MODULE DESCRIPTOR 2
TITLE Child Development
SI MODULE CODE 66-7840-00C
CREDITS 15
LEVEL 7
JACS CODE L500
SUBJECT GROUP Social Work, Social Care and Community Studies DEPARTMENT Social Work, Social Care and Community Studies MODULE LEADER Joanne Hunt (BAAF)
MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study Total Number of Study Hours 20 as follows: 2 x 6 hour workshops 2 x 3 hour seminars 2 x 1hour tutorials 130 150 MODULE AIM
To enable Social Work practitioners to critically evaluate their understanding of child development, the impact of abuse and neglect on children’s development/attachment recognising the life long implications and being aware of the cultural, social and environmental context
By the end of the module participants will be able to
MODULE LEARNING OUTCOMES (up to 4 LOs max)
By engaging successfully with this module a student will be able to
Demonstrate an in depth knowledge and understanding of child development and attachment theories, research and the implication for practice, evaluating the impact of attachment upon the developing child throughout childhood and into adulthood, with particular reference to children at risk, in need, accommodated, looked after and adopted children (PCF 5.1; 5.3; 5.4; 5.7)
Critically analyse the effectiveness of different approaches and interventions in communicating with and working towards building secure attachments for children (PCF 5.6: 7.1 )
Demonstrate the relevance of knowledge in child development, and attachment when planning and undertaking/supervising direct work with children and young people (PCF 5.6) Critically reflect on the significance of diversity, difference and identity and how this impacts on professional practice in the areas of attachment, child development and communication with children (PCF 5.1;5.4)
INDICATIVE CONTENT
Theories and debates regarding child development including brain development Attachment theory and implications across the lifespan
Impact of child abuse and neglect on attachment and wider child development Child development and cultural diversity
Child development and disability
LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS
Students will be supported in their learning, to achieve the above outcomes, in the following ways
2 x 6 hour one day workshops 2 x 3 hour seminars
2 x 1 hour individual tutorials
Formative task is to identify a case outlining the likely outcomes for the child in terms of their development, based on theory.
Summative task: develop a support plan based on child development for family/colleagues in other agencies to meet the child’s short and longer term needs
ASSESSMENT TASK INFORMATION Task No.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** In-module retrieval available 1 Essay CW 100% 2500 Y
FEEDBACK
Students will receive feedback on their performance in the following ways
A tutorial will follow submission of the formative task. This will lead to the summative assessment. Students will receive feedback on their performance in the following ways
Group discussion on assignment issues via Collaborate Personal assessment mark
Detailed personal feedback sheet covering performance mapped against learning objectives and indicating scope for development
LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) Aldgate, J.; Jones, D et al (2005) The Developing World of the Child. London: Jessica Kingsley
Daniel B, Wassell S and Gilligan R. (2010) 2nd Edition. Child Development for Care and Protection Workers.
Neil E and Howe D. (2004) Contact in adoption and permanent foster care: Research, theory and practice. London: BAAF
Prior, V & Glaser, D. (2006) Attachment & Attachment Disorders: Theory, Evidence, and Practice. London:,Jessica Kingsley Publishers
Schofield G and Simmonds J. (2009) The Child Placement Handbook: Research, policy and practice. London: BAAF
Thomas C. (2013) Adoption for looked after children: messages from research. London: BAAF/Adoption Research Initiative
Ward H and Davies C. (2011) Safeguarding Children Across Services: Messages from Research. London, Jessica Kingsley
SECTION 2 MODULE INFORMATION FOR STAFF ONLY
MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE
NEW MODULE Y
EXISTING MODULE - NO CHANGE N
Title Change N
Level Change N
Credit Change N
Assessment Pattern Change N
Change to Delivery Pattern N
Date the changes (or new module) will be implemented
06/2015
MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake.
Module Begins Module Ends
Course Intake 1 01/06/2015 30/08/2015
Course Intake 2 01/04/2016 30/06/2016
Course Intake 3 01/12/2016 10/02/2017
Is timetabled contact time required for this module? N Are any staff teaching on this module non-SHU employees? Y If yes, please give details of the employer institution(s) below British Association for Adoption and Fostering (BAAF)
What proportion of the module is taught by these non-SHU staff, expressed as a percentage?
100%
MODULE ASSESSMENT INFORMATION Indicate how the module will be marked
*Overall PERCENTAGE Mark of 40% Y
*Overall PASS / FAIL Grade N
SUB-TASKS
Will any sub-tasks (activities) be used as part of the assessment strategy for this module?
N
FINAL TASK
According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor)
Task No. 1
NON-STANDARD ASSESSMENT PATTERNS
MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%.
NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.
CHECKED
Date Reason
March 2015 Checked Against SI - PENDING
