Contents 1. Overview 3 2. Learning and Teaching Strategy 3 3. Graduate Attributes 4 4. Module Communications 4 5. Module Description 4 6. Learning Outcomes and Assessment 5 7. Assessment Deadlines 5 8. Assignment feedback 5 9. Module Calendar 6 10. Formative Assessment 7 11. Indicative Reading: 7 12. Guidelines for the Preparation and Submission of Written Assignments: 9 14. Academic Misconduct and Referencing 13 15. Assessments 13
Module Tutor: Katie Bannister
Tel: 01204 903865
Module Pre-requisites: none
Web-link to Module Specification: https://modules.bolton.ac.uk/HLT6027
Web-link to Moodle Class: http://moodle2.bolton.ac.uk/course/view.php?id=6552
This module has been designed to deliver effective learning and teaching to you both as a student but also as an individual working in practice. The 200 notional hours are delivered by a number of strategies that are effective and popular with our students. These include classroom work with formal lectures incorporating discussion and debate in addressing core concepts and interactive learning activities. In addition we aim to meet your individual learning needs by providing scheduled tutorial support where you can meet with the module tutor to discuss aspects of your studies and receive personalised advice and guidance. E learning is also provided via Moodle to enable you to undertake further study in a place and at a time that is convenient to you.
Fitness to Practice: Confidentiality
The University applies its Fitness to Practice Procedure to all students following programmes of study accredited by professional, statutory or regulatory bodies which require the University to make a ‘fitness to practice’ or equivalent declaration or where a student subject to professional code of conduct is undertaking a relevant programme of continuing professional development. The procedure can be found at:
You must always protect the identity of patients, clients, colleagues and their relatives in all assignments. Wherever possible you should also make efforts to anonymise organisations, colleagues and individuals. However, the work based context of some modules, means that this is not always possible, but please ensure that any individuals are not recognisable within any of your assignments. Please note that Service Users have the right to refuse student care, and intervention should only occur through informed consent.
Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.
In total there are 10 graduate attributes. This module seeks to support the development of:
· Effective communication
The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these mediums.
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.
This module is aimed at professionals who work with children particularly those of you working in early years, health, social care and education. The purpose of this module is to equip you with knowledge that will help you to identify and fulfil your safeguarding responsibilities effectively. This is particularly important within the changing context of law, policy and service development. It may be taken as a stand-alone module, a BSc Professional Studies module, or as part of the Specialist Community Public Health Nursing or Early Years Top Up programme. In the university setting learning is shared with students studying at Postgraduate level. The module also aims to promote inter-professional understanding of multi-agency and multi-disciplinary working in the field of safeguarding children.
In studying this module you will be preparing for future studies featuring the key specialist areas of marketing the event product and the critical subject area of sustainable operations, which needs to be an essential inclusion in the development of any successful event worldwide, and which is now becoming of central concern to worldwide socio-cultural developments and national governmental policy.
|1 Demonstrate in-depth knowledge and critical awareness of the concept of safeguarding children||Assessment 1|
|2 Critically analyse and critically evaluate definitions, indicators & signs of child abuse||Assessment 1|
|3 Critically apply the policies that underpin your role in the recognition of and response to child abuse||Assessment 1|
|4 Critically analyse the factors that inhibit and assist partnership working when safeguarding children, suggesting how safeguarding practice may be enhanced.||Assessment 1|
|Assessment item||Due Date||Weight|
|1||Assignment||7th January 2019||100%|
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment work to be marked and feedback provided not less than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you read/listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.
|1||25.9.18||Introduction to module, learning outcomes and assignment brief.|
|2||02.10.18||History of child abuse.
Evolution of concepts of child abuse.
professional roles and responsibilities and partnership working
|3||09.10.18||Categories, indicators and explanations of child abuse.
Partnership working and professional responsibilities
|4||16.10.18||Physical abuse and assignment guidance.|
|8||13.11.18||Group work – professional responsibility/supervision Policy and legislation
|9||20.11.18||Group work and feedback – policy and legislation|
|11||04.12.18||Guest speaker- FGM/ child trafficking|
|12||11.12.18||Work towards assignments|
|18.12.18||Individual tutorials- please book a slot|
Drop in tutorials room T3-40
|Submission of extensions
Drop in tutorials room T3-40
|16||25.9.18||Introduction to module, learning outcomes and assignment brief.|
NB: Please note that this module calendar may be subject to change.
Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module.
You will submit the introduction to your assignment along with a plan for the rest of your assignment meeting all the learning outcomes for your formative assessment.
Formative assessment is a systematic and planned assessment that you are expected to undertake and to receive feedback on, but is not considered at an assessment board and is not subject to internal or external moderation.
Formative Submission Date: 13th November 2018 by midnight via Turnitin
Informal formative assessment is provided in this module through:
· Induction – Introductory diagnostic hand-written assessment
· Group activities and discussion
· Day visits to events/Guest speakers
· Tutorial (Group & Individual) feedback on assessment drafts
· IT and research skills workshops
|Broadhurst, K., Grover, C. & Jamieson, J. (2009) Critical Perspectives on Safeguarding Children. Oxford: Wiley and Sons.
