CYP4422 - Multi Agency Working: Negotiated Learning

Objectives:

On successful completion of the module, students will be able to:
Identify and make use of sources of knowledge and research evidence of multi-agency working.
Demonstrate an awareness of ethical principles and professional codes relevant to multi-agency working.
Reflect on professional roles within multi-agency working.
Make a selection of an approach/ theory of multi-agency working related to your workplace/ practice.
Develop a style of communication that is intended for a professional and /or academic communication. Evidence sources of information and demonstrate origins of ideas by referencing sources using a consistent style.

Content:

This module introduces apprentices to:
• The social context and instigating influences, e.g. safeguarding concerns.
• Relevant legislation, policy guidance and evidence informed practice.
• The changing demands and challenges of multi-agency working with children and families.
• Roles and responsibilities within multi-agency working and ethical practice with children, young people and families.
• Local provision for coherent practice in children’s services.
• Strategies and policies for the workplace including Early Intervention and the Common Assessment Framework (Early Help Assessment).
• Theory and practice of teamwork: implications for individuals and teams.
• The focus of the module includes effective written and oral communication both in academic and work-based practice.
As an apprenticeship programme apprentices will be required to consistently evaluate academic and professional development, based on the learning objectives. During this module apprenticeship apprentices will demonstrate ICT skills for study.

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. The module is delivered using block deliver with blended learning approaches. 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. These include online tasks in advance of formal taught sessions.

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. 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 will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs. 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). 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).

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 and is assessed with one end of module reflection that specifically links the module content with their professional practice.

Assessment:

Fact File

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

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