PROGRAMME QUALITY HANDBOOK - 2020-2021 Level 4 Cert. HE Working with Children, Young People and Families - Programme Quality Handbook UK Page 1 of 41
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
PROGRAMME QUALITY
HANDBOOK
2020-2021
Level 4 Cert. HE Working with
Children, Young People and
Families
Programme Quality Handbook UK Page 1 of 41Contents
1. Welcome and Introduction to Cert.HE Working with Children, Young People and Families ..... 3
1.1. Programme Management ................................................................................................... 4
1.2. Personal Tutor .................................................................................................................... 4
1.3. Course Contact List ............................................................................................................ 4
2. Programme Specification .......................................................................................................... 5
2.1. Awarding institution: ............................................................................................................ 5
2.3. Distinctive Features of the Programme and the Student Experience .................................. 6
2.4. Relevant QAA Subject Benchmark Group(s) ...................................................................... 7
2.5. Programme Structure.......................................................................................................... 8
2.6. Programme Aims .............................................................................................................. 11
2.7. Programme Intended Learning Outcomes ........................................................................ 11
2.7.1. Knowledge and understanding ................................................................................... 11
2.7.2. Cognitive and intellectual skills ................................................................................... 11
2.7.3. Key and transferable skills ......................................................................................... 12
2.7.4. Employment related skills ........................................................................................... 12
2.7.5. Practical skills ............................................................................................................. 12
2.8. Admissions Criteria, including APCL, APEL and DAS arrangements ............................... 13
2.9. Progression criteria for Final and Intermediate Awards .................................................... 13
2.10. Non Standard Regulations............................................................................................. 15
2.11. Transitional Arrangements............................................................................................. 14
2.12. Appendices: ................................................................................................................... 14
3. Module Records ........................................................................ Error! Bookmark not defined.
Programme Quality Handbook UK Page 2 of 411. Welcome and Introduction to Level 4 Cert. HE Working with Children,
Young People and Families
Welcome to the Level 4 Cert. HE in Working with Children, Young People and Families. University
Centre South Devon is a proud to offer you the opportunity to study in state of the art facilities,
located in the beautiful English Riviera.
The Level 4 Cert. HE in Working with Children, Young People and Families allows the
consolidation of skills and practice that have been utilised previously whilst also allowing
development of new skills.
This programme has been designed to equip you with the skills and knowledge base required to
work in your chosen specialism or other graduate opportunities. It is also a platform from which
you can undertake additional vocational and academic qualifications.
This Programme Quality handbook contains important information including:
The approved programme specification
Module records
Programme Quality Handbook UK Page 3 of 411.1. Programme Management
The Level 4 Cert. HE Working with Children, Young People and Families is led by the HE Lead
Lisa Rogers.
1.2. Personal Tutor
Personal tutors are designated as a sustained and first point of reference for individual students on
personal, domestic or academic matters; detailed information will be available in your teaching,
learning and assessment handbooks.
Your personal tutor will be Lisa Rogers. Lisa worked for twelve years within an educational
environment before joining the college. Her research interests are professional practice and
Special Educational Needs.
Further information can be found by following this link to the University personal tutoring policy.
1.3. Course Contact List
If you have questions about a module, please contact the appropriate module leader.
If you have any questions about the programme or your pastoral needs please contact your
personal tutor, Lisa Rogers : lisarogers@southdevon.ac.uk
If you have any questions about fees, funding or support from the university please contact
university@southdevon.ac.uk
Programme Quality Handbook UK Page 4 of 412. Programme Specification
On the following pages, you will find the specification for your programme; this provides a detailed
overview of the programme as a whole. It explains what you will learn and how you will be
assessed throughout the two stages of your Foundation Degree. The Programme Learning
Outcomes Map specifies the knowledge and skills you will develop at each stage of your
Foundation Degree.
Final award Certificate Higher Education in Working with Children, Young
People and Families
UCAS code CYPC
HECOS code 100459
2.1. Awarding Institution: South Devon College
Teaching institution(s): South Devon College
2.2. Accrediting body: N/A
Programme Quality Handbook UK Page 5 of 412.3. Distinctive Features of the Programme and the Student Experience
This programme is designed to promote the role of social care within the community and to
increase the number of qualified practitioners to support timely and effective multi agency
communications, assessments and early intervention for children and their families. This
programme is developed from a perspective of the wide-ranging roles within the children and
young people’s sector, the agencies involved and the practices within the sector. Whereby the
academic and practice skills developed whilst on the programme and beyond have an impact on
the social care sector. The entire programme reflects and promotes the importance of inclusion,
equality, diversity and rights as underpinning tenets and will be emphasised throughout.
The Cert. HE Working with Children, Young People and Families programme has been designed
alongside employers in order to ensure that on successful completion all graduates display
knowledge and skills which allow them to enhance and further their practice. The Section has strong
links with a range of employers and continuing employer liaison will be possible through Academic
Liaison Groups. The innovative design of the programme will take account of future developments
in the sector.
The emphasis of work based learning and subsequent reflection on practice form a core component
of the course ensuring that students can contextualise and personalise their learning by linking it to
their own settings. It introduces a range of techniques and practices relating to communicating with
children and young people and underpins this with an understanding of child development and
psychology. The modules emphasise the legal and ethical context which encompasses all work
within the social care sector and links to the aims of the programme. It develops specific skills of
practice and the ability to reflect upon practice, enabling students to tackle independent study.
