A partnership of Halton, Knowsley, Liverpool,
St Helens, Sefton, Warrington and Wirral
Children and Young People’s Services
Faculty of Health & Applied
Social Sciences
STUDENT MODULE HANDBOOK
‘Evaluating Multi-Agency Approaches Through Child
Development’
Level M
(Certificate of Professional Development)
October 2007
Contents
Welcome
Page
2
Programme Rationale
Page
4
Programme Aims and Learning Outcomes
Page
6
Programme Management and Organisation
Page
7
Learning Support and Student Feedback
Page
12
Teaching and Learning
Page
13
Assessment
Page
15
Reading lists
Page
21
Grading criteria
Page
22
Appendix 1: Differing Levels of Study and Assessment
Page
24
Appendix 2: Modular Description
Page
26
Appendix 3: Programme Specification
Page
29
Appendix 3: Harvard Referencing
Page
32
Student Handbook
1
The Learn Together Partnership in collaboration with Liverpool John
Moores University School of Applied Social and Community Studies
Welcome to the Learn Together Partnership Workforce Development
Programme
A warm welcome from the Learn Together Partnership to the Certificate of
Professional Development in ‘Exploring Multi-Agency Approaches through
Child Development’ delivered by the Learn Together Partnership and
accredited through Liverpool John Moores University, School of Applied
Social and Community Studies.
This handbook should provide you with a guide through your programme,
though it is essential that you read it in conjunction with the Partner Student
Handbook, which also provides more information about access to University
facilities available to you and the support and facilities available through the
Learn Together Partnership.
As you will see from the contents page, this handbook contains the
programme aims and learning outcomes, the structure of the programme and
the specific assessment guidelines.
Please remember that the programme/cohort leaders and the Programme
Delivery Group are here to facilitate your learning and support you throughout
your time here. It is, therefore, important that you retain good communication
with us at all times.
The programme is designed to help you develop new skills and will hopefully
enable you to enhance your practice whilst working within a multi agency
framework for the benefit of children and young people. We hope that you will
find this a challenging, thought provoking and enjoyable experience.
Damian Allen
Executive Director of Children’s Services, Knowsley
Chair of the Learn Together Partnership
2
Welcome to Liverpool John Moores University
Dear Student
Your Continued Professional Development Programme is validated by
Liverpool John Moores University (LJMU) and is therefore an award of the
University. The Learn Together Partnership and the organisations within the
Partnership are recognised as our collaborative partners. Though your
studies will take place within your local authority, LJMU also wants you to feel
part of the University.
To support you in achieving your CPD qualification, LJMU works closely with
the Learn Together Partnership and the Programme Delivery Group. You
have the same rights of access to our learning resources as other LJMU
students and will be able to access both our on- and off-campus Learning and
Information Services as well as other student support services. You will also
have a LJMU Link Tutor who will work closely with your Programme Leader
and will meet you during the programme.
As an LJMU student be assured that your progression and success are
important to us and we want to see you successfully achieving your CPD
qualification. If you are unsure about something – always ask and if you don’t
understand the answer – ask again! I wish you all the very best in your time
with us.
Angela Brennan
Angela Brennan
Director of School
Applied Social and Community Studies
3
Programme and Context Rationale
The Learn Together Partnership, established in 2004 to promote collaboration
and shared learning and development across the sub region, is a formal
partnership between Halton, Knowsley, Liverpool, St Helens, Sefton,
Warrington and Wirral Children’s Services Departments.
Children’s Services Departments were created in April 2006 in response to
national policy developments including Every Child Matters – Change for
Children (2004) and the Every Child Matters Children’s Workforce Strategy
(2005). These both stressed the need to be able to work with each other in
order to be effective. The creation of these departments represented the
biggest re-organisation within education, children’s social care, health and
other associated services for over half a century and placed the requirement
on those engaged in Children’s Services to work together in multi-agency
settings. The Partnership identified the lack of adequate training to support
staff working in these settings.
We all recognise the need to work with and for children and young people to
improve their lives, and to be able to work with other professionals in order to
achieve this effectively. This programme, which is itself rooted in working
together, in a partnership between The Learn Together Partnership and
Liverpool John Moores University, translates some of those aspirations into a
learning experience that is designed to improve practice, both by sharing
knowledge of children’s development and the skills required to use this
knowledge in practice.
The programme is aimed at the Children’s Workforce, and reflects the fact that
this new workforce will be required to take a new approach to the well-being of
children and young people from birth to age 19. They will need to work outside
of traditional roles and across professional boundaries in order to provide a
coherent network of multi-agency, child-centred services.
It recognises that Practitioners, Service Managers and Strategic Leads will need
to collaborate to find new ways of working in Children’s Centres or “Teams
around the Child” in order to provide supportive and preventative services which
will lead towards the achievement of specified outcomes for every child,
whatever their background or their circumstances; to Be Healthy, Stay Safe,
Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Wellbeing.
We recognise that these are not easy goals to achieve and being able to identify
processes that enable you to move towards these goals is essential. With that in
mind we have begun by identifying that within the Every Child Matters Children’s
Workforce Strategy there is a Common Core of Skills and Knowledge. This sets
out the basic skills and knowledge needed by people whose work brings them
into regular contact with children, young people and families. This programme
will meet some of the requirements of this common core and should prepare you
to utilise your knowledge and skills for practice.
4
At the same time, we recognise that this work does not take place in isolation,
as work with children and young people becomes more rooted in multi agency
solutions. The programme, therefore, is also designed to explore some of the
key issues that enable multi-disciplinary teams to work together more effectively
in the interests of the child or young person. We will focus on the six main areas
of skills and knowledge to be developed. These are effective communication
and engagement with children, young people and families; child and young
person development; safeguarding and promoting the welfare of the child;
supporting transitions; multi-agency working; sharing information.
The programme will therefore focus on a number of core themes in order to
achieve these outcomes and will consider the impact of both theory in terms of
child development and skills in terms of working with children and other
professionals. Each theme will be developed through a half day of working
together in the class room, however this work will be supported by work
undertaken before and after sessions and through the use of reflective accounts
that are designed to enhance practice.
You will quickly realise that this programme is open to a wide variety of
professionals and that there are people who are studying at different levels.
Again the complexities of the children’s workforce means that we need to bring
together a diverse range of professionals in order to encourage working together
to develop both within the classroom and in practice. We see this diversity as an
asset to the programme, and hope that the range of expertise and experience
you bring to the programme will contribute to the learning of each cohort and
that the learning of each cohort will, in this sense, be unique and relevant to that
particular group.
Note: This flexible approach to differing levels of assessment means that whilst
all cohort members will be sharing in each other’s’ learning process you will
have a choice in the level at which you are to be assessed. This will be
determined by your previous academic achievement and ability to achieve the
stated module and programme outcomes. Appendix 1 gives more guidance on
the levels of assessment.
We recognise that providing learning to diverse groups can sometimes cause
concern to students. However, we also recognise that the reality of the
Children’s Workforce is that professionals from many different backgrounds and
levels of experience come together to enhance the lives of children and young
people and so we believe that beginning this process in the classroom should
enable a more effective response to be developed in practice.
We hope that you enjoy your experiences on the programme and are
encouraged by the learning that takes place, both personally and within the
group.
5
Programme Aims and Learning Outcomes
Level M Evaluating Multi-Agency Perspectives through Child Development
Aims



