Working with Children Young People and Families / International Social Work (dual award) BA (Hons)

Honours Degree , Full-time

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Key Details

  • 3.5 Years
  • 96 Typical UCAS Tariff
  • L540 Course Code
  • Full Time
child counselling

Overview

Overview

This is an innovative dual award course that provides the opportunity to look at issues around children and young people from an international perspective as the programme is 3 and a half years long with two semesters spent in Germany. There is no need to speak another language before the start of the programme as all teaching is in English, though you will be encouraged to learn German during the programme.

This course is unique and has been developed from two highly successful programmes in the partner universities; The BA WWCYPF builds understanding of the social, economic, educational, political and cultural issues and barriers in order to respond to, and challenge the issues facing families and communities today. The International Social Work Programme in Ludwigsburg is also distinguished by its explicitly international focus and commitment to social justice.

Why study this course?

  • This is a unique programme that gives you the opportunity to study in the UK and Germany including an international placement
  • The dual award will confer an international qualification in Applied Social Work, which we expect to be credited towards professional recognition in the UK via the international route.
  • The course provides an opportunity to cover a range of multi-disciplinary issues
  • You will be encouraged to develop an area of particular expertise, in line with your own interests and career aspirations.
  • You will develop transferable skills which will be relevant to a wide range of graduate employment contexts.

What does the course cover?

The course looks at a number of social issues, policy and legislation relevant to children, young people and families, both nationally and internationally.

During the first year, the programme equips you with a foundation of contemporary social policy ideas and sociological ideas. In addition, and perhaps more importantly, there is a focus in the first year on you, and understanding what has informed your views and beliefs, from where have your own values and perceptions derived, and how will this impact on you as a future practitioner. You will begin (or continue) learning German and also cover a foundation of social work law in both countries.

In the second year, you spend your first semester in Germany alongside their International Social Work students.  Your second semester is spent back in the UK, welcoming the German cohort to Newman and undertaking work-related learning to enhance graduate level skills and increase your employability. You will also build skills in research and critical thinking.

In your final year, you will carry out an independent capstone project, on a topic of interest to you. You will also undertake a mandatory safeguarding children module, alongside further option modules to tailor the final year around your own career pathway. On completion of your Newman modules you will return to Germany for a full-time placement which is key to qualifying as a social worker in Germany and other countries in Europe.

How will I be assessed?

The programme uses a variety of assessment methods including elements real world tasks which will be useful for graduate level employment (e.g. action plans, blogs, creating digital artefacts).

What careers could I consider?

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 directly-qualifying UK social work degree, the course is designed to allow registration via the international route or as a foundation for further study leading to postgraduate qualifications. 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.

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Contact Details

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Entry Requirements

September 2019 Entry Requirements

You must achieve at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma; MPP at BTEC Extended Diploma) towards the total tariff.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9-M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English Language, are also required.

If your work placement involves working with children or vulnerable adults a Disclosure and Barring Service (DBS) clearance and is required before starting any work placement.

Course Fees

Fees per academic year:
Full-time Home/EU students: £9,250 *

* Fees shown are for 2019/20 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional Costs

Each semester in Germany incurs a registration fee of approximately £100 which goes to the German university students union and towards reduced price travel.  Other additional travel expenses to and in Germany have so far been met by Erasmus funding although this cannot be guaranteed for future students. There is an optional short trip to Germany during the first year where flights and hostel accommodation cost around £120 per student.

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  Find out more about completing the DBS application form and the related additional costs.

 

Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses

Modules

Optional Modules: find out how the University deals with changes that may occur in some eventualities

Timetables: find out when information is available to students

N.B. For further information on the year two modules that will be delivered in Germany, please contact the programme team.

 

  1. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    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   : 0.00 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% Reflective Essay and Appendix, 2000 words

  2. THE INCLUSIVE PRACTITIONER
    (Compulsory) wwu401
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    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)

  3. THE SOCIOLOGICAL IMAGINATION
    (Compulsory) wwu404
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    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)

  4. AN INTRODUCTION TO SOCIAL POLICY
    (Compulsory) wwu405
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    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)

  5. UNDERSTANDING THE LAW AND ITS RELEVANCE TO SOCIAL WORK PRACTICE: NATIONAL AND INTERNATIONAL PERSPECTIVES
    (Compulsory) wwu409
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    MODULE SUMMARY :

    This module includes a basic understanding of the law in terms of how laws are made, the different types of law, and the various court levels. Attention will also be drawn to particular Case Law and Statutory guidance. Central to this module will be an understanding of concepts such as welfare and vulnerability, introducing statutory definitions and guidance relating to child and adult protection, safeguarding, equalities and rights based legislation. The module will include comparisons of practice in UK, Germany and Europe.

