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Children’s inter-professional studies

Undergraduate study

Entry 2012


Key facts

Why take Children’s Inter-professional Studies? | 1 What will I study? | 2 Applications and future opportunities | 4

Degree course

UCAS code

Children’s Inter-professional Studies

LX53

Course director Ally Dunhill 01482 462007 a.dunhill@hull.ac.uk

Centre for Educational Studies Admissions office 01482 466216 admissions-ces@hull.ac.uk www.hull.ac.uk/ces

Admissions information provided in this brochure is intended as a general guide and cannot cover all

Disclaimer

possibilities. We encourage

This pamphlet is intended principally as a guide for applicants. The matters covered by it –

applications from people with a

academic and otherwise – are subject to change from time to time both before and after students

wide range of qualifications and/or

are admitted. While every reasonable precaution was taken in the production of this pamphlet,

experience. Some further details

the University does not accept liability for any inaccuracies or changes. Information relating to

are included in our general

study programmes is issued for the general guidance of students entering the University and does

prospectus. Please contact the Admissions Office with any specific queries: Admissions Office University of Hull Hull, HU6 7RX T 01482 466100 F 01482 442290 admissions@hull.ac.uk

www.hull.ac.uk

not form part of any contract. The University hopes to provide the courses and facilities described, but reserves the right to withdraw or to make alterations to courses and facilities if necessary.

Dates of semesters For the current semester dates please see our website at www.hull.ac.uk under ‘The University’.

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Why take Children’s Inter-professional Studies? The BA (Hons) Children’s Inter-professional Studies degree is a response to shifting practices in the education, social care and health sectors. It develops an awareness of multi-agency working and Government policy regarding children, young people and families. Practitioners are having to work more effectively and efficiently, and to work in new ways. All sectors are now required to have a shared vision of the developmental needs of the children and young people that they come into contact with, and they are required to work as part of a multidisciplinary team meeting the needs of children, young people and families in a holistic way. The modules that make up this degree course are based on different professional disciplines, but each of them emphasises the value of integrated working to enhance provision for children, young people and families. Each of them allows you to learn and develop a wide range of skills and knowledge to support a variety of possible employment opportunities in the sector. The degree can be studied full-time, part-time or on a modular basis. It is appropriate for individuals keen to join the children’s workforce and for experienced practitioners with a range of knowledge and skills.

At the University of Hull … • The Children’s Inter-professional Studies degree offers you a combination of practical work placements and academic study. • We provide opportunities to develop valuable transferable skills throughout the course and in particular through a research project and work placement. • We provide a supportive, student-friendly environment in which to work. • After graduation you can look for a wide range of jobs in children’s services or go on to postgraduate study. • We have postgraduate opportunities available on site in teaching, social work and nursing.

A unique and innovative programme of study.

www.hull.ac.uk

Children’s inter-professional studies

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What will I study? To complete the BA (Hons) Children’s Inter-professional Studies programme you will study and achieve 17 modules – 16 modules worth 20 credits and one module worth 40 credits. Three modules are completed in a range of work placements (one per level of study).

Year 1: Certificate stage (120 credits) Management of Learning 1 Study and research skills 2 Personal development profiling 3 ICT

Core competence: sharing information

Managing Self in Partnership Contexts

Aspects of Child and Family Health

1 2 3 4

1 2 3 4

Historical context of services to children Social policy contexts Legal framework Collaborative, partnership and interagency working

Core competence: multi-agency working Positive contribution (D) and economic wellbeing (E)

Six core competences:

The Social Construction of Childhood and Adolescence

effective communication and engagement with children, young people and families; child and young person development; safeguarding and promoting the welfare of the child; supporting transitions; multiagency working; and sharing information

1 Basic sociological models 2 Social contexts – class, gender, advantage and disadvantage, inclusion and exclusion 3. Cultural contexts – ‘race’, ethnicity, religion

Work Practice

Work practice in all three contexts: health (A), social work (B) and learning (C)

Core competence: child and young person development; safeguarding and promoting the welfare of the child Stay safe (B), and also elements of positive contribution (D) and economic well-being (E)

To Year 2 / level 5

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Children’s inter-professional studies

Nature/nurture Definitions of health and well-being Primary and secondary care Integrated health services

Core competences: child and young person development; safeguarding and promoting the welfare of the child Be healthy (A), and also elements of positive contribution (D) and economic well-being (E)

Learning Development 1 Models of child and adolescent development – psychoanalytic, humanistic, behaviourist, Piagetian 2 Models of learning through infancy, childhood and adolescence

Core competence: child and young person development Enjoy and achieve (C), and also elements of positive contribution (D) and economic wellbeing (E)


Year 2: Diploma stage (120 credits) Personal and Professional Practice 1

Safeguarding Children and Young People

Promoting Health and WellBeing

1 Developing reflective evidence-based practice (related to two professional areas, the same as those covered in the ‘work practice’ module this year) 2 Personal development profiling

