|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay 1 3,375 word essay assignment focussing on topic covered in the first half of the module.||50%|
|Semester Assessment||Essay 2 3,375 essay assignment focussing on topic covered in the second half of the module.||50%|
|Supplementary Assessment||Essay 1 All failed elements of the assessments must be re-taken if the student?s average mark falls below the required pass mark of 50%. 3,375 word essay assignment focussing on topic covered in the first half of the module.||50%|
|Supplementary Assessment||Essay 2 3,375 essay assignment focussing on topic covered in the second half of the module.||50%|
On successful completion of this module students should be able to:
Demonstrate an advanced understanding of the historical and theoretical background to the development of rights-based policy-making with in Wales, the UK and in a global context.
Understand a range of legislative arrangements and systems throughout the world with regards to children'r rights
Critically evaluate government policy and professional practice with regard to promoting the interests of children and safeguarding their rights as citizens.
Demonstrate an advanced understanding of the role of monitoring and review mechanisms in promoting and safeguarding children'r rights.
This module will offer students the opportunity to gain an advanced understanding of the twentieth-century conceptualization of children'r rights, the recent development of the global governmental recognition of children'r rights, and the theoretical questions that have arisen during this time. It will cover the monitoring and review of government policy both within the UK and beyond, and invite students to reflect on what constitutes rights-based childhood policy and professional practice in working with children.
The concept of the child as an entitled citizen with rights, independent of those of the family, has been theorized in recent literature putting forward a new sociology of childhood. Much of this work has problematized the traditional role of the child as a citizen-in-waiting, or `human becoming?, and generated a model of childhood that is socially constructed, where rights are embedded in social instruments of state, such as government policy and institutional practice.
Session 2: The historical background to Children'r rights.
Session 3: The UNCRC: the Child as entitled citizen.
Session 4: Legislative arrangements in the UK, EU and beyond.
Session 5: Children'r Champions: a global perspective.
Session 6: Monitoring and Review of Rights-based Policy.
Session 7: Children and representative democratic structures.
Session 8: Family policy and Children'r Rights.
Session 9: Educational Policy: Equality and Entitlement.
Session 10: Rights-based professional practice.
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed and one of the seminar tasks will require the development of a PowerPoint presentation.|
|Personal Development and Career planning||Opportunities to work in an educational setting.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 7