Module delivery has been devised to provide students with a holistic approach to the topic areas
allowing in depth investigation and transferability of the subjects. There will be two options for study,
full and part time delivery. All students regardless of mode of study will have a personal tutor with
scheduled and additional time available for tutorial support. The full time provision will be run over
two days a week over two years. The part-time provision will be run over one day a week over three
years.
Promotion of a wide the range of experiences including practice, guest speakers sharing their
expertise and visits to specialist industry providers, students will be prepared to pursue a broad
range of occupations in the social care sector. The programme promotes flexibility in career choice
in line with industry driven changes. Promoting progression and employment for all students, the
course will continue to meet the identified growing needs at local level for skilled practitioners within
the social care sector.
Programme Quality Handbook UK Page 6 of 412.4. Relevant QAA Subject Benchmark Group(s)
Social Work (2016)
Social Policy (2016)
Youth and Community Work (2017)
Early Childhood Studies (2014)
Foundation Degree Characteristic Statement (2015)
Revised Quality Code
• Advice and Guidance
• Working with others
Programme Quality Handbook UK Page 7 of 412.5. Programme Structure
Full Time
Level 4
Module Module Title Credits Year of Semester of Core/
Code Delivery* Delivery Optional
UCSD1021 Professional 20 1 All Year Core
Practice
UCSD1022 Safeguarding 20 1 All Year Core
Children and
Young People
UCSD1023 Multi-agency 20 1 All Year Core
Working
UCSD1024 Equality, Rights, 20 1 All Year Core
Diversity and
Cultural
Differences
UCSD1025 Lifespan 20 1 All Year Core
Development
UCSD1026 Assessment and 20 1 All Year Core
Intervention
Part Time
Level 4
Module Module Title Credits Year of Semester of Core/
Code Delivery* Delivery Optional
UCSD1021 Professional 20 1 All Year Core
Practice
UCSD1022 Safeguarding 20 1 All Year Core
Children and
Young People
UCSD1023 Multi-agency 20 1 All Year Core
Working
UCSD1024 Equality, Rights, 20 2 All Year Core
Diversity and
Cultural
Differences
UCSD1025 Lifespan 20 2 All Year Core
Development
UCSD1026 Assessment and 20 1 All Year Core
Intervention
University Centre South Devon Programme Quality Handbook UK Page 8 of 41Cert. HE Characteristic Statement WBL Exercise
Cert HE Statement Programme Response
Requirement
WBL has been included within the foundation degree with the
How is WBL articulated
within your Foundation Level 4 Professional Practice module where students are
Degree? required to undertake work experience with a minimum of 100
hours at Level 4.
How are students given
the opportunity to apply the Within all modules there will be opportunities to explore
skills and knowledge they
employability within the context of the sector. Individual
have acquired as an
integrated element of their requirements for progression will be discussed with students
programme? throughout the tutorial programme.
During modules of study and on placement students will have
the opportunity to use industry standard terminology, discuss
and apply experience from practice and knowledge of the
legislative requirements for employment. Students will draw on
their practical experiences to inform and develop their academic
skills through the completion of academic work such as case
studies, reflections and research projects.
Guest speakers will be invited in to discuss current issues
facing children, young people and families locally and nationally
and contemporary and innovative approaches for effective
intervention.
Students will have the opportunity to attend conferences. The
staff team will continually seek appropriate conferences linked
to the sector to contextualise the learning from the course into
the wider social care environment such as those held by The
Academy for Social Justice and Commissioning for example
Early Childhood Trauma and County Lines updates.
Opportunities will be provided where students can present their
own research during the Research Showcase, a college wide
annual event. Students will also have the opportunity to listen to
a sector wide keynote speaker.
Programme Quality Handbook UK Page 9 of 41Which modules does WBL WBL has been included within this programme with the Level
feature? 4 Professional Practice module where students are required to
How is WBL assessed within undertake a work experience with a minimum of 100 hours at
the programme? Level 4.
These modules require students to create a portfolio of
evidence linked to their practice. The patchwork assessment
includes evidence of academic writing for case studies,
reports, a reflective diary and an action plan for improvement.
How do students monitor the Students will monitor their placement hours as required by the
WBL opportunities and course. The expectation of WBL is clearly outlined from the
evaluate this?
beginning of the programme with a designated WBL
Handbook and templates for completing and recording
placement related activities. Opportunities for regular
communication with the Placement Coordinator, within tutorial
and during the professional practice module, will also support
the process ensuring students are on target with the
programme requirements.
How are employers and WBL Employers and WBL providers are regularly invited to
providers involved in the University Centre South Devon to ensure continued
regular review and
monitoring of the involvement in the programme and the students they will be
programme? supporting on the programme.
Foundation Degree Characteristic Statement 2018
https://www.qaa.ac.uk/quality-code/subject-benchmark-statements
Programme Quality Handbook UK Page 10 of 412.6. Programme Aims
The programme will:
1. Enable students to develop knowledge, personal skills and personal interests in areas relevant
to community and social care policy and practice
2. Enable students to develop a critical understanding of policy and practice, through the
provision of a range of modules and learning experiences, relevant to the future needs of
students considering employment or further study in the areas of community and social care
practice.
3. Enable students to critically analyse the contribution of a range of social, behavioural and
political concepts and apply to community and social care policy and practice.
4. Develop skills of research analysis, reflection and evaluation and apply these skills in
community practice development.
5. Provide students with the opportunity to study particular areas and themes in community
practice in depth.
2.7. Programme Intended Learning Outcomes
2.7.1. Knowledge and understanding
On successful completion graduates should have developed:
1) A comprehensive knowledge and understanding of legislation and theoretical perspectives that
can be applied in social care settings.
