1. Professional Journal Entry related to an aspect of professional practice (Learning Outcomes 2)

2. Written assignment consisting of summative learning on the theory and practice of Social
Diversity and Inclusion. (Learning Outcomes 1, 2, 3)

3. Field Work Report related to an aspect of professional competency that provides evidence against a national occupational standard or equivalent

Key Information Set Data:
100% coursework

On-site library and internet access to Staffordshire University Library
PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work

Aluffii-Pentini, A. & Lorenz, B. (Eds.) (1996), Anti-racist work with young people, European experience and approaches, Lyme Regis: Russell House.
Black, L. (1996), New ethnicities and urban culture: racism and multiculture in young lives, London: Routledge
Burk. P. (2008), Disability and Impairment: Working with children and families, London: Jessica Kingsley Publishers.
Burnett, J. (2004), Community Cohesion and the State, London: Institute of Race Relations..
Commission Report, (2002), The Future of Multi-Ethnic Britain, London: Profile Book Ltd.
Gilroy, P. (2002), There Ain't No Black in the Union Jack, London: Routledge.

Parekh, B. (2000), Rethinking Multiculturalism, Culture Diversity and Political Theory, Basingstoke: Palgrave.
Phillips, A (1999), Which Equalities Matter? Cambridge & Oxford: Polity Press.
Thompson, N. & Hendry, L. (1997), Anti-discriminatory Practice, London: Macmillan.
Smith, D. R. (1999), Safe from Harm: A Code of Practice for Safeguarding the Welfare of Children in Voluntary Organisations in England and Wales, London: Home Office.

This module aims to explore the rationale and dynamics of social inclusion and diversity. To fully understand and appreciate diversity students will be encouraged to deliver a good understanding of themselves, the way they see the world and the way others may see the world. Discussion and course work will be grounded in the context in which all this takes place, i.e. society at large and specifically the organisation and institutions in which individuals live and work, and the experience of social exclusion. Definitions for, and the sociology of, oppression, power, and inequality are examined. Discrimination on the basis of ethnicity, gender, age, disability, religion and sexual orientation are examined and challenged. Students are helped to reflect on their own prejudicial attitudes, values and professional practices. Consideration is given to structural oppression and institutional discrimination both in and beyond Christian settings that perpetuate exclusion. Equality of opportunities and anti-discriminatory legislation and responsibilities are examined and linked to fieldwork experiences. Strategies for identifying and challenging discrimination and oppression are assessed and, again, applied to fieldwork placements. Students are helped and supported to develop and implement inclusion strategies in line with agreed Occupational Standards.

150 hours, of which 20 will include interactive lectures, peer led presentations, and visiting speakers, 40 fieldwork hours, and the rest independent study.

Key Information Set Data:
13% scheduled learning and teaching activities
60% guided independent learning
27% placement (fieldwork hours)