To enable participants to further develop their understanding of the
developing child in context.
To enable participants to gain confidence and critical insight into their
own role and the role of others working within a multi-agency team.
To master the complex strategic challenges inherent in the
development of a common sense of purpose in supporting and
safeguarding the interests of the child and enhancing team-working to
support children’s development.
Learning Outcomes Level M
On completion of the programme students should be able to
1) Provide a critical analysis and evaluation of a selection of theoretical
perspectives on child development.
2) Evaluate the relationship between child development theory and
research and contemporary childhood issues, debates and phenomena.
3) Critically analyse and evaluate ways in which developmental theory and
research contributes to the understanding, influences and decisions
made by practitioners within the Children’s Workforce.
4) Reflect upon and critically evaluate their own role and responsibilities
within the context of the roles and responsibilities of other professionals
working together to support children, young people and families.
5) Provide a critical analysis and evaluation of the effectiveness of
collaborative processes in the provision of children’s services at
organisational and strategic levels.
6) Critical understanding and mastery of the ethical, resource – related,
cultural and interest- based challenges associated with collaborative
priority setting for the strategic development of children’s services.
6
Programme Management and Organisation
Learn Together Partnership Steering Group
The Steering Group, which consists of Children’s Workforce Development
Leads from each of the participating authorities, a representative from the
North West improvement Network and two members of the LJMU School
Management Team for the School of Applied and Community Studies, will
oversee the programme. It is responsible for facilitating recruitment to the
programme, identifying and supporting lead trainer educators and assuring
and enhancing quality through evaluation of each cohort.
Programme Team:
Programme Delivery Group members will support you throughout your
studies. The team will consist of the Programme Leader, the Cohort Leader
and Angela Pike, the University Link Tutor. Names of individuals and contact
details are provided in the Learn Together Partnership Context and
Information Supplement.
The Programme Leader has overall responsibility for the course, and will deal
with any issues in relation to the structure, content or assessment in the first
instance. The Cohort Leader and link tutor are available to answer individual
queries. Members of the Programme Delivery Group can be contacted by
email or via the telephone.
Other means of communication;
Announcements, course information and messages are directed via the
following channels:


Verbally during group sessions and tutorials
Via Blackboard and/or email between sessions.
The Link Tutor
Each LJMU award run externally has a dedicated LJMU Link Tutor who liaises
between the University and the Programme Delivery Group and who works
with the programme team to ensure that your programme is as effective as
possible. The Link Tutor will meet your group early in the course and will
attend formal meetings about your programme of study. The Link tutor will
also be able to advise on resources at LJMU.
Programme Timetable:
Planned dates for the delivery of the programme were included within the
advertising flyer. These will be the delivery dates for the programme which
7
will take place at the training facility indicated. These dates will have been reconfirmed with your course joining instructions.
Time Allocation:
The taught sessions of the course are of three hours duration, with a full day
induction and full day final session. There is agreement with employers that
anyone participating will have no work commitments on course days. This is
to ensure that you have sufficient time to complete the necessary reading and
preparation for each session. Your line manager will be briefed about the
course and his/her support requested during the programme to enable you to
successfully complete all required elements.
Confidentiality:
Your assessed work will consist of a reflective assignment. You must ensue
that, within that assignment and any other work produced during the
programme, you observe your authority/employer the client confidentiality
guidelines.
Sickness and Absence:
You must report sickness or absence for whatever reason to the Programme
Leader.
Change of Address / Telephone Number:
Any change in your own or next of kin’s address and/or telephone number
should be promptly reported to the local authority or your employer and
notified to the Programme Leader.
Data Protection
As a student, we will need to collect and maintain data relating to you. LJMU
and the Learn Together Partnership is committed to full compliance with the
Data Protection Act 1998. This means that we will endeavour to protect your
rights and privacy. To do this, we will ensure that all data about you is:
 Processed fairly and lawfully
 Obtained for one or more specified and lawful purpose(s) and not
processed in any manner incompatible with that purpose or purpose
 Adequate, relevant and not excessive for the purpose(s)
 Accurate and up-to-date
 Not kept for any longer than necessary for the purpose(s)
 Processed in accordance with the your rights
 Kept safe from unauthorised processing, or accidental loss, damage or
destruction
 Not transferred to a country or territory outside the European Economic
Area (EEA) unless that country has equivalent levels of protection for
personal data.
8
As you are being seconded by your employer to complete this course, it will
be necessary for LJMU to reveal certain data to your employer regarding your
progress and attendance. You will be asked to sign a Transfer of Data form
when you enrol, giving permission for this information to be shared with your
employer.
Learning Resources:
At a local level the main library facilities of the local authorities - professional
development, central, branch and social care libraries are available as well as
access to information communication technology based resources. On the first
day of the programme an organised orientation of the centre will be provided.
The North West Learning Resource Centre is about to develop a learning
‘Hub’ in Liverpool City Centre. You can get further details on this from your
own training section.
As an LJMU student, you are entitled to use the University’s Learning and
Information Services resources. The key library facility of the University is the
Avril Robarts Learning Resource Centre, Tithebarn Street, L2 2ER (0151 231
4022/4247). Opening hours and full details of the resources available can be
found by visiting www.ljmu.ac.uk/lea/ . The University’s virtual learning
environment (VLE) Blackboard will be available to you. This provides an online portal through which you can access course specific materials assembled
by the programme team and other relevant materials. Once enrolled,
students can access electronic learning resources through off-campus support
and will be provided with information on how to do this early on in the
programme.
Counselling and Welfare:
Students have the opportunity to access local authority or employer
counselling and welfare services. This service can be accessed through
normal authority or employer procedures or through the Programme Leader.
As an LJMU student, you are also able to access the University’s support
services. The Welfare Advice Service can provide confidential and effective
advice on a range of issues and can be contacted by telephoning 0151 231
3167 or by e-mailing welfare@ljmu.ac.uk. The University also offers a
confidential counselling service and appointments can be made by
telephoning 0151 231 3153 or by e-mailing counselling@ljmu.ac.uk
Disabled Student Support
The Learn Together Partnership welcomes applications for courses from
persons with disabilities.
Students are requested to notify the Programme Leader at enrolment of any
disabilities including dyslexia. This information is treated as strictly
confidential, but the local authority or your employer must be informed so that
appropriate learning support can be arranged for you.
9
Students’ Union:
All students registered for this course can become members of the LJMU
branch of the National Union of Students. Once registered as members, you
have access to a wide range of local and national services. You can find out
more by visiting www.l-s-u.com/display/liverpooljm/Home .
Registration Cards:
You will be issued with a registration card following registration
A valid student card is required:
 to join the library and Students Union
 to collect credit transcripts
 to collect marked assignments
 to enter certain University buildings
 for general identification purposes as a Liverpool John Moores University
student.
You may be asked to produce this card whilst on the University's sites and it is
recommended that you carry it with you at all times.
Lost student cards can be replaced from any Learning Resource Centre for a
fee of £5. If a card is stolen, please report it to the police and obtain a crime
reference number.
Please note – you will be required to provide a passport size photograph
when you enrol in order to obtain your student card.
Publication of Results:
Your results will be notified to you by post within ten working days of the
meeting of the Programme Assessment Board. The date of the meeting of
this Board will be notified to you by the final session of the programme.
Certification:
Successful students will receive two certificates. One will be a certificate of
professional development from Liverpool John Moores University and the
other a certificate of successful course completion from the Learn Together
Partnership.
Academic Appeals Procedure:
Academic appeals will be dealt with as specified in Appendix D of Volume 1 of
the University Modular Framework - Modular Framework and Regulations
2007/2008. Point 5 of Annex D will apply and is copied below:
5
Students studying in Franchise Institutions and/or via Distance
Learning are covered by these regulations, excepting that:
10