2) A comprehensive understanding of how theory and research inform practice.
3) The ability to identify and explain the importance of empowerment/ anti-oppressive practice
and other key concepts in community practice to address human and social need.
4) The ability to assimilate knowledge and understanding for the purpose of the primary research.
2.7.2. Cognitive and intellectual skills
On successful completion graduates should have developed:
1) The ability to critically discuss relevant legislation, policy, theory, research and frameworks
relating to social care and child development, and critically evaluate the impact on holistic
development.
2) Higher level research and academic writing skills, with the ability to apply results and findings
to inform/ develop social care practice.
3) The ability to demonstrate praxis within an identified area of focus and practical skill.
4) The ability to synthesise information from a range of valid and reliable sources to form a
coherent and critical argument pertaining to related issues.
Programme Quality Handbook UK Page 11 of 412.7.3. Key and transferable skills
On successful completion graduates should have developed the ability to:
1) Plan, undertake and evaluate research, relating to intervention, to support children’s safety and
development.
2) Deploy established techniques of critical analysis and enquiry used within relevant subjects.
3) Critically evaluate evidence from different perspectives to reach sound judgements and
communicate them effectively.
4) Undertake assessments in a variety of different contexts to develop appropriate strategies to
support children, young people and their families.
2.7.4. Employment related skills
On successful completion graduates should have developed:
1) Confidence and flexibility in their ability to undertake assessments in a work environment
related to children, young people and families and to identify solutions through appropriate
intervention.
2) An awareness and commitment to appropriate ethical practice in complex and unpredictable
contexts, developing innovative and supportive techniques in working with children, young
people and their families.
3) The ability to work professionally with children, young people and families in a social care
setting.
4) Professional appropriate boundaries when working in a multi-disciplinary team.
2.7.5. Practical skills
On successful completion graduates should have developed:
1) Appropriate ethics, values and beliefs for working with children, young people and adult
workforces including anti-discriminatory practice and equality of opportunity.
2) The ability to demonstrate critical reflection and build upon personal professional knowledge
and skills whilst working in their setting.
3) The ability to apply conventional and innovative methods in the planning, delivery and
evaluation of intervention to maintain safety and to support the development of children, young
people and families.
4) The ability to set goals, plan a work programme and manage time effectively.
Programme Quality Handbook UK Page 12 of 412.8. Admissions Criteria, including APCL, APEL and DAS arrangements
NB The following table is a draft exemplar for an undergraduate programme
All applicants must have GCSE (or equivalent) Maths and English at Grade 4 or above (C or
above). All offers are subject to applicants securing a placement, which will enable them to meet
the competencies within the professional practice portfolio.
Entry Requirements for Cert. HE Working with Children, Young People and Families
A-level/AS-level Normal minimum entry requirements are 48 UCAS points at A-level
National National Certificate/Diploma or Extended Diploma in a related subject
Diploma/QCF
Extended Diploma
Access to Higher
Pass grade achieved
Education at level 3
Welsh Baccalaureate 24 points from WB
Scottish 48 points minimum from Higher Certificate
Qualifications
Authority
Irish Leaving 48 points minimum from Higher Certificate
Certificate
24 Points
International
If overseas and not studying English within IB, must have IELTS 6.0
Baccalaureate
overall with 5.5 in all other elements.
Independent An appropriate* enhanced DBS certificate is required on point of entry to
Safeguarding Agency the course in order to safeguard the future employment of students
(ISA) / Disclosure within the workplace.
and Barring Service
(DBS) clearance *Any DBS certificate received which contains positive information
required: relating to a criminal conviction or caution will be reviewed by a panel
chaired by the DSL, to determine suitability for the programme in line
with safeguarding requirements. Acceptance for workplace practice is at
the discretion of the organisation.
2.9. Progression criteria for Final and Intermediate Awards
Students who successfully complete this programme can apply to progress on to FdA Level 5
Working with Children, Young People and Families programme and then progress onto top up
programmes within the University Centre South Devon including:
BA (Hons) Child Development and Education
BA (Hons) Education, Development and Society
BSc (Hons) Enhanced Integrated Care
Programme Quality Handbook UK Page 13 of 41Also to the University of Plymouth:
BA (Hons) Education Studies
Progression opportunities for further study and career prospects will be discussed with all students
as part of the ongoing tutorial delivery throughout the academic year. Guidance will be provided for
students individually to secure progression opportunities with alternative Higher Education
providers. There are opportunities to progress onto Level 5, and further completion and
achievement of an agreed Level 6 programme.
2.10. Non Standard Regulations
The Fitness to Practice policy will be initiated to support the student and employer with regard to
professional practice where appropriate.
A whistle blowing policy will be made available to students within the Professional Practice module,
to provide a safe base to report concerns or inappropriate practice experienced within placement/
work place or within the UCSD practices.
2.11. Transitional Arrangements
Transition to this programme will be on an individual basis and will take into account the suitability
of prior study and achievement in terms of APL.