    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 legal processes and relevant legislation, nationally and internationally.

    • To begin to analyse concepts such as welfare and vulnerability as these relate to legislation.

    To be able to compare different legal approaches to child protection, adult protection, safeguarding, equalities and human rights.

    LEARNING OPPORTUNITIES :

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

    • Understand how laws are created, the different types of law and levels of court 

    • Have some insight regarding processes and practices in different countries

    Have knowledge of the specific laws and policies relevant to social work practice nationally and internationally

    METHOD OF ASSESSMENT :

    Component 1 - 100% ESSAY 2,000 WORDS

  6. SOCIOLOGY OF CHILDHOOD AND FAMILIES
    (Compulsory) wwu411
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    MODULE SUMMARY :

    Our experiences of childhood form the indispensable backdrop to almost every aspect of our lives, and for most people these are framed by the kind of family life we have, or want to have. This module will introduce students to the key sociological ideas about childhood and families and explore how these theories can be used to understand the contemporary experience of family life in the UK and elsewhere. It will draw on concrete examples from history and from cutting edge research to explore the nature of the tasks facing practitioners in the field today and to assess the tools which are available to them.  

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Introduce students to the key sociological theories about childhood and family life

    • Show how sociological theory can illuminate controversial or complex aspects of childhood and family life in the contemporary climate.

    • Use sociological theory to compare the current British experience with understandings of childhoods in other times and places.

    • Reflect on the ways in which practitioners might benefit from applying sociological theories of the family in real-world contexts.

    • Familiarise students with the ways in which different ideas about childhood and family affect social life and professional practice.

    LEARNING OPPORTUNITIES :

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

     

    • Explore the ways in which sociological theories of childhood and families can illuminate their own life experiences and those of the people around them.           

    • To study in detail how specific sociological theories were developed and how they relate to one-another

    • To demonstrate a critical awareness of the range of theoretical explanations for different features of childhood and family life.

    METHOD OF ASSESSMENT :

    Component 1 - 100% ESSAY 2000 WORDS

  7. AN INTRODUCTION TO WORKING WITH CHILDREN, YOUNG PEOPLE AND FAMILIES
    (Compulsory) wwu410
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    MODULE SUMMARY :

    This module aims to give students an introduction to the historical development of services for children, young people and families in the UK and focuses on key events that have shaped those services. The module will look at how notions of ‘vulnerability’ have influenced the way those services are structured and will explore the social and legislative response made by governments and non-statutory organisations to demands for improvements in the way children and families are supported.

    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 some historical background to the development of services for children and families.

    • Give them a chance to explore what is meant by the notion of ‘vulnerability’;

    • Give a critical appreciation of legislation in this field;

    • Provide an opportunity to examine the effectiveness of different organisations working in the field.

    LEARNING OPPORTUNITIES :

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

     

    • Engage with the development of key ideas in their chosen area of study;

    • Look at the social history of core services to children and families;       

    • Begin to analyse the quality, design and delivery of services to CYPF;

    • Be steered towards key thinkers and writers in this field.

    • Study how effective legislation has been in the goal of improving services to children and families.

    METHOD OF ASSESSMENT :

    Component 1 - 100% ESSAY, 2000 WORDS

  1. GETTING READY FOR YOUR CAPSTONE RESEARCH PROJECT
    (Compulsory) wwu520
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    MODULE SUMMARY :

    This module will build on the knowledge and understanding of research theory that was developed in Module WWU500.  It will focus on strengthening the knowledge, understanding and skills needed for students to proceed with their Capstone Research Project at level 6.  The module will help students to explore the Capstone Research Project options so that they can make informed decisions/choices.  The module will identify what the options are and will introduce a range of appropriate research and/or communication tools for each option.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Explore the options available for undertaking a Capstone Research Project at Level 6.

    • Explore the range of research approaches available for each of the Capstone Research Projects.

    • Evaluate the advantages and disadvantages of a range of research and communication tools, as appropriate for each Capstone Research Project option.

    • Enable students to design effective research tools for their preferred option that are fit for purpose and meet ethical requirements.

    LEARNING OPPORTUNITIES :

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

     

    • Identify the options available for Capstone Research Projects. 

