CYP4412 - Working with Families: Negotiated Learning

Objectives:

On successful completion of the module, students will be able to:
Demonstrate the ability to identify and make use of sources of knowledge and evidence of working with families.
Demonstrate an awareness of ethical principles and professional codes relevant to working with families.
Analyse the information and ideas related to working with families.
Demonstrate reflection upon the conduct and outcomes of professional practice in working with families.
Make a selection of an approach / theory of working with families which you can relate to your workplace/ practice.

Content:

This module will explore:
• An understanding of effective practice with children and families and the theoretical and policy context of modern practice with families
• An awareness that skilful, effective practice is systematic and considered rather than the result of chance or common-sense social processes
• Continuing emphasis on the paramountcy of children’s welfare and development
• National and local policies and procedures that affect working with families
• Values, diversity, discrimination and anti-oppressive practice

During the course of the module, apprentices will begin to examine their own and recommended effective communication and engagement with families. Apprentice will develop their knowledge of the ecological and holistic assessment of strengths and vulnerability factors within and around family circumstances. Apprentices will appraise mainstream and perhaps ‘taken for granted’ accounts of contemporary family life represented in the media. Apprentice will have the opportunity to examine these themes from an international perspective. The module will include a focus on professional and /or academic communication. Apprentices will learn to evidence sources of information and demonstrate origins of ideas by referencing sources using a consistent style.

Learning and Teaching Information:

Learning and teaching typically includes a range of methods such as lectures, seminars, workshops and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities and individual and paired working. Given that, this module is delivered on a block basis over three days (21 hours), the module is delivered using blended learning approaches. This will include pre-session activities in preparation for each day’s taught sessions and post session activities that summarise the days sessions. Typically four taught sessions (of 1-1.5 hours each) will take place each day. These are interspersed with learning and reflection activities (of 2-3 hours during and at the end of each day) to embed learning.

The module is taught through online seminars, group work, group and individual tutorial support, personal study time, provision of multi-media resources via the University VLE and electronic communication both student to tutor and peer to peer. Throughout the delivery, students will be expected to relate theory to practice through personal research. They will be expected to undertake a wide range of personal reading. Much of this will be self-sourced, with ‘starter’ readings provided through Moodle. Course documentation, support materials and web-based materials will be available on the VLE (Moodle) as appropriate. Technology such as Panopto and learning platforms, including MS Teams, will be utilised to facilitate some of this communication. Moodle will serve as the key mechanism for recording information about the apprentices’ progress against KSBs, including a facility to upload evidence of how these have been met outside of the academic programme, an ‘off’ the ’job’ log, and a platform for Learning Journal entries. Apprentices may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.

Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument, will be developed. During each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module. Accessing library resources and help with coursework study skills will be available from services across the university. The module also embeds diversity as part of the University’s work towards the Race Equality Charter by ensuring that module reading lists incorporate ethnic and gender diversity, the perspective of marginalised communities, and populations.

Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities.

Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs. The Learning Journal is part of the apprentice’s Portfolio of Evidence that they will complete throughout their entire apprenticeship programme. Learning Journal entries, therefore, must be capable of providing, or locating, proof of the achievement of the Knowledge, Skills and Behaviours of an Apprenticeship Standard. Not all Learning Journal entries will be used for the final evidence of achievement required by the End Point Assessment (EPA). Learners reflect on current practice and develop action plans for continued personal and professional development, including a 3-way learning agreement (student, university and employer/work stakeholder).

Study Skills
In advance of the programme, through the VLE, and during the induction session for module 1 apprentices will be introduced to study skills by the following:
• The Subject Librarian with Information Systems training and Digital Literacy training packages.
• The Learning Hub and their role in supporting students with academic writing and study skills.
• The E-Learning Team and the use of our VLE, Moodle, Turnitin, technology to support study.
• The IT team and the use of IT packages, software, programmes for academic study skills.

The above study skills support areas will also be embedded across all modules with a specific study skills session timetabled; i.e. formal lecture 9-1pm, then lunch break, then 2-4pm, study skills session. This session could include any of the above teams, areas, resources in addition to the allocated lecturer teaching the module and their specified input.

Lectures, seminars, learning activities, workshops and tutorials, e-engagement e.g. VLE activities
Hours: 25
Intended Group Size: 20

Flexibly delivered assessment support/e-support including tutorials
Hours: 5
Intended Group Size: 1-6

Guided independent study
Hours: 170

Further details relating to assessment
Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs.

The Learning Journal will be online and will include x3 reflective accounts to be completed during the module with one final end of module reflection that specifically links the module content with their professional practice. These will be formatively assessed.

Two directed activities are used to give formative feedback to students at early and mid-points in this module.

Other relevant matters
Apprentices must demonstrate an awareness of codes of conduct, professionalism and confidentiality within their workplace when relating academic theory and learning to their practice.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered -

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