Multi media classroom resources, learning resource centre, internet and access to tutor

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
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.

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

1. Assignment
(Weighting 100%) (LO,1,2, 3,4,5) (2,500 words)

DfES, (2003), Every Child Matters: Change for Children, London, DfES available at www.education.gov.uk/consultations/downloadabledocs
DfES, (2006), Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children, London, The Stationery Office
Ferguson, H., (2011), Child Protection Practice, GB Palgrave
MacmillanJones, P., Moss, P., Tomlinson,P. and Welch, S., (ed), (2008), Childhood: Services and Provision for Children, Harlow, Pearson/ Longman.
Kay, J., (2007), Protecting Children, (2nd Ed), London, Continuum Publishing Group
Lord Laming, (2009), The Protection of Children in England: A Progress Report London, The Stationery Office
Nurse, A., (2006), The New Early Years Professional: Dilemmas and Debates, GB, Routledge.
Smith, F. and Carmi, E., (2010), Child Protection, G.B., Children Act Enterprises.
White, R., Carr,P.and Lowe, N.,(1991), A Guide to the Children Act 1989, London, Butterworths

Students will consider the changing emphasis of legislation and guidance to protecting children in England since 1991, the impact of Every Child Matters (DfES, 2003) and the broad strategy for change in children's services.

Students will examine common causes, across professional boundaries and the reformed structuring and services which create the means by which the interests, needs and welfare of the children can be protected and advanced. Students will consider how resources and attitudes reflect and underpin the value that society places on children and childhood.

Students will explore the notion of child protection within the context of major legislation and policy change. They will reflect, in detail, on the major changes in child welfare in order to understand the debates shaping children's policy.

This module will introduce contemporary debates about child protection, as well as deepening understanding of the policy developments involved and the implications for children's rights.