2.12. Appendices:
Programme Specification Mapping (UG) – core/elective modules
Assessment
Reading Lists
Programme Quality Handbook UK Page 14 of 41Appendix 1: Programme Specification Mapping (UG): module contribution to the meeting of Award Learning Outcomes
Core Modules Award Learning Outcomes contributed to (for more information see Section 8) Compensation Assessment
Knowledge & Cognitive & Key & Employment Practical skills Y/N Element(s) and
understanding intellectual transferable related skills weightings
skills skills C1- coursework
P1 - practical
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Professional Practice / / / / / / / / / / / / / / / / / / N C1- 100%
Level 4
P1 –P/F
Safeguarding Children / / / / / / / / / / / / / / / / / Y C1- 100%
and Young People
Multi-agency Working / / / / / / / / / / / / / / / / Y P1- 50%
C1- 50%
Equality, Rights, / / / / / / / / / / / / Y C1- 100%
Diversity and Cultural
Differences
Lifespan Development / / / / / / / / / / / / / / / Y C1- 100%
Assessment and / / / / / / / / / / / / / / / / / / Y C1- 100%
Intervention
Level 4 LOs / / / / / / / / / / / / / / / / / / /
University Centre South Devon Programme Quality Handbook UK Page 15 of 41Module Code Module Name Mode of Assessment Submission Date
Level 4:
UCSD1021 Professional Practice Reflection – 100% 06 November 2020
Professional Portfolio – Pass/Fail 22 January 2021
UCSD1022 Safeguarding Children and Young People Training Resource – 50% 13 March 2020
Report – 50% 22 May 2020
UCSD1023 Multi-agency Working Article – 50% 06 March 2020
Case Study – 50% 01 May 2020
UCSD1024 Equality, Rights, Diversity and Cultural Differences Literature Review – 50% 17th July 2020
Essay – 50% 11th September 2020
UCSD1025 Lifespan Development Case Study – 50% 24th July 2020
Training Resource – 50% 18th September 2020
UCSD1026 Assessment and Intervention Case Study – 50% 13 November 2020
Evaluation of intervention – 50% 15 January 2021
Appendix 3: Reading Lists
Year 1 UCSD1021 UCSD1022 UCSD1023 UCSD1024 UCSD1025 UCSD1026
Core LeFevre, M. (2018) Chisnell, C. and Edmond, N. and There is no core Meadows, S. Heslop, P. (2018)
Communicating and Kelly, C. (2019) Price, M. (2015) text for this module (2018) Social Work: From
engaging with Safeguarding in Integrated as no contemporary Understanding Assessment to
children and young social work text covers all the child Intervention.
Working with
people. Bristol: practice: A lifespan issues within the development: London: Sage
Policy Press approach. 2nd edn. Children and module. The Psychological
London: Sage Young People supplementary perspectives and
Publications ltd. Supporting texts below are in applications.
Development from the library and Abingdon:
Programme Quality Handbook UK Page 16 of 41birth to Nineteen. students will also Routledge
London: Sage. receive links via
Moodle to journal
articles and book
chapters as
appropriate.
Bolton, G and Howarth, J. and Oliver, B and Pitt, Owen, A. (2017) Wearmouth, J. Horwarth, J. &
Delderfield, R Platt, D. (eds) B. (2015) Working Childhood Today. (2017) Special Platt, D. (2018)
(2018) Reflective (2019) The Child’s with Children, London: Sage. educational The Childs World:
Practice – Writing World. 3rd edn. needs and The essential
Young People and
and Professional London: Jessica disabilities in guide to assessing
Development. Kingsley families A course schools: A critical vulnerable
London : Sage Publishers. book for introduction. children, young
Foundation London: people and their
Degrees. London: Bloomsbury families (3rd edn).
Sage. London. Jessica
Kingsley
Publishers.
Further Cottrell, S. (2015) Davies, L. and Crutchley, R. MacBlain, Dunn, J Collett, C. (ed.) Taylor, B. (2017)
Skills for success- Ducket, N. (2016) (2018) Special & Luke, I. (2017) (2018) Disability Decision making,
personal Proactive child Needs in the Early Contemporary and inclusion in assessment and
development and protection and Childhood. London: early years risk in social work
Years Partnership
employability. social work. 2nd Sage. education. (3rd edn). London.
London: Palgrave edn. London: Sage and Participation. London: David Learning Matters
Education Publications Ltd. London: Sage Fulton.
Davies, H and
Mcgillvray, G.
(2011) Working
with, Young
People and
Families. London:
Sage
Programme Quality Handbook UK Page 17 of 41Rogers, M, Cocker, C. and DfE (2018) Charlari, A. (2017) Dowling, M.
Whitaker, D, Allain, L. (2019) Working Together The Sociology of (2014) Young
Edmondson, D and Social work with to Safeguard the Individual. children’s
Peach, D (2017) Children: A guide Relating Self and personal, social
Looked After
Developing Skills for to inter-agency Society. London: and emotional
Social Practice. Children. 3 edn.
rd
working to Sage development. 4th
London : Sage London: Sage safeguard and edn. London:
Publications Ltd. Publishing promote the Sage.
welfare of
children. London:
Stationary office
books
Cottrell, S (2017) Burton, S. and Reid, Laming, H. Devarakonda, C. Frederickson, N.
Critical thinking J. (eds) (2018) (2003). The (2013) Diversity and Cline, T.
skills: effective Safeguarding and Victoria Climbié and inclusion in (2015) Special
analysis, argument Inquiry: Report of early childhood. educational
protecting children
and reflection. an Inquiry London: SAGE needs, inclusion
London: Palgrave in the early years. Presented by the Publications and diversity. 3rd
Education. 2nd edn. Abingdon: Secretary of State Limited. edn. Maidenhead:
Routledge. for Health and the McGraw-Hill
Secretary of State
for the Home
Department by
Command of Her
Majesty January
2003. London:
HMSO
Cottrell, S. (2013) DfE (2018) Working LSCG Haringey McDowall Clark, R. Hellawell, B. Cleaver, H., Unell,
The study skills Together to (2009) Serious (2016) Childhood in (2019) I., Aldgate, J. &
handbook (4th edn). Safeguard Case review: society for the early Understanding DoE. (2010)
Children: A guide to Baby Peter: years (2nd edn). and challenging Children’s needs:
Programme Quality Handbook UK Page 18 of 41Basingstoke: inter-agency Executive London: SAGE the SEND Code Parenting
Palgrave Macmillan working to summary. London Publications of Practice. Capacity: Child
safeguard and Limited. London: Sage. abuse, parental
promote the welfare mental health,
of children. London: learning disability,
Stationary office substance misuse,
books. and domestic
violence (2nd edn).