    • Evaluate the options available for Capstone Research Projects.

    • Evaluate the potential advantages and disadvantages of a range of research approaches and tools in the context of their preferred Capstone Research Project.

    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research

    • Discuss the issues involved in planning and undertaking a research project.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Rationale for a research project, 2500 words

  2. WORK RELATED LEARNING
    (Compulsory) wwu512
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    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 supervisor in the host work place will negotiate the focus for the learner’s role during their work related learning with the student. Students complete 60 hours in the work setting. The learner will apply theory to practice as they critically reflect upon their experiences within a work place setting.

    CONTACT HOURS :

    Scheduled   : 10.00 Independent   : 30.00 Placement   : 60.00 Total   : 100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Encourage students to take responsibility for initiating, directing and managing their own work experience in a vocational setting

    • Encourage students to work constructively with their host supervisor and university tutor, taking ownership of their work related learning 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.

    LEARNING OPPORTUNITIES :

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

     

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

    • Evaluate features of the workplace setting (purpose, structure and values) and their role within it.

    • Critically evaluate the learning opportunities provided by the workplace experience and how the application of theory will enable them to understand and make sense of their experiences.

    METHOD OF ASSESSMENT :

    Component 1 - 0% Work Related Learning Proposal Form (Gatekeeper Assessment)

    Component 2 - 100% Critical Reflection, 2000 words

  3. UNDERSTANDING DISABILITY
    (Compulsory) wwu508
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    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)

  4. WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES
    (Optional) wwu505
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    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)

  5. CHANGING CHILDHOODS: THE CULTURAL AND ARTISTIC REPRESENTATION OF CHILDREN, YOUNG PEOPLE AND FAMILIES
    (Optional) wwu506
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    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)

  1. NEGOTIATED WORK-BASED RESEARCH PROJECT
    (Optional) plu601
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    MODULE SUMMARY :

    This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

    CONTACT HOURS :

    Scheduled   : 24.00 Independent   : 276.00 Placement   : 100.00 Total   : 400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

    • Encourage students to use appropriate work-based research methods

    • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

    • Generate confidence and security in students’ employability on graduation

     

    LEARNING OPPORTUNITIES :

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

     

    • Secure, negotiate and design a work-based research project

    • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

    • Interpret gathered information

    • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

    • Present a creatively engaging argument

    METHOD OF ASSESSMENT :

    Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)

  2. SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE
    (Compulsory) wwu603
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    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)

  3. OVERCOMING INEQUALITIES IN SOCIETY
    (Compulsory) wwu609
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    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)

  4. WORKING WITH COMMUNITIES
    (Optional) wwu610
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    Module Summary:
    This module takes a critical look at the way professionals work with, in or alongside communities. It will examine the different philosophies that are implicit in terms such as ‘community development’, ‘community work’ and ‘community education’. Students will be introduced to competing and sometimes conflicting theories in this field of study and will be expected to engage with and critically analyse terms such as ‘empowerment’, accountability, 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
    Independent: 164
    Placement: 0
    Total Hours: 200

    Module Curriculum Led Outcomes:
    This module aims to:

    • Provide students with an understanding of the complex nature of the debate around how best to work in and alongside communities
    • Encourage students to develop a critical interpretation of the role of the community development worker
    • Engage with contentious ideas about community work from different sectoral perspectives
    • Analyse the impact of this debate on current practice in the field of WCYPF

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

    • Engage with theoretical models of community work, community development and community education
    • Develop a critical appreciation of the history and role of the community development worker
    • Demonstrate an understanding of the key thinkers and ideas that have shaped the debate
    • Apply this understanding to current practice
    • Look in more detail at specific sets of ideas or discourses that may have significance for future service development.

    Assessment:

    Component 1: 100% Portfolio of work that should include:
  5. WORKING WITH FAMILIES FACING VIOLENCE AND HARM
    (Optional) wwu604
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    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 EXPLORING AN ASPECT OF WORKING WITH THOSE EXPERIENCING VIOLENCE AND HARM

    Component 2 - 50% EVALUATIVE COMMENTARY LOCATING THE 'DIGITAL STORY' IN ITS POLICY AND PRACTICE CONTEXT

  6. LOOKED AFTER CHILDREN
    (Optional) wwu606
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    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 10 - 15 minutes

    Component 2 - 50% Written Analysis, 2000 words

  7. VOICE, RIGHTS AND REPRESENTATION
    (Optional) wwu607
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    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