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Using relevant policies and legislation demonstrate a critical understanding of child protection and safeguarding issues, identifying, and responding to risk and uncertainty.

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding learning outcomes:

1. Using relevant policies and legislation demonstrate a critical understanding of child protection and safeguarding issues, identifying, and responding to risk and uncertainty.

Intellectual, practical, effective and transferable skills learning outcomes:

2. Demonstrate proficiency in gathering and sharing information, using analysis and synthesis to inform decision making and problem solving.

3. Illustrate a detailed understanding of working effectively with people with lived experience of social work to promote well-being: recognising people`s strengths in their individual, family, and community contexts.

4. Have a conceptual understanding of working in partnership, the issues associated with collaborative working, processes that facilitate effective multi-agency working, decision making and professional judgement.

These learning outcomes can be understood in the following ways:

1. Here you are looking at the relevant legislation and policy that can be applied to the person/people you are assessing. You are not expected to compile a list, instead you need to show your understanding by referencing appropriate frameworks and demonstrating how they inform your response to child protection and safeguarding concerns.

2. This outcome is about how you gather, analyse, and share information to support decision-making and problem-solving in safeguarding contexts. Think about your role in protecting children and young people, while also considering their broader needs. Ask yourself:

  • What are the potential safeguarding concerns?
  • What evidence supports or challenges your understanding?
  • Where are the gaps or uncertainties in the information?
  • How might these gaps affect your ability to make safe and informed decisions?

Your ability to synthesise this information and reflect on its implications is key to demonstrating proficiency in this area.

3. This outcome focuses on working meaningfully with people who have social work involvement. You should demonstrate how you recognise and build on their strengths, whether those are personal, within their families, or rooted in their communities. Think about how you communicate your approach and whether it promotes wellbeing and respects the unique perspectives and resilience of the individuals you support. Ask yourself:

  • How do I write about the person I am assessing, and communicate that in a way that values their experiences?
  • What strengths have I identified, and how do these shape the support I offer?
  • How does my assessment promote dignity, empowerment, and wellbeing?

4. Here you need to show how to work in partnership with others, across agencies, disciplines, and roles, to make informed decisions and exercise sound professional judgement. Ask yourself:

  • What does good partnership working look like in practice?
  • What barriers might affect collaboration, and how can they be addressed?

Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes. Learning outcomes in this module are grouped into two themes:

  1. Knowledge and understanding and
  2. The Intellectual, Practical, Affective and Transferable Skills.

The module assessment provides the opportunity to demonstrate you have met these outcomes. This last sentence is particularly important – When completing an assessment you need to use the learning outcomes, on which the assessment criteria have been developed, to demonstrate to the marker you have met them.

In this section of the module information are the learning outcomes for this module, and you can see the two groupings. Importantly, when reading the learning outcomes note the verb(s) used. These verbs tell you what you need to do to in relation to the noun(s) to be successful. To demonstrate this, below is a sample learning outcome: `Recall the locations of each Anglia Ruskin University campus`. In this example the verb is `recall` and to meet this outcome you would have to memorise the locations of each campus. We could assess this by asking you to write these down as a list.

In education, knowledge and thinking skills can be thought about / described in terms of levels. For example, thinking processes at the lower level may include: (1) recall, (2) list, (3) write and (4) describe whereas others are much higher: (1) analyse, (2) reflect and (3) evaluate. This can be summarised in in the diagram below:

Drawing from ideas by Debbie Perkins (2008) and Norman L. Webb (2002).

Therefore, when reading a learning outcome you need to identify the verb(s) and the adverb(s) to determine the level and action you need to take. It is important to note that some verbs can be used across multiple levels. The table below details some verbs used to construct learning outcomes and their associated student activity.

Table of Learning Outcome Expressions

Level

The student can...

Verb examples

Knowledge (lower level):

remember material by showing s/he knows terms used in his/her field, facts, rules and conventions, methods, principles or theories.

Define, describe, identify, label, list, match, name, outline, reproduce, select, state, recall, record, recognise, repeat, draw on, or recount

Comprehension

understand content and has grasped the meaning. Students could show understanding by translating what they learned in a book into actual practice or by interpreting what is known in one context when used in another context.

