Browning, D. (2007), Equality and the Family: A Fundamental Practical Theology of Children, Mothers and Fathers in Modern Societies, Cambridge: Eerdmans Publishing.
Dolan, P. Canavan, J. & Pinkerton, J. (2006), Family Support as Reflective Practice, London: Jessica Kingsley Publishers.
Farrell Erickson, M. & Kurz-Riemer, K. (1999), Infants, Toddlers and Families: A Framework for Support and Intervention, New York: The Guilford Press.
Jeffs, T. & Smith, M. (2005), Informal education: conversation, democracy and learning, Derby: Education Heretics Press.
May, S. (2005), Children Matter: Celebrating their place in the Church, Family and Community, Cambridge: Eerdmans.

300 hours, of which 60 will be active lectures and learning groups, 150 fieldwork hours, and the rest independent study.

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

Assignment (1): A written task concerning the support of informal education and/or inclusive intervention with families. (Learning Outcomes 1 & 5)

Assignment (2): A 15 minute group presentation, tutor assessed. (Learning Outcomes 1, 2, 3 & 5)

Assignment (3): Reflective Assignment. (Learning Outcomes 2, 4 & 5)

This module introduces students to a variety of pedagogical understandings with particular focus on current theoretical thinking. It aims to develop knowledge of the informal / formal education continuum and the factors that contribute to this continuum. The module introduces students to communication theory and discusses verbal and non-verbal communication skills. Learning styles, and the theories associated with learning styles, are explored. The ethical understandings of learning strategies within family support work, with particular emphasis on key themes of inclusion and empowerment, are identified and discussed. Family support work curriculum design, the relevance of varied curriculum content and styles for individuals, and learner encouragement are explored and discussed. The module seeks to encourage students to understand the requirements and preferences of the learner and the impact this has on the planning, delivery and evaluation of appropriate learning opportunities. An awareness of the professional context is raised and students are encouraged to discuss and apply associated issues.

This module examines contemporary theories and trends related to social inclusion. Consideration is given to current social and political interventions designed to promote social inclusion and/or combat social exclusion. A number of specific interventions and family support work methodologies intended to promote social inclusion are explored and students are encouraged to critically appraise their own family support work practice in the light of these. These include peer education, parent participation, centre work, family justice and government support projects. A theology of the family and a theology of inclusion and intervention are developed and critiqued.