For Franchise students, the partner institution will identify a senior
staff member to deal with ‘Stage 1’ appeals. Appeal outcomes
should be sent to the Head of Student Policy & Regulation.
Guidance and advice may be obtained from the Head of Student
Policy & Regulation, or nominee.
For Franchise and Distance Learning students, where attending
an ‘oral hearing’ is not possible, the University will make
arrangements for ensuring alternative forms of communication
between parties.
This document can be accessed on line at:
www.ljmu.ac.uk/planning/planning_docs/UMF_Master_2007_08.doc
Complaints Procedure:
We sincerely hope that your time with us will be trouble-free, but there may be
occasions when you feel you have cause to complain about the programme or
facilities offered by the LTP. If this is the case, it is important that you raise
this issue with staff, as it will help us to improve our service to you and other
students. We take complaints very seriously and would NEVER penalise
anyone for making a genuine complaint.
Prior to entering the Student Complaints Procedure, you should normally have
raised the issue with the University Link Tutor or the LTP Workforce
Development Coordinator who will attempt to resolve the matter at an informal
level. The formal complaints procedure should be seen as a last resort in the
search for a solution.
Students who wish to raise a formal complaint should write to the LTP
Workforce Development Coordinator outlining the nature of the complaint. A
Senior Local Authority Officer with no connection to the programme will be
appointed to investigate the complaint and report back to the Chair of the LTP
Workforce Steering Group. The Chair will make a decision on the complaint and
on any actions that need to be taken.
Contact details:
University Link Tutor
LTP Workforce Development Coordinator
a.r.pike@ljmu.ac.uk
martinjones@wirral.gov.uk
Withdrawal from the Programme:
Occasionally a student may decide that they do not wish to continue with their
programme. We fully recognise your right to do so; however we strongly
suggest that before you decide to leave you discuss your concerns with your
manager/supervisor/mentor and the Programme or Cohort Leader. If you
then decide that leaving is the right choice for you, you must inform your
Programme Leader in writing.
Lost Property:
All items of lost property should be dealt with in line with your authority’s
/employers policy.
11
Learning Support and Student Feedback
The programme will include an induction session during the first day. This
period of time in the delivery centre will help to familiarise you with the
programme and the Programme and Cohort Leaders. You will be introduced to
the Learning Resources at the centre, and information specific to the
programme. As part of this process you will be provided with information that
will include details regarding the programme structure, the programme aims,
the learning outcomes, the evaluation process, the student experience, the
assessment of the programme, marking policy, sickness and absence policy,
school and programme personnel and communication networks.
Learning support will be available at two levels. Course specific support will
be provided by the Programme and Cohort Leaders. More general
learning/study skills support will be provided through a range of provision at a
local level. This will include coaching, targeted training and mentoring.
Individual tutorials with the programme/cohort leader can be arranged as
appropriate.
At induction students will have the opportunity to identify any areas of study
support they feel is needed. Appropriate provision will then be made.
Each authority is committed to providing appropriate learning support.
The programme team is committed to obtaining feedback on the quality of
your learning experience. You will be provided with the opportunities to
express your views on your learning experience, both formally and informally
and are entitled to a response to your views. You will also, in turn, be
expected to be an active participant in the learning process and provide the
Programme Delivery group with feedback as requested.
Formal evaluation of the programme will take place during and on completion
of the programme in line with the Local Authority’s and LJMU’s quality
assurance procedures. The Partnership will undertake cross-authority
moderation to ensure consistency of evaluation processes and delivery of the
programme. Information obtained from these processes will then be used to
develop the programme. To support this evaluative process further, the
programme cohorts are expected to nominate a representative and a deputy
to express the views of their student group to the Programme Board of Study
which is a meeting involving members of the Programme Delivery Group, the
Link Tutor and student representatives.
LJMU Partner Student Handbook
On enrolment, you will be issued with an LJMU Partner Student Handbook
which will provide further information about being a student at LJMU and the
services and facilities available to you.
12
Teaching and Learning
The programme, which will be based in one of the partner authorities, uses a
range of teaching methods to enable candidates to meet the aims and
outcomes of the programme.
The key approach taken is designed to capitalise on the opportunity to
promote collaborative working and sharing of experience within the learning
environment. We will do this by combining traditional delivery strategies with
experiential and collaborative approaches as well as directed and supported
private study.
Each session will have a similar structure, where theoretical learning will be
provided through pre and post contact readings, these will be consolidated
through a work-book which will encourage you to reflect on your learning and
development. It is essential that you complete both the pre and post contact
elements, as these will prepare you for the work that will be undertaken in the
session and enable you to take away key issues back into practice.
During taught contact time we will revisit key theoretical concepts and explore
themed case studies each week in small groups. These will each raise issues
about the developing child in context, for example the Child as Learner, within
the Family, or within the wider Social Context. Contemporary issues such as
bullying, divorce, and youth offending will be raised and you will be
encouraged to analyse and relate developmental theory to the different
scenarios and reflect on your own role as well as the roles of different
agencies and professionals in supporting children and families.
This process has been designed to provide a vehicle for exploring and
reflecting upon the challenges to be overcome in working together across
agencies. We recognise that this means exploring issues at three different
levels: direct work, organisational and strategic and we hope that by doing this
we can enable you to develop your work so that you can function effectively in
the interests of children whatever their circumstances.
Through the group work and workbooks you will be encouraged to relate
theoretical concepts to your work with children and young people, as well as
consider level specific challenges in multi-agency working.
You will also be offered tutorial support and guidance by the teaching team,
however we also expect that you will be given additional support from training
departments within your agency as appropriate. This will be enabled through
the Learn Together Partnership.
Structure and Curriculum:
The programme consists of a one 15 credit module at the appropriate level.
Details of the module are included in Appendix 2. The expected duration of
the programme, from registration to submission of assessable work, is 15
13
weeks long, which will consist of 2 full days and 8 half days which includes
presentations and assessment. A full timetable will be provided prior to the
start of the programme.
The classroom based sessions will focus on the dynamic nature of child
development and its importance in developing professional practice. This will
be explored in the context of multi-agency working. Students will be
particularly encouraged to reflect on their learning and its application to their
practice.
14
Assessment
The assessment of students on the ‘Evaluating Multi-Agency Approaches
Through Child Development’ programme will be in accordance with the
current assessment regulations of the University's Modular Framework (UMF)
(2006/2007).
The aims of assessment within the programme will be:
1. To determine there is sufficient and reliable evidence that candidates have
the knowledge and skills to plan and prepare opportunities for the
demonstration of assessed competence in practice.
2. To meet the academic requirements of Liverpool John Moores University
for the academic award.
The assessment is based on one piece of work:
Reflective Assignment, Level M, (3,000 words)
In accordance with the LJMU Assessment Requirements and Guidelines
document (Learning Development, 2002) written assessed work will be given
a numerical mark out of 100 where the pass mark will be 40%.
Assessment Schedule:
The submission date for the work will be 2 weeks after the final
presentation session.
The Assignment
Based on a recent case focussing on a child, young person or family, with which
you have been involved in produce a reflective account that incorporates the
following:



A critical evaluation of strategic decisions that led to your involvement in
this case
Identification and analysis of different child development theories that
may have influenced both decisions that were made and the type of work
undertaken in this case
A Critical evaluation of arrangements for working together in this context
and recommendations for improving the success of such arrangements
in the future based on your own experiences and available research
sources.
15
Assessment Guidelines:
All work will marked at the appropriate academic level and you will find
descriptors for this criteria at the end of this document.
All work should be suitably and effectively anonymised, please note that any
submitted work that breaches confidentiality will not be marked and you will
only have one further opportunity to submit.
If there is any suggestion of plagiarism the work will be looked at by the
Faculty’s Academic Impropriety Committee for a decision.
Further advice and guidance is provided in the work book section of this
document.
Assessment Boards:
All module marks are ratified at a Module Assessment Board (MAB). In
addition to this there is a Programme Assessment Board (PAB), which
validates the programme awards. Course work cannot be accredited until it
has been passed by both of these boards.
Internal/External Examiners:
Your work will be marked and internally moderated by another member of
staff and may also be seen by an External Examiner. The appointment and
terms of reference of the eExternal Examiner are in accordance with the
University’s current assessment regulations.
Referrals:
A single referral opportunity following failure in a module will be offered by the
Programme Assessment Board, following recommendations from the Module
Assessment Board, and must be taken when the module is next assessed.
You will be advised of relevant dates for resubmission in writing by the board
once it has reached its decision, the programme leader will be able to provide
you with further advice on this matter should you require it.
Access to Assessment Regulations:
Your attention is drawn to the fact that you are not issued with an individual
copy of the assessment regulations. They are, however, available on the
LJMU website, which can be accessed via any networked computer.
www.ljmu.ac.uk/umf A hard copy will be made available for consultation in the
School Offices at Tithebarn Street.
You are strongly advised to read these regulations, which can also be
accessed from any networked computer outside the University.
Guidance on study skills, writing academic essays and for referencing can be
found by visiting www.ljmu.ac.uk/lea/LEADocs/studyskills2002.doc. You are
strongly advised to read these guidelines as you may be penalised for not
following them. If you are unsure, please feel free to discuss this with your
16
Module Leader. A copy of the Harvard Referencing: A Quick Guide is
attached at Appendix 4.
Presentation of Coursework:
In general, work should be typed using a word processor and will be well
presented and easy to read. A good academic style is expected in written
work. This includes extensive reading and analysis with appropriate
referencing within the text and a suitable reference list.
Your written work cannot be examined for the purposes of feedback prior to
presenting it formally for summative assessment. However, you may wish to
seek guidance in planning its preparation. Feedback will be given regarding
assessment performance and ways of improving this, after the assessment
has been completed.
Please take note of the expected word count for your assignment. You may
be penalised where the actual word count is more, or less, than 10% of what
is expected.
Submission of Coursework:
All work should be handed in as directed by the Programme Leader, not later
than 16.00 hours on the deadline date. The assignment should be submitted
in an envelope clearly marked with the course title, the module code number,
the deadline date, the Programme Leader’s name and your name and student
registration number. Ensure that you receive a stamped and signed receipt
for your work and keep it in a safe place.
No assignment will be accepted without:




A module code number
A specified deadline
A student registration number
The name of the Programme Leader
It is essential to keep a backup copy of your work and also to retain your work
after it has been returned to you, as it may be required at a later date. If work
is not submitted on time, then it will be dealt with as outlined within the “Policy
on Late Submission of Assessment” (Page 18).
Coursework Extensions:
If you are not able to complete a piece of work by the stated deadline then you
must see the Programme Leader to arrange an extension as soon as
possible. If you need up to 5 working days to complete the work then a short
extension form signed by the module / programme leader will be required.
However, in exceptional circumstances, where there is a serious problem e.g.
personal or health, then you will need to complete a Personal Mitigating
Circumstances (PMC) form with supporting evidence. The PMC form will
cover you for a longer period of time and a new handing in date can be
arranged for you. (See School Wide Handbook for samples). PMCs
17
requested for reasons which could have been foreseen will not be granted pressure or loss of work will not be accepted (all work must be backed up).
Policy on Late Submission of Assessments:
Please note that any late coursework (except where there is an agreed
extension period) will be given a mark of 0%.
Feedback on Coursework:
Following the notification of results you can collect your work from the
reception at the delivery centre where the course was taught (you will require
your student card, and you should collect it within 2 weeks.) You will receive
written feedback on your work. If you are not clear about the written feedback
that you receive, then you need to make an appointment to speak with the
Programme or Cohort Leader.
Plagiarism and Academic Misconduct
The followingf is an extract from the University Wide Student handbook,
please take note of the definitions of plagairism and collusion
Your responsibilities explained…..
As a student at LJMU, you are a junior member of a collective of professional
academics and scholars and you are expected to conduct yourself
appropriately and in accordance with the ethical values of an academic
community.
When you sign the enrolment form you have agreed to abide by the rules and
regulations of the University. Similarly, each time you submit a piece of
coursework or undertake an examination, you confirm that the work you
submit is your own or a legitimate piece of group work and that you have not
copied the work or cheated or made any attempt to pass off the work of others
as your own.
The University takes all forms of academic dishonesty very seriously.
The University defines academic misconduct as ‘any case of deliberate,
premeditated cheating, collusion, plagiarism or falsification of information, in
an attempt to deceive and gain an unfair advantage in assessment’.
Assessment includes all forms of written work, designs, ideas, constructions,
presentations, demonstrations, viva voces, accreditation of prior learning
portfolios, in-class tests and all forms of examination.
All alleged cases of academic impropriety will be investigated thoroughly by a
School Investigatory Panel.
If the Panel finds evidence of misconduct, then the relevant Assessment
Board is required to consider the appropriate form of action. This action could
range from the loss of marks in the relevant module and no opportunity to
retake the assessment or the failure of a set of modules. In some cases
module marks are reduced to zero, making it impossible to achieve the target
award.
The incident will remain on your student record and may be noted in any
future request for references.
18
Each Year the University expels a number of students because of
Academic Misconduct.
The University will also, where appropriate, inform any relevant professional
body. The consequences of academic misconduct can extend beyond the
University and may severely impact upon your chosen profession.
It is your responsibility to be aware of the regulations, and of the
potential penalties that such dishonesty may incur.
It is also your responsibility to take reasonable precautions to guard against
unauthorised access by others to your work, both before and after
assessment. Further information can be found in the appendices to the UMF
Assessment Regulations 05/06 – appendix C.
(www.livjm.ac.uk/assessment/0607regs/UMF)
Hard copies of the regulations are available in School Offices, Campus
Centres and Learning Resource Centres. The information is also available
electronically via the University home page.
Further information can be found in the UMF regulations. The following
definitions are for guidance only and should not be considered exhaustive:
Cheating Includes:

any form of communication with or copying from any other source
during an examination.