Convert, defend, distinguish, estimate, explain, extend, generalise, give examples, infer, paraphrase, predict, rewrite, summarise, clarify, judge, restate, locate, recognise, express, review, or discuss.

Application

use what they learned in new or concrete situations

Change, compute, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use, schedule, employ, sketch, intervene, practise, or illustrate.

Analysis

can break down material into its component parts so that its underlying structure can be understood.

Break down, make a diagram, differentiate, discriminate, distinguish, appraise, test, inspect, illustrate, infer, outline, relate, select, investigate, analyse, make an inventory, calculate, question, contrast, debate, compare, or criticise.

Synthesis

put parts together to form a new whole, perhaps to produce something, which is unique, creative, or showing a new pattern of events

Categorise, combine, compose, arrange, plan, assemble, prepare, construct, propose, start, elaborate, invent, develop, devise, design, plan, rearrange, summarise, tell, revise, rewrite, write, modify, organise, produce, or synthesise.

Evaluation (higher level)

judge the value of something for a given purpose, usually using criteria designed either by him/herself or by others. This is usually seen as the highest domain in terms of cognitive learning because it requires students to use all the others activities already covered above.

Appraise, compare, conclude, contrast, criticise, discriminate, judge, evaluate, choose, rate, revise, select, estimate, measure, justify, interpret, relate, value, or summarise

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Using relevant policies and legislation demonstrate a critical understanding of child protection and safeguarding issues, identifying, and responding to risk and uncertainty.

Child protection work in the UK is shaped by a small group of core frameworks, which guide how risk and uncertainty are understood and managed in a specific case. The Children Act 1989 sets the key tests for state intervention: section 17 defines a “child in need” who requires services to achieve a reasonable standard of health or development, while section 47 requires enquiries where there is reasonable cause to suspect significant harm. These thresholds help a practitioner decide whether worries about a child remain at early help level or meet the standard for child protection action. The Act also supports partnership with parents, so risk is not judged only on one incident but on the child’s overall safety, history and likely future harm.

Working Together to Safeguard Children and the Children Act 2004 then give a structure for multi-agency responses. They explain how information should be shared, when strategy discussions should be held, and how child protection conferences and plans are used to manage ongoing risk. In a real case, these frameworks encourage clear recording of concern, use of professional curiosity when accounts are inconsistent, and joint decision-making where evidence is incomplete or uncertain. If domestic abuse, neglect, substance misuse or other complex factors are present, they support the use of tools such as risk assessments and chronologies rather than relying only on one worker’s view.

Where domestic abuse, coercive control or repeated conflict is part of the child’s life, the Domestic Abuse Act 2021 recognises the child as a victim in their own right. This shifts practice from seeing the child as only witnessing abuse to recognising emotional and psychological harm, even without physical injuries. At the same time, the Human Rights Act 1998 and the UN Convention on the Rights of the Child require any intervention to be necessary and proportionate, and to give the child a voice in decisions. Together with local safeguarding partnership procedures, these frameworks help practitioners handle uncertainty by: setting clear thresholds; encouraging information-sharing and joint planning; highlighting hidden forms of harm; and requiring constant review of whether actions taken are actually reducing risk for the individual child or family in the case.

Demonstrate proficiency in gathering and sharing information, using analysis and synthesis to inform decision making and problem solving.

A proficient practitioner gathers information from several sources, such as the child, parents or carers, school staff, health professionals and agency records. They listen carefully, notice both what is said and what is left out, and keep clear, factual notes. They check dates, patterns and past involvement so that the current concern is set in context rather than treated as a one-off event. When details from different people do not match, the practitioner does not ignore this but records the difference and looks for further clarification.

Information is not only collected but also shared in a planned and lawful way. The practitioner follows local safeguarding procedures and national guidance on information sharing, so that the right agencies are involved at the right time. They explain to the family why information is being shared, unless doing so would increase risk. Analysis means they weigh up all the material, look for links between events, and consider both strengths and risks in the child’s situation. Synthesis means they bring together evidence from different sources into a clear picture that supports a decision, for example about early help, a child in need plan or child protection action. They also recognise where information is missing or uncertain and show how these gaps might affect the level of risk and the next steps.

 

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