London: The
Stationary Office
Ltd.
Pears, R. and Dowling, M. (2014) Pears, R. and Owen, A. (2017) Howard, C., Rutter, L. (2015)
Shields, G. (2019) Young children’s Shields, G. (2019) Childhood Today. Burton, M., Critical Thinking
Cite them right: the personal, social Cite them right: London: Sage. Levermore, D. and Professional
essential and emotional the essential and Barrell, R. Judgement in
referencing guide. development (4th referencing guide (2017) Children’s Social Work (4th
11th edn. edn). London: Sage 11th edn. mental health and edn). London:
Basingstoke: Publications Ltd. Basingstoke: emotional well- Learning Matters.
Palgrave Macmillan. Palgrave being in primary
Macmillan. schools. London:
Sage.
.
Parker, J. & Doel, Featherstone, B., Powel, S and Papatheodorou, T. Manning-Morton, Dyke, C. (2016)
M. (2014) Gupta, A., Morris, K. Smith, K. (2018) and Moyles, J. J. (2014) Writing analytical
Professional Social and White, S. An Introduction to (2012) Cross- Exploring well- assessments in
Work. London: Early Childhood cultural being in the early social work (critical
(2018) Protecting
Learning Matters Studies 4rd edn. perspectives on years. skills for social
children: A social London: Sage early childhood Maidenhead: work). London:
model. Bristol: London: SAGE Open University Critical Publishing
Policy Press. Publications Ltd. Press Ltd.
.
Programme Quality Handbook UK Page 19 of 41O’Loughlin, M. and Tutt, R and Wyness, M. (2018) Musgrave, J. Barsky, A. E.
O’Loughlin, S. Williams, P. Childhood, culture (2017) Supporting (2010). Ethics and
(2016) Social work (2015) The SEND and society. (Los children’s health values in social
with children and Code of Practice Angeles: Sage) work. New York:
and wellbeing.
families. London: 0-25 years Policy, Oxford University
Sage Publishing Provision and London: Sage. Press.
Ltd. Practice. London: .
Sage.
Lindon, J. and Slater, A. and
Webb, J. (2016) Bremner, B. (eds)
Safeguarding and (2017) An
child protection. 5th introduction to
edn. London: developmental
Hodder Education. psychology.
Chichester:
Wiley.
. Munro, E. (2020) Watson, D.,
Effective child Emery, C.,
protection. 3 edn.
rd Bayliss, P.,
Boushel, M., and
London: Sage
McInnes, K.
Publishing. (2012) Children’s
social and
emotional well-
being in schools:
A critical
perspective.
Bristol: The Policy
Press
Programme Quality Handbook UK Page 20 of 41Robb, M.,
Montgomery, H.
and Thomson, R.
(eds) (2019) Critical
practice with
children and young
people. 2nd edn.
Bristol: Policy
Press.
Thomson, K. (2016)
Strengthening child
protection: Sharing
information in multi-
agency settings.
Bristol: Policy Press
Journals Qualitative Social The British Journal Social Policy and Critical Sociology Developmental Journal of Early
Work of Social Work Society Psychology Intervention
Journal of Social Child Abuse review Journal of Social The British Journal Child Social Work
Work Work Education of Social Work Development
The British Journal Children First: The The British Current Sociology The Journal of The British Journal
of Social Work child protection Journal of Social Early Childhood of Social Work
system in England Work Research
International Social Journal of Social Critical Social The Journal of Journal of Social
Work work education Policy early Work
Adolescence
Other DfES (2003) Every
resources Child Matters –
Green Paper.
Norwich: DfE
Programme Quality Handbook UK Page 21 of 41Laming, H. (2003).
The Victoria
Climbié Inquiry:
Report of an Inquiry
Presented by the
Secretary of State
for Health and the
Secretary of State
for the Home
Department by
Command of Her
Majesty January
2003. London:
HMSO
LSCG Haringey
(2009) Serious
Case review: Baby
Peter: Executive
summary. London
Journal of Social
work education
Programme Quality Handbook UK Page 22 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: MODULE TITLE: Professional Practice
UCSD1021
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 101088
PRE-REQUISITES: None CO-REQUISITES: NA COMPENSATABLE: N
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module will require students to complete 100 hours of work placement; it will provide
students the opportunity to reflect on their professional practice toward improving outcomes for
children, young people and families in relation to collaborative working, ethical practice and
professional relationships.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 100% P1
(Coursework) (Practical) Pass/Fail
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: NA
MODULE AIMS:
To enable students to explore their own professional practice and how it contributes to positive
change, shared goals and outcomes for children, young people and families. Students will
create a professional portfolio of experiences, reflections and case report to demonstrate their
ethical practice and collaborative working.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning
Outcomes contributed to
1. Reflect upon ethical awareness within professional Knowledge and Understanding - 2
duties, responsibilities and practice. Cognitive and intellectual skills - 3
2. Evaluate the impact of your own professional Key and transferable skills – 3,4
development upon your practice. Employment related skills –
3. Demonstrate experiences with colleagues so that 1,2,3,4
children, young people and families are supported Practical skills – 1,2,3,4
effectively.
