SD1S104 - Equity, Diversity and Inclusion 01 Jul 2023 - 31 Aug 2029 | Version 1
Associated Module Information
| Module Code: | SD1S104 | ||
|---|---|---|---|
| Module Title: | Equity, Diversity and Inclusion | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education, Early Years and Social Work | ||
| Faculty Sub Group: | Early Years | ||
| Module Leader: | Kelly McCarthy | ||
| Module Team: | Alun Prosser, Louise Simpson, Mark Iggulden, Philippa Watkins | ||
| First Intended Intake: | SEP 2023 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | |||
| HECOS Code Weighting: | |||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Jul 2023 |
| Valid To | 31 Aug 2029 |
Module Aims
To enable students to gain an up to date understanding of the contexts, strengths and needs of children and families with particular characteristics and differences.
To enable students to understand and critically reflect on their professional and ethical responsibilities when working inclusively.
Content Summary
The importance of language: hard to reach or easy to ignore.
Contested notions – marginalised, vulnerable, diverse, under served, otherness
Inclusion and inclusivity – policy and practice
Sociological and psychological theories that underpin the notions of inclusion and diversity
Key dimensions of inequality and intersectionality
Conscious and unconscious bias
Child and family centered approaches
Case studies in:
Working with Children and Families with disabilities, neurodiversity and with additional learning needs
Working with Children and Families who are or were new to English (EAL)
Working with Children and Families in conflict with the law
Working with asylum seeking and refugee families and unaccompanied asylum seeking children
Working with carers (older and young)
Working with care experienced young people and adults
Working with families experiencing domestic abuse
Reflection and reflexivity
Anti oppressive practice
Additional learning needs and neurodiversity
Fairness, equity and equality and their consequences
Poverty, mental ill health and substance abuse
Skills when working inclusively
Being confident with difference
Communicating across ages and building relationships
Power inequalities and why they arise
Stigma and stereotyping
Strength based approaches
The Equality Act 2010
The Social Services and Well being (Wales) Act 2015
The Socio Economic Duty 2021
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 30 |
| Seminar | 6 |
| Independent Study | 72 |
| Directed Study | 72 |
| Formative Assessment - Independent | 20 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Students will gain an up to date understanding of the contexts, strengths and needs of children and families with particular characteristics and differences. |
| LO2 | Students will understand and be able to critically reflect on their professional and ethical responsibilities when working inclusively. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self Reflective Assessment 1 | A personal record of a student's learning experiences. It requires students to record and reflect upon their observations and responses to situations, which can then be used later to explore and analyse ways of thinking and being in context. Generally involves critical diaries, learning logs and written / visual journals. | 0 | 3500 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self Reflective Assessment 1 | ✔ | ✔ | |