A full DBS clearance is required for commencing the module due to the practice requirements relating to work with young people and vulnerable adults.

300 hours, of which 80 will be lectures, tutorials and learning groups, a minimum of 80 fieldwork hours, and the rest directed/independent study. Lectures will involve a range of interactive teaching methods.

Key Information Set Data:
27% scheduled learning and teaching activities
46% guided independent learning
27% placement

A JOURNAL length 1,000 WORDS weighted at 25%. This is in the form of a Professional Journal entry related to an aspect of professional practice (Learning Outcomes 2, 3)

FIELDWORK PRACTICE REPORT weighted at 0%. A Professional Practice Report (2,000 words) and a completed Professional Practice Workbook of fieldwork evidence related to specific first level competency areas. (Learning Outcome 6)

ASSIGNMENT length 3,000 WORDS weighted at 75%. The Assignment consists of summative learning about historical, legal and policy frameworks for professional practice in social care. (Learning Outcomes 1, 4, 5)

Key Information Set Data:
100% coursework

Beckett, C. (2010), Child Protection: An Introduction (2nd Edition), London: Sage
Bradford, S. (2012), Sociology, Youth and Youth Work Practice, Basingstoke: Palgrave MacMillan
Brotherton, G., Davies, H. & McGillivray, G. (2010), Working with Children Young People and Families, London: Sage
Hamilton, C. (2005), Working with Young People: Legal Responsibility and Liability (6th Edition), Colchester: Children's Legal Centre
Levin, P. (2009), Write Great Essays (2nd Edition), Milton Keynes: Open University
Oko, J. & Reid, J. (2012), Study Skills for Health and Social Care Students, Exeter: Learning Matters Ltd
Richardson, L. D. & Wolfe, M. (2001), Principles and Practice of Informal Education: Learning Through Life, RoutledgeFalmer: London
Roberts, J. (2009), Youth Work Ethics, Exeter: Learning Matters Ltd.
Wood J., Hine J. (eds.) (2009), Work with Young People. London: Sage (esp. Banks, S., Ethics and Values in Work with Young People, pp.48 ¿ 59)
UNICEF (1989), United Nations Convention on the Rights of the Child, UNICEF (available from: http://www.unicef.org/crc/)

Current policy legislation, white papers, etc. as appropriate.

Oasis College Library with e-portal for remote access
On-line resources via Blackboard through Staffordshire University
On-line access to Staffordshire University Library and books order system
Access to ICT resources at Oasis College

This module provides students with an introduction to the historical origins and fundamental principles associated with good practice in Education, Community, Children's, Youth and Family Support Work.
Areas given specific consideration include Child Protection, Organisational Abuse, Health and Safety, Personal Safety, Risk Taking Behaviour, Risk Assessment, Confidentiality, Data Protection, Information Sharing, Social Diversity and Inclusion, and Anti-Oppressive Practice. The module takes account of, and content is framed by, current legal and policy frameworks. This is taken further by encouraging students to analyse and evaluate national, and their own local, policies and procedures, which impact their practice within their Work Based Learning Placements. Students are expected to develop skills and professional competence in areas of policy and procedure (Child Protection, Health and Safety) and to be conversant with current processes of Information Sharing, Data Protection, Anti-Oppressive Practice, and issues of Diversity and Inclusion.
Students are also introduced to study skills required for academic study, and will consider how they learn by looking at different learning styles. Particular emphasis will be placed upon developing reflective skills for professional practice. There is an emphasis on considering the professional context for study in the fields of education, community work and work with children, young people and families and preparing students for employment in these areas.