4. Evidence collaborative working, demonstrating an
awareness of positive change, shared goals and
outcomes for children, young people and families.
DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College
DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: All Year
University Centre South Devon Programme Quality Handbook UK Page 23 of 41DATE(S) OF APPROVED CHANGE: XX/XX/XXXX
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with
the Module Review Process. Some parts of this page may be used in the KIS return and published
on the extranet as a guide for prospective students. Further details for current students should be
provided in module guidance notes.
ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: 135
MODULE LEADER: Lisa Rogers OTHER MODULE STAFF: Alison Milner
Summary of Module Content
Personal and professional development plan
Professional portfolio building
Professionalism, professional identity
Group work
Academic skills development
Presentation
Time management
6 Cs – Care, Compassion, Competence, Communication, Courage and Commitment.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities Hours Comments/Additional Information (briefly explain
activities, including formative assessment opportunities)
Lectures will be interactive taught lessons, in which students
Lecture 45 are expected to contribute to whole class discussions and
small group tasks
WBL 100 A range of activities will be linked sessional module delivery
Guided Independent
55 Independent study towards assessments
study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc.)
SUMMATIVE ASSESSMENT
Weighting
Compone
Compone
Category
nt Name
Element
nt
Reflection – (LO1) A reflective piece linked to
Coursework practice.
Total = 100%
Portfolio – (LO2, 3, 4) Completion of the
Practical professional practice portfolio with evidence to Pass/Fail
support the learning outcomes
University Centre South Devon Programme Quality Handbook UK Page 24 of 41REFERRAL ASSESSMENT
Weighting
Compone
Compone
Category
nt Name
Element
nt
Portfolio – (LO 2,3,4) Completion of the
professional practice portfolio with evidence Pass/Fail
Practical
to support the learning outcomes
Reflection – (LO1) A reflective piece linked to
Coursework practice. Total = 100%
To be completed when presented for Minor Change approval and/or annually updated
Updated by: Lisa Rogers Approved by: Alison Milner
Date: 5/06/2019 Date: 5/06/2019
University Centre South Devon Programme Quality Handbook UK Page 25 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: SOUD1022 MODULE TITLE: Safeguarding Children and Young People
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100455
PRE-REQUISITES: None CO-REQUISITES: COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module will develop students’ knowledge and understanding of harm and risks for children
within families and the community and how abuse occurs.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 (Coursework) 50% P1 (Practical) 50%
E2 (Clinical A1 (Generic
Examination) assessment)
T1 (Test)
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: NA
MODULE AIMS:
To explore the complex issues of safeguarding and child protection within society. Factors which
increase harm are explored, along with preventative measures. Statutory measures are
examined and students will develop an understanding of the roles of practitioners working with
children and their families, to identify, address and prevent harm.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning Outcomes
contributed to
1. Identify potential safeguarding risk Knowledge and Understanding - 2
factors and the nature of child abuse Cognitive and intellectual skills - 3
2. Examine appropriate responses to Key and transferable skills – 3,4
safeguarding and child protection Employment related skills – 1,2,3,4
concerns Practical skills – 1,2,3,4
3. Discuss the rights of the child and the
voice of the child in relation to
safeguarding and child protection
4. Describe the policy and legal frameworks
for safeguarding and child protection
practice
University Centre South Devon Programme Quality Handbook UK Page 26 of 41DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: Semester 1 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX University Centre South Devon Programme Quality Handbook UK Page 27 of 41
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with
the Module Review Process. Some parts of this page may be used in the KIS return and published
on the extranet as a guide for prospective students. Further details for current students should be
provided in module guidance notes.
ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: 135
MODULE LEADER: Caroline Knight OTHER MODULE STAFF:
Summary of Module Content
• safeguarding and child protection
• risk factors in safeguarding, and the nature of child abuse
• interpreting the wide range of legislation, policy and practice in existence.
• history and evolution of child protection, understanding the complexities through
the use of case studies and published serious case reviews
• children’s rights, both legally and practically
• locate the child’s voice in policy and practice
• Roles and responsibilities
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities Hours Comments/Additional Information (briefly explain
activities, including formative assessment opportunities)
Lectures will be interactive taught lessons, in which students
Lecture 45 are expected to contribute to whole class discussions and
small group tasks and activities.
Students will need to prepare for each taught lesson by
Seminar 45
reading the guided materials.
Guided Independent
110 Independent study towards assessments
study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc.)
