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 2500 word case study utilising a real life contemporary case to assess LOs 3 - 6 (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 (2015) and examine national guidelines on interagency co-operation.

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 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.

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

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time (12x6).
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.

DfE (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
Lindon, J. (2008) Safeguarding Children and Young People: Child Protection 0-18 Years. (2nd Ed). London, Hodder.
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. CRITICALLY EVALUATE THE LEGAL FRAMEWORK FOR SAFEGUARDING CHILDREN AND YOUNG PEOPLE, AND HOW THIS RELATES TO A VARIETY OF SETTINGS. (Knowledge and Understanding, Application).

2. IDENTIFY AND INTERPRET KEY INDICATORS OF ABUSE AND NEGLECT. (Learning)

3. ANALYSE THE IMPACT OF ABUSE AND NEGLECT ON THE CHILD, FAMILY, COMMUNITY AND EARLY YEARS OR EDUCATION SETTING. (Analysis)

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

5. EVALUATE THE RIGHTS AND RESPONSIBILITIES OF PARENTS/CARERS AND HOW AND WHEN TO SHARE SENSITIVE INFORMATION. (Knowledge and Understanding)

6. CRITICALLY EVALUATE THE ROLE OF THE PROFESSIONAL IN RELATION TO CHILD PROTECTION PROCEDURES AND RISK MANAGEMENT, REVIEWING HOW AND WHEN TO REFER THE CASE AND THE IMPORTANCE OF INTER-AGENCY COOPORATION. (Communication, Problem Solving)

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 (2015) and examine national guidelines on interagency co-operation.

You 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. You will consider cultural perspectives of childhood, child abuse and differing attitudes towards children's competency and vulnerability.

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