Barker, J., and Hodes, D., (2007), The Child in Mind, London, Routledge.
DES,(2006), Working Together to Safeguard Children: Every Child Matters: Change for Children, London, TSO
Jones, P., Moss, D.,Tomlinson and Welch S., (2008), Childhood Services and Provision for Children, Essex, Pearson.
Lindon, J., (2008), Safeguarding Children and Young People: Child Protection 0-18 years, GB, Hodder Arnold
Wilson, K. and James, A., (2007), The Child Protection Handbook, GB, Bailliere Tindall

The learning strategies will require students to commit 300 learning hours of which 60 hours will consist of contact time (3x20).
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.

A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it gives students realistic, hands on experiences and develops skills relevant to the employers needs. This will enable access for students to planning materials and implementation with the children.

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

Summative Assessment:

Assignment:-
A 3,000 word essay (Weighting 100%) (LOs 1 - 6)

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. Generic plans and the structure of the essay will be reviewed at appropriate times throughout the module.

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

Students will examine the legislative framework relating to child protection (for example, UNCRC (1989), Every Child Matters (2003) and Children Act (1989 and 2004), Common Assessment Framework, Data Protection Act (1998) and examine national guidelines on interagency co-operation.

Students will understand the six areas of the Common Core of Skills and Knowledge for the Children's Workforce.

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. Consider differing perspectives of childhood and culture to competency and vulnerability.

Understand 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.

Understand the boundaries and limitations of their roles and responsibilities, when to make referral to specialist services and how to contribute to the overall process.

Investigate changes in policy from intervention to prevention approaches within universal services and the role of children's centres.