communicating during an examination with any person other than an
authorised member of staff.

introducing any written, printed or other material into an examination
(including electronically stored information) other than that specified in
the rubric of the examination paper.

gaining access to unauthorised material during or before an
assessment.

the use of mobile telephones or pagers during an assessment or
examination.

the submission of false claims of previously gained qualifications,
research or experience in order to gain credit for prior learning.

the falsification of research data, the presentation of another’s data as
one’s own and any other forms of misrepresentation in order to gain
advantage.

the submission of work for assessment that has already been
submitted as all or part of the assessment for another module without
the prior knowledge and consent of the module leader for subsequent
assessments.
19
Plagiarism Includes:

The representation of the work, written or otherwise, of any other
person, from any source whatsoever, as the candidate's own.
Examples of plagiarism may be as follows:

the verbatim copying of another's work without clear identification and
acknowledgement – including the downloading of materials from the
internet without proper referencing and acknowledgement

the close paraphrasing of another's work by simply changing a few
words or altering the order of presentation, without clear identification
and acknowledgement.

unidentified and unacknowledged quotation of phrases from another's
work.

the deliberate and detailed presentation of another's concept as one's
own.
Further details can be found from the web site of the Plagiarism Advisory
Service.
Collusion Includes:

The conscious collaboration, without official approval, between two or
more students in the preparation and production of work which is
ultimately submitted by each in an identical or substantially similar form
and/or is represented by each to be the product of his or her individual
efforts.