1 Models of intervention (safeguarding vs protection) 2 Statutory framework 3 Promoting resilience 4 Promoting social inclusion

1 2 3 4 5

Core competences: sharing information; effective communication and engagement with children, young people and families Two of health (A), social work (B) and learning (C)

Core competence: safeguarding and promoting the welfare of the child Stay safe (B), and also elements of positive contribution (D) and economic well-being (E)

Core competences: safeguarding and promoting the welfare of the child Be healthy (A), and also elements of positive contribution (D) and economic well-being (E)

Work Practice

Managing Partnership Systems

Learning Contexts

Six core competences: effective communication and engagement with children, young people and families; child and young person development; safeguarding and promoting the welfare of the child-supporting transitions; multiagency working; and sharing information

1 2 3 4 5 6

Work practice in two of the three contexts: two of health (A), social work (B) and learning (C)

Core competences: multi-agency working; effective communication and engagement with children; and supporting transitions Positive contribution (D) and economic wellbeing (E)

1 2 3 4 5

Managing communication Managing information Managing physical resources Managing human resources Managing performance Managing financial resources

Working with parents and families Community health Health promotion Childhood and adolescent mental health Learning disabilities

The statutory context The curriculum Qualifications frameworks Targets and attainment Special educational needs and inclusion

Core competence: supporting transitions Enjoy and achieve (C), and also elements of positive contribution (D) and economic wellbeing (E)

To Year 3 / level 6

Year 3: Honours stage (120 credits) Personal and Professional Practice 2 Developing knowledge and understanding of a range of professional standards in one professional area (chosen from one of the two covered in the ‘work practice’ and ‘personal and professional practice’ modules in Year 2)

Core competences: sharing information; effective communication and engagement with children, young people and families One of health (A), social work (B) or learning (C)

Managing Partnerships

Research Methodology

1 Theories and styles of management 3 Public and private sectors 4 Collaborative, partnership and interagency working 5 Policy and values

1 Research methods 2 Preparation for Dissertation

Six core competences:

Core competences: multi-agency working; sharing information Positive contribution (D) and economic wellbeing (E)

Work Practice

Dissertation

Six core competences: effective

Dissertation, covering one professional area

communication and engagement with children, young people and families; child and young person development; safeguarding and promoting the welfare of the child; supporting transitions; multiagency working; and sharing information Work practice in one of the three contexts: health (A), social work (B) or learning (C) (chosen from the two covered in ‘work practice’ and ‘personal and professional practice’ in Year 2)

Exit to employment in the children’s integrated workforce

Six core competences: effective communication and engagement with children, young people and families; child and young person development; safeguarding and promoting the welfare of the child; supporting transitions; multi-agency working; and sharing information One of health (A), social work (B) or learning (C)

Exit to PGCE (for teaching), MA Social Work or other postgraduate training for the children’s integrated workforce

➠ www.hull.ac.uk

effective communication and engagement with children, young people and families; child and young person development; safeguarding and promoting the welfare of the child; supporting transitions; multiagency working; and sharing information One of health (A), social work (B) or learning (C)

Children’s inter-professional studies

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Applications and future opportunities Applications We are looking for people of all ages and backgrounds who are united by an enthusiasm for working with children. We welcome people not just with A levels but also with equivalent vocational qualifications. We encourage applications from overseas students and from mature students with non-traditional backgrounds, and we take account of relevant occupational or voluntary experience. Whatever your background we are particularly concerned about your personal qualities and motivation to succeed. We typically require 260 points from three A levels or their equivalent, including CACHE, BTEC, AVCE, GNVQ and Access. Applicants with non-standard qualifications may be interviewed. Please also note that any offer made is conditional on the results of an enhanced CRB (Criminal Records Bureau) check – to be paid for by the applicant – being confirmed as acceptable by the University in writing.

Further study and future employment Successful graduates have the opportunity to enhance their career prospects even further by going on to study at postgraduate level – undertaking, for example, a Masters in Social Work, Masters in Education, Primary PGCE or EYPS (subject to meeting the entry requirements of the chosen postgraduate programme). If further study does not appeal, you will be able to seek employment in the children’s workforce or in a variety of areas such as community liaison. The degree could also help you to gain promotion in your present workplace, building on your skills as a practitioner and equipping you with transferable skills for future career choices.

The degree equips you with transferable skills for future career choices.

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Drama, theatre and performance


‘The course has opened up so many opportunities for me. For the first time in my life I know what I want to do and have the knowledge and experience to make a difference within children’s services. ‘The team here have given me the support and guidance that, alongside my independent study, has moulded me into a professional in my field.’ Liz Barr BA Children’s Inter-professional Studies

www.hull.ac.uk


‘There are lots of other childhood courses at other universities, but none quite like this.’ Rose Brewster BA Children’s Inter-professional Studies

Change the way you think.

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CHIPS_brochure_12  

CHIPS Undergraduate brochure 2012 entry