FDA5073 - Safeguarding and Child Protection

Objectives:

On successful completion of the module, students will be able to:

1 - Critically examine local and national child protection and safeguarding policies and procedures, identifying when a child is in danger or at risk of abuse, including online, and know how to act to protect them. (K5, K20, K21, S25, S26)

2 - Identify, action and competently challenge issues, undertaking difficult conversations where appropriate and critically reflecting on practice. (S23, S25, S26, B2, B9)

3 - Critically understand different roles and responsibilities, including appropriate supervision of others, in relation to safeguarding and security, addressing child protection, duty of care, accurate reporting, and confidentiality of information. (K19, S10, S21, B1, B2, B3)

Content:

This module explores how to competently action and carry out safeguarding procedures, in line with local and national approaches to child protection, through critical examination of a case study. The role of the designated lead for safeguarding will be analysed, along with the findings of serious case reviews. The role and responsibilities of practitioners are explored to support identification when a baby or child is in danger or at risk or abuse, this includes but is not limited to: neglect, physical, emotional, online, domestic and sexual abuse. The procedures to competently action and carry out safeguarding practices will consider the use of professional curiosity, knowledge and insight. The module enables you to confidently challenge and undertake a difficult conversation through an assessed professional debate. You will maintain accurate and coherent records and reports for the purpose of sharing information, and ensure the security and confidentiality of data. This module also critically appraises the challenges of staying up to date regarding statutory and non-statutory guidelines, including implementing Ofsted's whistleblowing policy.Throughout the module localised concepts of safeguarding will inform the content, including extra-familial harm.

Progress towards KSB’s: K5, K19, K20, K21, S10, S21, S23, S24, S25, S26, B1, B2, B3, B9.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers and employers will be engaged with to develop an understanding of current professional practice. Within this module localised concepts of safeguarding will inform the content, including extra-familial harm.

The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Lectures
Hours: 42
Intended Group Size: Cohort

Guided independent study
Hours: 258



Further Details Relating to Assessment

Students are referred to Module Handbooks for full details.

One case study of a safeguarding concern will be shared with students to help inform the module. Students will work in small groups, each deciding upon a suitable professional role to enact within the professional discussion which takes place live in session. This is followed by individual students reviewing the behaviours, roles and actions taken in line with safeguarding processes during that professional debate, making recommendations for future developments. Students can negotiate how they will present their review of the live discussion – for example, this could be through a written reflection, or as a verbal annotation added to the filming of the live discussion. The approach to the negotiated review is agreed with the tutor and submitted at the end of the module.

All students will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -

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