Calder, M. & Hackett, S. (eds) (2013) Assessment in Child Care:Using and developing frameworks for practice. Second edition. Dorset: Russell House.
CQC. (2009) Safeguarding Children: A Review of Arrangements in the NHS for Safeguarding Children. London: CQC
|DFE (2011) The Munro Review of Child Protection. Final Report. A Child-Centred System. Norwich: TSO|
|DfES (2003) Every Child Matters Summary. Norwich: TSO|
|DfES (2004) Every Child Matters: Next Steps
DFE (2011) The Munro Review of Child Protection. Final Report. A Child-Centred System. Norwich: TSO
Department of Health (2000) Framework for the Assessment of Children in Need and their families. London: The Stationary Office
Department of Health. (2015) What To Do If You Are Worried A Child Is Being Abused: Advice for Practitioners. London: DH.
Department of Health. (2004) The Chief Nursing Officer’s review of the nursing, midwifery and health visiting contribution to vulnerable children and young people. London: DH
Doyle, C. & Timms, C (2014) Child Neglect & Emotional Abuse: Understanding Assessment & Reasponse. London: Sage
Doyle, C. (2012) Working with Abused Children. 4th edition. Basingstoke: Palgrave
HM Government (2015) Working Together to Safeguard Children: A Guide to Interagency working to Safeguard and Promote the Welfare of Children. London: TSO
Ferguson, H. (2011) Child protection practice. Basingstoke, Palgrave Macmillan.
Horwath, J. (2013) Child Neglect: Planning and Intervention. Basingstoke: Palgrave Macmillan
|James L. (2009) Mummy Knew. London: Harper Element Ltd
Knowles, G. (2009) Ensuring Every Child Matters. London: Sage
Koubel, G. (2016) Safeguarding adults and Children: Dilemmas and Complex Practice. London: Palgrave
Laming. (2003) The Victoria Climbie Inquiry. London: Parliamentary Report
Lindon, J.(2012) Safeguarding and Child Protection 0-8 Years.4th Ed. London: Hodder Education.
|Munro, E. (2008) Effective Child Protection. Second Edition. London: Sage.
Munro, E. (2011) The Munro Review of Child Protection: Final Report, A Child Centred System. London: TSO
|Parton, N. (2006) Safeguarding Childhood: Early Intervention and Surveillance in Late Modern Society. Palgrave Macmillan|
|Rushforth, C. (2012) Safeguarding and Child Protection in Early Years Early Childhood Essential. London: Practical Pre-School Books.|
|Watson G. & Rodwell, S. (2014) Safeguarding and Protecting Children, Young People & Families: A Guide for Nurses and Midwives. London: Sage|
|The Children Act 2004: www.opsi.gov.uk/acts/acts2004/20040031.htm|
1. Assignments should be word-processed in Arial or Calibri Light 12 point font, be double-spaced, on A4 size paper. Writing should appear on only one side of the paper, be fully justified and with each page being numbered in the footer, numbering to be centred.
2. There should be a title page detailing the programme, module title, assignment title, student number, marking Tutor and date of submission. Do not put your name on the assignment. It is good practice to put your student number in the top left hand side of the header of each page, and the date of submission in the top right.
3. If there is a word count limit for your programme please include the following text:
Word Count: You are expected to revise and edit your assignment to remain within +/- 10% of the indicative word length outlined. In order to ensure that word counts can easily be checked you should include a note of the word count as identified by your word processing package. A deduction should be made from this figure for all tables, figures, appendices and references which DO NOT count towards the overall word limit.
Students who exceed a specified word limit for a written assessment shall be subject to the following penalty system.
· Up to 10% over the specified word length = no penalty
· 10 – 20% over the specified indicative word length = 5 marks subtracted but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment.
· More than 20% over the indicative word length = if the assessment would normally gain a pass mark, then the final mark to be the pass mark for the assessment.
· Assignments shorter than the indicative word length will not have marks deducted (even if these are more than 10% short). However, it is likely to be an exceptional piece of work that covers the assignment requirements fully in much less than the set word count, less 10%.
4. All written work must be referenced using the Harvard System, full details of which are available from the University’s Library website:
5. Unless otherwise notified by your Module Tutor, electronic copies of assignments, saved as a Word document, should be uploaded to the Moodle area for this module. Your Tutor will explain the process. If you experience problems uploading your assignment to the designated area, then you must forward an electronic copy as an attached to your Module Tutor, BEFORE the due deadline. The time you send the email with your assignment as an attachment, will evidence the time the assessment was submitted.
6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
7. Submission of assessments may be done on or before the published submission date. Assignments not available at this time will be considered as “late” unless an extension has been previously agreed, with the Programme Leader for your programme.
8. Students who fail to submit assessments by the specified date (without an extension being granted or without accepted Mitigating Circumstances) will be subject to the following penalties:
· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
· More than 7 calendar days late = 1 mark will be awarded.
Please note that it is your responsibility to ensure that the assignment is submitted in the format/s specified in the Module Guide or on the Assessment Brief.
YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED BY WHATEVER METHOD
9. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment submission deadline may be granted by your Programme Leader, following firstly discussing the problem with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.
Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.
Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.
Please refer to the Assessment Regulations for further details: