Formative assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback from the module tutor and through the personal tutor system will take place.

Summative Assessment
A 1000 word leaflet to test LOs 1 and 2 (30%)
A 2000 word case study utilising a real life contemporary case to assess LOs 3 – 4 (70%)

The module will examine definitions of physical, sexual, emotional abuse and neglect, and allow students to examine their own feelings towards abuse and neglect.

Students will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (currently 2015 version) and the Prevent Duty (currently 2015 version).

Students will review the terms used within the area of children protection and examine how children can be helped to protect themselves. They will consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of children’s vulnerability.

Students will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. They will understand the boundaries and limitations of their roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process.

Students will investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services. In support of this it will also examine national guidelines on interagency co-operation. This will also enable consideration to be given on the government’s current policy with regard to preventing radicalisation amongst young people.

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time (12x 6).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.
Practical examples and demonstrations will be used, and peer observation and feedback will be encouraged.

Multimedia classroom resources, learning resource centre, internet and access to tutor.

HM Government (2015) Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children. London, The Stationery Office
DfE (2011) The Munro Review of Child Protection: Final Report. Norwich, The Stationery Office
DfE (2015) The Prevent duty : Departmental advice for schools and childcare providers. London: The Stationary Office
Hall, F. et al. (2015) Supporting Primary Teaching and Learning. Northwich: Critical Publishing
Lindon and Webb (2016) Safeguarding and child protection: 5th edition
Parton, N (2014) The Politics of Child Protection. London. Palgrave
Powell, J & Uppal, E (2012) Safeguarding Babies and Young Children. A Guide for Early Years Professionals. Maidenhead. OUP
Siraj-Blatchford, I., Clarke, K and Needham, M. (2007) The Team Around the Child: multi-agency working in the early years. Stoke, Trentham

1. IDENTIFY KEY INDICATORS OF ABUSE AND NEGLECT.
(Learning)

2. DEMONSTRATE AN UNDERSTANDING OF THE LEGAL FRAMEWORK FOR SAFEGUARDING CHILDREN AND YOUNG PEOPLE, AND HOW THIS RELATES TO SETTINGS.
(Knowledge and Understanding, Application).

3. EVALUATE AND INTERPRET THE IMPACT OF ABUSE AND NEGLECT ON THE CHILD AND OTHERS. (Analysis)

4. EXAMINE THE RELATIONSHIP BETWEEN CHILD/FAMILY AND STATE IN RELATION TO THE PROTECTION OF CHILDREN AND YOUNG PEOPLE.
(Knowledge and Understanding, Analysis)

You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (currently 2015 version) and the Prevent Duty (currently 2015 version).

You will review the terms used within the area of children protection and examine how children can be helped to protect themselves. You will also consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of children’s vulnerability.

You will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process.

You will investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services. In support of this this module will also examine national guidelines on interagency co-operation. This will also enable consideration to be given on the government’s current policy with regard to preventing radicalisation amongst young people.