SUMMATIVE ASSESSMENT
Weighting
Compone
Compone
Category
nt Name
Element
nt
Report LO1 & 2
Coursework Report:
Identify legal and policy frameworks whilst
highlighting the rights and voice of the child 100%
University Centre South Devon Programme Quality Handbook UK Page 28 of 41Presentation LO3 & 4
Presentation of a training resource:
Create a training resource examining the range of
Practical child abuse and the appropriate responses to the
abuse
100%
REFERRAL ASSESSMENT
Weighting
Compone
Compone
Category
nt Name
Element
nt
Presentation LO1 & 2
Report: Identify legal and policy frameworks
Practical
whilst highlighting the rights and voice of the
child 100%
Essay LO3 & 4
Presentation of a training resource:
Create a training resource examining the
Coursework range of child abuse and the appropriate
responses to the abuse
100%
To be completed when presented for Minor Change approval and/or annually updated
Updated by: Caroline Knight Approved by: A Milner
Date: 05/06/2019 Date: July 2019
University Centre South Devon Programme Quality Handbook UK Page 29 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: UCSD1023 MODULE TITLE: Multi-agency Working
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100459
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module is designed to provide students with the knowledge of ways to work effectively as
part of a multi-agency team in their professional careers. The module facilitates investigation
into the evaluation of the barriers to multi-agency collaboration, and to strategies for developing
effective multi-agency practice.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 (Coursework) 50% P1 (Practical) 50%
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
To analyse and explore the characteristics of multi-agency collaborative working both in principle
and in practice. To analyse and evaluate the skills needed to work effectively as part of a multi-
agency team. To critically examine contexts, barriers and enabling factors for multi-agency
collaboration.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning
Outcomes contributed to
1. Identify the key principles of multi-agency working. Knowledge and Understanding – 1,2
2. Discuss current policy in relation to multi-agency Cognitive and intellectual skills – 1,3
working. Key and transferable skills – 4
3. Explore potential barriers to effective multi-agency Employment related skills – 2,3,4
working and explore ways to overcome them. Practical skills – 3,4
4. Evaluate the skills and strategies employed within
effective multi-agency working.
DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College
DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: All Year
DATE(S) OF APPROVED CHANGE: XX/XX/XXXX
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with
the Module Review Process. Some parts of this page may be used in the KIS return and published
University Centre South Devon Programme Quality Handbook UK Page 30 of 41on the extranet as a guide for prospective students. Further details for current students should be
provided in module guidance notes.
ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: 135
MODULE LEADER: Sally Sharp OTHER MODULE STAFF: Alison Milner
Summary of Module Content
• Evaluation of multi-agency working in relation to the experiences of children young people
and families.
• Analysis of skills and strategies that result in effective team work
• Implications of policy and legislation in relation to multi-agency working
• Exploration of potential barriers to effective multi-agency
• Evaluation of effective multi-agency working
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities Hours Comments/Additional Information (briefly explain
activities, including formative assessment opportunities)
Lectures will be interactive taught lessons, in which students
Lecture 45 are expected to contribute to whole class discussions and
small group tasks.
Students will need to prepare for each taught lesson by
Seminar 45
reading the guided materials.
Guided Independent
110 Independent study towards assessments
study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc.)
SUMMATIVE ASSESSMENT
Component
Component
Weighting
Category
Element
Name
(LO1,2) Essay - 2000 words
Coursework Total:100%
Small group assessed discussion linked to
practice, evidencing multi-agency working
Practical Total: 100%
(LO3, 4) (15 mins)
REFERRAL ASSESSMENT
University Centre South Devon Programme Quality Handbook UK Page 31 of 41Component
Component
Weighting
Category
Element
Name
Essay – Title to be confirmed (LO1,2)
Coursework Total:100%
Individual presentation linked to practice, evidencing
Practical multi-agency working (LO3, 4) Total: 100%
To be completed when presented for Minor Change approval and/or annually updated
Updated by: Sally Sharp Approved by: Anna Neale
Date: 02/07/2019 Date: 18/07/2019
University Centre South Devon Programme Quality Handbook UK Page 32 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: UCSD1024 MODULE TITLE: Equality, Rights, Diversity and Cultural
Differences
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100459
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module is designed to provide students with the opportunity to explore inclusion in its
broadest sense The module considers diversity and difference in the context of children, young
people and families. Through an exploration of parenting and the family theory and practice this
module will evaluate current practices and literature that influences children, young people and
families experience in today’s society.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 (Coursework) 100% P1 (Practical)
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
The module aims to examine inclusion in its broadest sense. Concepts such as difference and
diversity are explored in relation to the experiences of children, young people and families.
Students will have opportunity to evaluate current literature in relation to equality. Students will
explore how the rights of the child can be seen in practice and ways that this influences the
experiences of children, young people and families.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning Outcomes
contributed to
1. Evaluate current literature with regard to Cognitive and intellectual skills – 4
equality. Key and transferable skills – 2,3
2. Examine ways that the rights of the child Employment related skills – 2
can be explored in practice.
3. Explore the concept of inclusion.
4. Investigate ways that diversity and
cultural difference influences experiences
for children and families.
DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College
DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: All Year
DATE(S) OF APPROVED CHANGE: XX/XX/XXXX
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
University Centre South Devon Programme Quality Handbook UK Page 33 of 41Items in this section must be considered annually and amended as appropriate, in conjunction with
the Module Review Process. Some parts of this page may be used in the KIS return and published
on the extranet as a guide for prospective students. Further details for current students should be
provided in module guidance notes.
ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: 135
MODULE LEADER: Alison Milner OTHER MODULE STAFF: Issy Hallam
Summary of Module Content
This module explores quality legislation and a rights perspective and the ways in which diversity
and cultural difference influences the experiences for children young people and families. This
considers the concept of inclusion in its broadest sense.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities Hours Comments/Additional Information (briefly explain
activities, including formative assessment opportunities)
Lectures will be interactive taught lessons, in which students
Lecture 45 are expected to contribute to whole class discussions and
small group tasks.
Students will need to prepare for each taught lesson by
Seminar 45
reading the guided materials.
Guided Independent
110 Independent study towards assessments
study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc.)
SUMMATIVE ASSESSMENT
Component
Component
Weighting
Category
Element
Name
Literature Review: Identify and evaluate the
50%
role of inclusion policy for practice (LO1, LO3)
2,000 words
Coursework
Essay: Discuss the rights of the child in
50%
relation to cultural influences within society
Total:100%
(LO2, LO4) 2,000 words
REFERRAL ASSESSMENT
University Centre South Devon Programme Quality Handbook UK Page 34 of 41Component
Component
Weighting
Category
Element
Name
Essay: Identify the impact of
100%
cultural influences for the
Coursework
rights of the child to be
Total:100%
upheld (LO1,2,3,4)
To be completed when presented for Minor Change approval and/or annually updated
Updated by: A Milner Approved by: Anna Neale
Date: 5/06/2019 Date: 5/06/2019
University Centre South Devon Programme Quality Handbook UK Page 35 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: UCSD1025 MODULE TITLE: Lifespan Development
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100456
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR:
This module will give students a grounding in the key psychological approaches to
understanding child and adolescent development, and the spectrum of individual and family
needs and how they can be met.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 (Coursework) 100% P1 (Practical)
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: NA
MODULE AIMS:
To explore the multiple biopsychosocial factors that contribute to the uncertainty in the lives of
children, young people and families. Students will develop a psychological understanding of
biological, psychological and sociological factors influencing the development of children and
adolescents, discussing how those factors further impact family life.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning Outcomes
contributed to
1. Demonstrate a broad understanding of Knowledge and Understanding - 2
the biopsychosocial factors influencing Cognitive and intellectual skills – 1,4
child and adolescent development Key and transferable skills – 4
2. Describe the impact of child and Employment related skills – 2
adolescent developmental factors on
well-being
3. Demonstrate a broad understanding of
factors influencing inclusion, special
needs and disability
4. Evaluate the impact of inclusion, special
needs and disability on family life
DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College
DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: All Year
DATE(S) OF APPROVED CHANGE: XX/XX/XXXX
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
University Centre South Devon Programme Quality Handbook UK Page 36 of 41Items in this section must be considered annually and amended as appropriate, in conjunction with
the Module Review Process. Some parts of this page may be used in the KIS return and published
on the extranet as a guide for prospective students. Further details for current students should be
provided in module guidance notes.
ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: 135
MODULE LEADER: Issy Hallam OTHER MODULE STAFF:
Summary of Module Content
• Key psychological perspectives on development, potentially including: behaviourism,
cognitivism, social constructivism, biological, humanistic, ecological and psychodynamic
• The well-being of children, young people and families
• Monitoring changes in the well-being of individuals and families
• Social inclusion of vulnerable groups
• Factors influencing special needs and disability
• The impact of having a family member with special needs and/or disability on family life
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities Hours Comments/Additional Information (briefly explain
activities, including formative assessment opportunities)
Scheduled 45 Lectures will be interactive taught lessons, in which students
lectures/seminars are expected to contribute to whole class discussions and
small group tasks.
Guided distance 45 Students will need to prepare for each taught lesson by
learning activities reading the guided materials.
Guided independent 110
Independent study towards assessments
study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc.)
SUMMATIVE ASSESSMENT
Component
Component
Weighting
Category
Element
Name
Case study report on child or young person exploring factors 50%
influencing their development (2000 words) (LO1, LO2)
Coursework
Training resource on a special need or disability (2000 50%
words) (LO3, LO4)
Total: 100%
REFERRAL ASSESSMENT
University Centre South Devon Programme Quality Handbook UK Page 37 of 41Component
Component
Weighting
Category
Element
Name
Case study report on a family with complex needs
Coursework (LO1, LO2, LO3, LO4) Total:100%
To be completed when presented for Minor Change approval and/or annually updated
Updated by: Issy Hallam Approved by: Alison Milner
Date: 5/06/2019 Date: 5/06/2019
University Centre South Devon Programme Quality Handbook UK Page 38 of 41South Devon College Module Record
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via the
HE Faculty Office Procedures for approval and issue of new module code.
MODULE CODE: UCSD1026 MODULE TITLE: Assessment and Intervention
CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE:100456
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR:
This module is designed to provide students with the knowledge and skills that relate to
assessment and family support and intervention. It links theory to practice providing
opportunities for students to relate to their own contexts. Assessment is considered as part of
the process of supporting parents and families.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and
Components of Assessment
E1 (Examination) C1 (Coursework) 100% P1 (Practical)
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Working with
Children, Young People and Families
Professional body minimum pass mark requirement: NA
MODULE AIMS:
To explore the use of assessment in order to provide interventions when working with children,
young people and families. A range of interventions will be explored and evaluated. Students
will be provided with opportunities to consider how policy relates to practice and how practice
has potential to influence experiences for children, young people and families.
ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the
Programme Specification for relevant award/ programme Learning Outcomes.
At the end of the module the learner will be expected to be able to:
Assessed Module Learning Outcomes Award/ Programme Learning Outcomes
contributed to
1. Identify the ways that policy influences
parenting support and family Knowledge and Understanding - 1
interventions. Cognitive and intellectual skills – 1
2. Explore reasons why governments Key and transferable skills – 2,4
provide support for parenting. Employment related skills – 1,2,3,4
3. Discuss ways that assessment can be Practical skills – 4
used to meet the needs of children,
young people and families.
4. Evaluate family interventions designed
to meet identified needs.
DATE OF APPROVAL: 11/06/2019 AWARDING BODY: South Devon College
DATE OF IMPLEMENTATION: 24/12/2020 SEMESTER: All Year
DATE(S) OF APPROVED CHANGE: XX/XX/XXXX
University Centre South Devon Programme Quality Handbook UK Page 39 of 41You can also read
