A unique professional development certificate designed for the Children’s Workforce Development which aims to meet the requirements of professionals and practitioners who work with children, young people and families in the local community.

Students will typically be working with children, young people and families within the local authority and will hold a Level 3 (or equivalent) qualification. Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes.

In the case of applicants whose first language is not English, then IELTS 5.5 (or equivalent) is required.  International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes.

• To develop knowledge and understanding of effective communication, consultation and engagement with children, families and carers;
• To develop knowledge and understanding of how to safeguard children and young people; and support their development through transition and change in order to meet the Common Core Skills requirements for the Children’s Workforce;
• To develop knowledge and understanding of how to work effectively within a multi-agency context, through integrated working, the sharing of information and the involvement of service users in the planning of safe and effective service delivery;
• To facilitate management of your own learning in a work environment and provide you with the opportunity to consider career enhancement and personal development

Knowledge

• Awareness and understanding of current legislation, policies and procedures relating to multi-agency and integrated working, and to safeguard children;
• How  the Common Assessment Framework supports multi-agency and integrated working;
• The development of babies, children and young people;
• Identify, discuss and evaluate the need for intervention and referral
• Consider theory relevant to inter-professional and multi-disciplinary learning in the workplace

Thinking skills

• Reflect upon, re-examine and evaluate their knowledge of inter-professional working and models of good practice;
• Reflect upon the skills, knowledge and confidentiality required when sharing information with children, young people, families and carers
• Reflect upon the connections between themselves, their responsibilities and the support of children, young people, families and carers;
• Understand how and why children and young people respond to transition and change; and how and why multi-agency working can contribute to improved outcomes for children and families

Subject-Based Practical skills

• How to communication and consult effectively with children and families and how this can support effective decision making;
• Promote the health and wellbeing of children, young people; and recognise factors which may influence or compromise children’s safety and wellbeing;
• Recognise how different professional values, culture and knowledge can impact on interagency working and decision-making; and how to advocate for children, young people and families and involve them in decision-making
• Identify, discuss and evaluate service provision for children, young people and families

Skills for life and work (general skills)

• Evaluate and discuss information from a variety of sources
• Plan and present ideas and debates to peers
• Manage own learning through portfolio; and develop an action plan for continuing professional development

The expected duration of this programme is one year (two semesters) when attended in part-time mode.

The teaching year begins in September and February of each year.

Two 20 credit modules:

• ‘Effective communication, safeguarding children and supporting their development’
• ‘Professional values and multi-agency working’

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 1 credits at level one or higher and 1 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 1 credits at level one or higher

In order to gain an Associate Certificate you will need to obtain a minimum if credits at level one or higher

In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• (A Foundation degree is linked to a named Honours degree onto which a student may progress after successful completion of the Foundation degree)

• Lectures/Seminars -  to generate group and individual discussion and reflection
• Workshops – to explore communication dilemmas, methods and techniques
• Guided reading and independent study - to enable participants to engage with relevant and appropriate debate
• Supported self study using relevant materials - to promote individual enquiry and development
• Individual tutorials - to enable a more extended, in-depth analysis and support of self study
• The modules are supported by UEL Plus virtual learning environment (VLE)

A portfolio for each module:

One Portfolio to include - observations and analyses of a developing child in an institutional setting; reflections on roles and responsibilities for safeguarding children;  essay about supporting children, young people and their families through periods of transition and/or change.

One Portfolio  to include – reflection on the reality of multi-agency/multi-professional working; reflections on issues of confidentiality when information sharing; essay about involving children, young people, families and carers in the decision-making process; a professional development action plan which should analyse of your own level of professionalism and learning styles, based on self reflection and evidence and feedback received from your peers and tutors during the module, and future career goals – including the reasoning and processes you have gone through to decide these.