Independent Guided Study. Total Number of Study Hours Teaching Activities 20 as follows:

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1 MODULE DESCRIPTOR 2 TITLE Child Development SI MODULE CODE C CREDITS 15 LEVEL 7 JACS CODE L500 SUBJECT GROUP Social Work, Social Care and Community Studies DEPARTMET Social Work, Social Care and Community Studies MODULE LEADER Joanne Hunt (BAAF) MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Placement (if applicable) Independent Guided Study Total umber of Study Hours Teaching Activities 20 as follows: x 6 hour workshops 2 x 3 hour seminars 2 x 1hour tutorials 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 LEARIG 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)

2 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) IDICATIVE COTET 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 LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD 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 Task o.* ASSESSMET TASK IFORMATIO Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Essay CW 100% 2500 Y Inmodule retrieval available

3 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 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG 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. eil 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

4 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE Y EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be 06/2015 implemented MODULE DELIVERY PATTER - 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/ /08/2015 Course Intake 2 01/04/ /06/2016 Course Intake 3 01/12/ /02/2017 Is timetabled contact time required for this module? 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- 100% SHU staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade Y SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL 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 o. 1

5 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. CHECKED Date Reason March 2015 Checked Against SI - PEDIG

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