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 review the terms used within the area of children protection and examine the problematic nature of the phrase "at risk" and how children can be helped to protect themselves. They will consider cultural perspectives of childhood, child abuse and differing attitudes towards children’s competency and vulnerability

Students will examine changes in contemporary and historical legislative reports and policy frameworks relating to child protection. They will learn how to provide information about suspected abuse 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.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring with¿you¿practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some¿face-to-face¿content, group activities and individual tasks set.¿ You will be encouraged to be a critical thinker and apply your learning in an academic and professional context.¿ Some sessions require prior reading and independent research to inform the sessions.¿

A digitally enabled approach will be used to support both virtual and face to face opportunities.¿¿
University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.¿¿

The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities¿¿

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.¿

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions¿

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.¿

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.¿

This module will also provide opportunities for you to:¿
Work¿with others¿
develop interpersonal skills¿
demonstrate the capacity to plan, share goals, and work as a member of a team¿
communicate and present oral and written arguments¿

Module Learning Outcome
1. Demonstrate knowledge and understanding of safeguarding principles, relevant legislation and reporting procedures.
University Learning Outcome
Knowledge and understanding

Module Learning Outcome
2. Present, evaluate and interpret concepts and principles of effective safeguarding practices.
University Learning Outcome
Enquiry

Module Learning Outcome
3. Evaluate the appropriateness of safeguarding interventions when risk of harm is reported.
University Learning Outcome
Problem solving

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password.¿ If you have difficulty accessing these, please contact the¿University¿library.¿There is also an online reading list for each module on this course.¿ To access this, go to¿http://staffs.rebuslist.com/¿and then type in the module code in the search box.¿ Do not worry if this list seems excessively long.¿ You may wish to focus on texts which are most relevant to your education sector.¿ This module covers a wide range of¿texts,¿and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read.¿ Remember that it is important to show you have considered views from a wide range of sources.¿ When referring to texts in your assignment, always use¿https://libguides.staffs.ac.uk/refzone¿for guidance.¿¿

Study skills:¿
For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at¿https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.¿¿

VLE Resources:
Your¿University¿VLE will enable you to¿have¿access¿to course materials, lecture notes, PowerPoint presentations and reading lists.¿¿Your VLE offers opportunities to engage in a group work and independent learning¿using¿synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿

Lindon, J. and Webb, J. (2016) Safeguarding and Child Protection. Fifth Edition. London: Hodder Education.

Firmin, C. (2020) Contextual Safeguarding and Child Protection: Rewriting the Rules. London: Routledge.

HM Government (2019) Working Together to Safeguard Children. A guide to inter-agency working to safeguard and promote the welfare of children. Available at: https://www.gov.uk/government/publications/working-together-to-safeguard-children

Department for Education (2020) Keeping Children Safe in Education. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education

None

In this module you will examine the current legislative and policy frameworks relating to child protection including contemporary and historical legislation and practice. You will explore how notions of risk and child protection have changed over time and how this informed professional practice. There will be opportunities for practical application so that you can develop your understanding of the boundaries and limitations of professional roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process.

Task 1 - LO1 Design and prepare a leaflet aimed at Level 3 students who will be attending a placement in a nursery or school shortly. The leaflet should inform them of relevant legislation, how to recognise abuse and what they need to do if they suspect abuse is happening. (LO1)

Task 2 – Prepare a safeguarding report based on the scenario given. The report should evaluate the effectiveness of the safeguarding interventions and reporting procedures. It should also make reference to relevant legislation and the role of multi professional agencies in safeguarding children and young people. (LO2&3)

This module is noncondable. Both assessment tasks must achieve a pass mark.
Formative assessment opportunities will include:
Peer review of draft leaflet
Feedback Tutorials
Marking exercise of report.