(Award available for year: Bachelor of Arts)
1. LO 1: Critically evaluate the cultural, historical, and contemporary features of policies, institutions, and agencies at the local, national, and global levels, and their impact on the development children and families, as well as the concept of childhood in general.
2. LO 2: Critically reflect upon the interconnections between political, economic, cultural, and ideological contexts in the lives of children, their families and communities.
3. LO 3: Demonstrate a commitment to ongoing personal and professional development and engage in critical reflection to improve one's practice.
4. LO 4: Evaluate the ethics of researching children, their families and communities, demonstrating the ability to make informed judgments and decision making on complex ethical and professional issues in a contested field, and adhere to relevant ethical and professional codes of practice.
5. LO 5: Undertake ethical empirical studies on child and family contexts using various methods of data collection. Analyse the collected data and present and evaluate research findings related to children, families and childhood.
Skills Learning Outcome
1. Presenting information to others in appropriate forms, including having a sense of audience, online or offline and use the communication skills to converse, debate, negotiate, persuade and challenge the ideas of others, with reasonable adjustments to include others as required.
2. Demonstrating empathy, active listening skills and developing strategies to protect against burn out from ‘emotional labour’ while being sensitive to contextual and interpersonal factors, to take account of the complexity that might shape behaviour and social interaction and form the basis of problems and interpersonal conflict.
3. Generating, defining and refining questions and making critical judgements and evaluations.
4. Engaging with research and practice and the uncertainties of developing knowledge and understanding to access, retrieve, organise and use a range of sources of information, including primary sources, and critically evaluating their relevance.
5. Insight and confidence in leading and working collaboratively with others and be sensitive to the importance of enhancing cooperation to maximise the effectiveness of individual skills.
6. Writing and producing resources for different purposes, including but not limited to persuasion, explanation, description, evaluation and judgement, recount, recap, hypothesis and summary
Competence Standards
1. Critically evaluate theoretical, academic, and professional perspectives within relevant historical and contemporary contexts for child and family studies.
2. Demonstrate core academic skills appropriate to Child and Family Studies, for example, critical engagement with sources, reasoned argumentation, and effective use of digital tools.
3. Demonstrate reflection on personal and professional values and growth, and plan for future development.
4. Conduct research using appropriate methodologies and apply evidence to support well-reasoned arguments.
5. Analyse and evaluate evidence and research from various disciplines relevant to child and family studies.
6. Communicate complex information effectively to diverse audiences using appropriate support as necessary.
We view assessment as an integral and important part of the learning process. Our range of assessment methods are designed to be authentic and inclusive and help you to work to your strengths to allow you to develop numerous transferable academic and professional skills that can be applied within both academic and employment contexts. Formative and summative assessments offer you opportunities to apply theory to practice and feedback from tutors supports this process. Our assessment methods include essays, professional report writing, role plays, real life case studies, presentations, creative portfolios, reflective journaling, information leaflet design, writing funding bids, simulated interviews, and research projects.
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