Relevant professional qualification and a minimum of 1 years post qualification experience
Currently working in a role with children, young people, their families and carers.

Laptop PC with internet access and data projector
Flipchart,
Blackboard VLE
Module tutor.

Working Together to Safeguard Children (2006) DH
Children Act 1989 and 2004, Children (Leaving Care) Act 2000 Children Act Reports 1999-2004, Children and Adoption Act 2002
Laming H Victoria Climbie Enquiry London HMSO
NSF Children and Young People, Maternity Services (2004)
Murphy M (2004) Developing Collaborative Relationships in interagency Child Protection Work- Russell House

Teacher/Student Contact Hours:
Action Learning (60%) is the focal learning strategy. This is supported by a small number of interactive key lectures (30%) in order to provide students with an introduction to the theories and models of collaboration, drivers and policies influencing multi agency /interprofessional working. Group and individual tutorials (10%) will also be provided.

Independent Learning:
Students will be expected to keep a reflective diary as a key learning strategy within the module (20%). Preparation for and reflection from action learning sets (30%).Access to relevant materials and discussion forums on Blackboard (10%). Independent study in preparation for final assessment (40%)

This module aims to allow child care practitioners from different agencies, for example, social work, health and education to reflect upon their experiences , explore and critically analyse contemporary and emerging knowledge in developing partnership and multi-agency working with complex cases and situations. In order to achieve this module will introduce students to action learning as a key strategy in allowing different disciplines to engage in interprofessional learning from cases that require coordinated multi agency working. Students will be expected to keep a reflective journal as part of the developmental learning on the module and will use this to draw out relevant cases and problems for set discussion as well as recording any learning that they have developed from individual exploration of relevant theories, approaches and policy guidance. The role of action learning is to give students the opportunity present their case to a multi agency peer group in order to gain others informed perspectives and to focus on developing their role as a multi agency worker. Students will be facilitated to consider the impact of theories of collaboration and interprofessional working that relates to the cases that they are presenting. In addition, issues raised by the stage of lifespan development will also be discussed. Students will also be encouraged to explore any barriers to effective collaborative working and consider how these might be improved. The role and impact of multi agency care planning will be discussed. The students may also relate to the local and national policy responses to multi-agency collaboration in promoting optimal outcomes for Children and Young People, their Families and Carers and examine the interface between agency policy, practice and procedures.

Critical Incident Analysis 100% 3000 words Learning Outcomes: 1,2, 3, 4

Additional Assessment Details:
An analysis of an incident drawn from a reflective journal in which multi agency working was central to achieving safeguarding and preventative outcomes for a child /children, young person/people together with their families and carers The analysis should include:

The context of the incident and agencies involved and the impact on the practitioner at the time of the event
An evaluation of the key issues influencing multi agency working including those raised by lifespan development
The effectiveness of any multi agency care planning
An analysis of individual learning that has occurred as a result from analysing the incident and how they have subsequently developed or plan to develop their interagency role, in relation to the lessons learnt. Students may draw on excerpts from their reflective diary to illustrate the analysis where relevant.

Formative Assessment:
Verbal feedback and action planning within the action learning set.
Written feedback on essay plan or portion of essay text.