% Literature Based Review (5000 words)

Component 2 - 50% Policy and Practice Response (5000 words)

CAPSTONE PROJECTS

MODULE TITLE : CAPSTONE PROJECTS

MODULE CODE : WWU601


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge. Students select one of three options, either; a dissertation, the “open talent” project in conjunction with the Foyer Federation, OR a consultancy project.

CONTACT HOURS :

Scheduled : 26.00
Independent : 374.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research or workplace problem and articulate a question/hypothesis relevant to one of the three projects to which they have opted.
  • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged
  • Enable students to select appropriate methods in relation to identified research or workplace purposes (open talent project, consultancy, or dissertation ) and justify their employment
  • Support students in the development, revision and refinement of their project design
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop creative and innovative approaches to disseminating project findings.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue or phenomena in which they have been engaged
  • Locate appropriate methods in relation to their chosen area of study
  • Understand the basic principles of effective project design
  • Know about some of the key contemporary thinking in their chosen area of study
  • Identify a research or workplace problem and articulate relevant question/hypothesis
  • Work autonomously in the management of a small scale project with guidance from an allocated supervisor
  • Present a coherent study – either through written means or more creative methods - that details the choice of field of study, methods, and findings
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (10,000 words) or 'Open Talent' Project (10,000 word equivalent) or Consultancy Project (10,000 words)

Year 4 modules


CAPSTONE PROJECT - PROFESSIONAL PRACTICE ROUTE

MODULE TITLE : CAPSTONE PROJECT - PROFESSIONAL PRACTICE ROUTE

MODULE CODE : WWU600


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest through undertaking an evaluation of a particular policy or practice areas related to ‘professional practice’ Related to working with children, young people or families.

CONTACT HOURS :

Scheduled : 48.00
Independent : 352.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a policy or practice issue to critically evaluate.
  • Enable students to acquire and apply a breadth of knowledge about the issue
  • Enable students to undertake a review of the literature in an identified area
  • Support students in the development, revision and refinement of their study design
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop  a critical approach to the evaluation of policy and practice in a given area

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue with which they have been engaged
  • Locate appropriate literature  in relation to their chosen area of study
  • Understand the  principles of effective policy analysis
  • Evaluate  key contemporary thinking in their chosen area of study
  • Identify a policy or practice issue problem and apply appropriate analytical models
  • Present a coherent study – either through written means or more creative methods - that justifies the choice of field of study and findings
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 50% Literature Based Review (5000 words)

Component 2 - 50% Policy and Practice Response (5000 words)

CAPSTONE PROJECTS

MODULE TITLE : CAPSTONE PROJECTS

MODULE CODE : WWU601


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge. Students select one of three options, either; a dissertation, the “open talent” project in conjunction with the Foyer Federation, OR a consultancy project.

CONTACT HOURS :

Scheduled : 26.00
Independent : 374.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research or workplace problem and articulate a question/hypothesis relevant to one of the three projects to which they have opted.
  • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged
  • Enable students to select appropriate methods in relation to identified research or workplace purposes (open talent project, consultancy, or dissertation ) and justify their employment
  • Support students in the development, revision and refinement of their project design
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop creative and innovative approaches to disseminating project findings.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue or phenomena in which they have been engaged
  • Locate appropriate methods in relation to their chosen area of study
  • Understand the basic principles of effective project design
  • Know about some of the key contemporary thinking in their chosen area of study
  • Identify a research or workplace problem and articulate relevant question/hypothesis
  • Work autonomously in the management of a small scale project with guidance from an allocated supervisor
  • Present a coherent study – either through written means or more creative methods - that details the choice of field of study, methods, and findings
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (10,000 words) or 'Open Talent' Project (10,000 word equivalent) or Consultancy Project (10,000 words)

SAFEGUARDING, VIOLENCE AND HARM IN POLICY AND PRACTICE

MODULE TITLE : SAFEGUARDING, VIOLENCE AND HARM IN POLICY AND PRACTICE

MODULE CODE : WWU611


MODULE SUMMARY :

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and families exposed to violence and harm. Consideration will be given to the impact that abuse and harm can have on the lives of victims and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in these areas.

CONTACT HOURS :

Scheduled : 54.00
Independent : 246.00
Placement : 0.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Give students an understanding of the different forms of abuse, neglect and harm that some children and adults experience in their day-to-day lives.
  • Develop students’ ability to demonstrate how and why the policy and practice focus of these areas have changed over time.
  • Critically evaluate how current legislation is likely to impact on safeguarding children and adults exposed to violence and harm.
  • Explore the different roles and responsibilities that professionals undertake in working with victims and perpetrators and of the tensions and contradictions which can arise from this.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critique policy and practice examples balancing the needs of adults and children and between protection, rights and self-efficacy.
  • Outline and critically analyse the content and intentions of relevant key legislation and guidance.
  • Understand the forms that abuse and harm can take and their implications for victims, perpetrators and practitioners.
  • Critically investigate and debate key issues facing practitioners working in these areas.
  • Discuss and challenge misconceptions and stereotypes in this area with reference to literature and policy.
  • Demonstrate a critical understanding of wider cultural issues relating to harm and violence including perspectives from outside the UK.

METHOD OF ASSESSMENT :

Component 1 - 40% Group Presentation (20 minutes, plus 5 minutes of questions)

Component 2 - 60% Essay (3000 words)

UNDERSTANDING INEQUALITIES

MODULE TITLE : UNDERSTANDING INEQUALITIES

MODULE CODE : WWU612


MODULE SUMMARY :

This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU401, WWU503, WWU508).  The module will begin to explore the social history of a range of movements (for example the Labour Movement; the Women’s Movement; the Disability Movement; the Civil Rights Movement; the Gay Rights Movement, etc.) that have challenged inequalities and issues of social justice.  The module will also analyse why and how the movements came into existence, and critically reflect on how successful they were/are and what has been learned about overcoming inequalities. 

This module will also developing critical understandings of concepts of advocacy and representation in different contexts. Central to the module is an exploration of how advocacy can have a role in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups.  Applied advocacy, in its different forms, will be critically analysed drawing out issues related to power and with some emphasis on the potential for children, young people and communities becoming their own advocate.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore issues of inequalities through the lens of social history.
  • Examine the ideological, philosophical and social constructs that lead to inequalities.
  • Critically explore the social history of a range of movements that have challenged issues of inequality.
  • Critically reflect on why these movements were/are needed and consider how successful they have been in tackling inequalities.
  • Analyse what we have learned about overcoming inequalities, through examining the stories and experiences of these movements.
  • Critically reflect on the underpinning definitions, and associated values and principles, of advocacy and representation
  • Critically reflect on the need for advocacy in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Research the social history and roles of collective movements in attempting to address inequalities.
  • Critically evaluate what impact social movements have had on issues of inequality and social justice.
  • Critically reflect on what has been learned, from these movements, about approaches to overcoming inequalities and issues of social justice.
  • Identify some of the key models of advocacy and associated benefits, tensions and complexities
  • Demonstrate a critical understanding of the role of personal, professional and institutional values in supporting advocacy and representation in different contexts.

METHOD OF ASSESSMENT :

Component 1 - 70% Booklet (4000 word equivalent)

Component 2 - 30% Group Presentation (15 minutes)

Course code


Single Honours: 100% Working with Children, Young People and Families

UCAS code:

L590 

Applications for full-time courses are made through UCAS

Applications for flexible learning courses are made via Newman

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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