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

Beveridge, S. (2005), Children, Families and Schools: Developing partnerships for inclusive education, Oxon: Routledge Falmer.
Bunge, M., Fretheim, T., Gaventa, B. eds. (2008), The Child in the Bible, Grand Rapids, MI: Eerdmans
May, S. (2005), Children Matter: Celebrating their place in the Church, Family and Community, Cambridge: Eerdmans.
Pound, L. & Hughes K. (2005), How Children Learn, London: Step Forward Publishing.

300 hours, of which 40 will be active lectures, tutorials and learning groups, a minimum of 80 fieldwork hours, and the rest driected/independent study. Lectures will involve a range of interactive teaching methods.

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

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 children's work, with particular emphasis on key themes of inclusion and empowerment, are identified and discussed. Children's 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 children's work methodologies intended to promote social inclusion are explored and students are encouraged to critically appraise their own children's work practice in the light of these. These include peer education, child participation (Hear by Right), centre work, detached work, child justice, Sure Start and Children's Centres. A theology of
childhood and a theology of inclusion and intervention are developed and critiqued.

1: An ESSAY concerning the support of learning and/or inclusive intervention with children. (Learning Outcomes 1,4 & 5)

2: Professional Journal Entry related to an aspect of professional practice (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