Unauthorised co-operation between a student and another person in
the preparation and production of work which is presented as the
student's own.
If you are in any doubt about what constitutes plagiarism, cheating or
collusion then talk to your Programme/Cohort Leaders NOW.
20
Reading Lists (also see Appendix 2)
Bee, H & Boyd, D (2004) The Developing Child (10th Ed) London, Pearson
Crain W. (2000) Theories of Development: Concepts and Applications (4th Ed.)
Oxford, Blackwell
DfES ( 2004 ) Every Child Matters : Change for Children
Linden, J. (2000) Child Care and Early Education: good practice to support young
children and their families. London, Thompson Learning
Mason, J.A. ( 2004 ) A Handbook of Reflective and Experiential Learning: Theory and
Practice, London, Routledge.
Rice, F.P. & Dolgin, K.G. (2005) The Adolescent: Development, Relationships and
Culture (11th Ed) London, Pearson
Smith, P.K., Cowie, H. and Blades, M. (2003) Understanding Children’s Development
(4th Ed.) Oxford, Blackwell
Trawick –Smith, J. (1997) Early Childhood Development: A Multicultural Perspective
New Jersey, Prentice Hall
21
GRADING CRITERIA - LEVEL M MODULES
mark
80% and
above
classificat
ion
DISTINCTION
Grade criteria
The work exceeds the requirements of the assessment brief and…
 Demonstrates originality, creativity or innovation
 Shows outstanding skills in critical analysis
 Develops an argument that is at the forefront of debate within the discipline
 Exhibits a high level of independent thinking that is based upon a rigorous
analysis of relevant theory, research and literature.
 Identifies and explores recommendations or future research/debate.
 The comprehensive range of relevant references demonstrates breadth and
depth of investigation
 Accurately uses the Harvard referencing style
 Demonstrates sophisticated writing skills
70 - 79%
DISTINCTION
The work exceeds the requirements of the assessment brief and…
 Shows outstanding skills in critical analysis
 Develops an argument that is at the forefront of debate within the discipline
 Exhibits a high level of independent thinking that is based upon a rigorous
analysis relevant theory, research and literature.
 Identifies and explores recommendations or future research/debate
 The extensive range of relevant references demonstrates breadth and depth of
investigation
 Accurately uses the Harvard referencing style
 Demonstrates excellent writing skills
60 – 69%
PASS
The work exceeds the requirements of the assessment brief and…
 Shows excellent skills in critical analysis
 Develops an argument that builds upon current debate within the discipline
 Exhibits independent thinking based upon a rigorous analysis relevant
theory, research and literature.
 Identifies and considers recommendations or future research/debate
 The quantity and range of relevant references demonstrates breadth and
depth of investigation
 Accurately uses the Harvard referencing style
 Demonstrates very good writing skills
50 – 59%
PASS
The work meets the requirements of the assessment brief and…
 Shows good skills in critical analysis
 Develops an argument that is based upon current debate within the
discipline
 Exhibits some independent thinking based upon analysis relevant theory,
research and literature.
 Arguments are presented with some evidence of wider reading
 Identifies recommendations
 The number and range of relevant references demonstrates breadth of
investigation
 Accurately uses the Harvard referencing style
 Demonstrates good writing skills
40 – 49%
PASS
The work meets the requirements of the assessment brief and…
 Shows limited skills in critical analysis
 Develops an argument that is cogniscent of debate within the discipline
 Exhibits little independent thinking and offers a basic analysis relevant
theory, research and literature.
 The quantity and range of relevant references is acceptable
 Accurately uses the Harvard referencing style
 Demonstrates competent writing skills
22
30 – 39%
FAIL
COMPENSATABLE
Below
30%
0%
FAIL
FAIL
The work partially meets the requirements of the assessment brief, but…
 Shows little or no skills in critical analysis
 Does not sufficiently develop an argument that is informed by debate
within the discipline
 Exhibits no independent thinking and little analysis of relevant theory,
research and literature.
 The quantity and range of relevant references is barely adequate
 Accurately uses the Harvard referencing style for the most part
 Demonstrates basic writing skills
The work does not meet the requirements of the assessment brief, but…
 Shows no skill in critical analysis
 Offers no argument and is not based in any debate within the discipline
 Exhibits no analysis relevant theory, research and literature.
 The quantity and range of relevant references is inadequate
 Harvard referencing style is used inaccurately
 Is poorly written
Non-submission of coursework or evidence of plagiarism
Appendix 1
23
Differing Levels of Study and Assessment - an explanation
Level 2
(2nd year of Degree or final year DipHE)
Level 3
(Final year of Degree)
Level M
(Masters or post-graduate study)
We would normally expect people to move on to a new level of study having
completed a previous one, for example if you have done a degree, you will have
120 credits at level 3, this is the final year of your degree programme. So we
would expect that you would take any new study at level M, moving up to the
next level.
However the programme document for this award states that:
Whether they are assessed at undergraduate level 2, 3 or M will be determined
by their previous academic achievement and their ability to achieve the stated
module and programme outcomes within the context of their current level of
professional or practitioner expertise.
This is because we take into account the fact that where you work, what you do
and how long you have been doing it are also important factors in shaping your
choice of level for the programme. Here is an example of the outcomes for the
different levels:
Masters level students will focus, for example, on a strategic approach
to achieving the programme outcomes, whilst those assessed at level
two will need to demonstrate an ability to apply their learning to direct
work with children, young people and families and those studying at level
three will focus on applying their learning at an organisational level.
Making decisions about which level you are going to study at should therefore
reflect not only what you have studied previously, but what you do now and how
long you have been doing it. People who are relatively new to their post or role
may wish to study at the same level as previously because their professional
expertise is not as developed as it may be for those who have been in post for 5
years. Again these decisions have to be made in the light of the expectations
that we have for all students on the programme, to be able to achieve the
learning outcomes.
24
Programme Aims and Outcomes: Differentiation between levels
The programme is identified as three separate CPDs, one at each level, the
aims and outcomes of the three separate CPDs reflect common content in terms
of knowledge development through a core outline syllabus which is the same for
all three programmes. However the aims and outcomes have been differentiated
in terms of the academic skills students will need to demonstrate in order to
achieve what is required at each level. These are summarised below.
Those wishing to undertake the programme at undergraduate Level 2 will need
to demonstrate recent prior learning at level 1 or equivalent. They will need to
have direct experience of working with children and have the ability to critically
analyse and reflect on learning and apply this to their own work.
Those applying to undertake the programme at undergraduate Level 3 will
need to demonstrate prior learning at Level 2 or equivalent. Ideally they will be
working as a specialist practitioner or team leader in an organisation providing
services to children, young people or families. They will need to be able to
evaluate learning and apply it to the work of their profession or organisation in
working with children.
Applicants who wish to undertake the programme at post-graduate Masters
level will need to demonstrate recent prior learning at undergraduate Level 3 or
equivalent. Ideally they will be working at a strategic level in the development or
delivery of children’s services. They will need to demonstrate the ability to deal
with the complexities involved in strategic development of children’s services in
a multi-agency context.
For those applicants who are unable to meet the requirement of recent
academic study at the appropriate level but are confident that they are able to
demonstrate readiness to engage in their professional development and meet
the challenges of the course at a particular level, we have a system for showing
evidence of prior learning (APL). You will be invited to submit alternative
evidence of prior learning through the submission of a C.V. and references.
If you have any queries about how you might fit into the levels of the
programme then you should contact the Programme or Cohort Leader, in the
first instanc, for advice and support. They should be able to help you make the
right decisions in terms of your current and future needs and your professional
development goals. If you are still unsure, then you can contact the Link Tutor
for additional advice.
25
Appendix 2
Liverpool John Moores University
University Modular Framework
Module Code:
Module Title:
School:
Evaluating Multi-Agency Perspectives
through Child Development
ASC
Module Leader
Name: Angela Pike
E-mail: a.r.pike@ljmu.ac.uk
Level:
Version No:
Updated on:
Authorisation:
Validation Date:
Date version starts:
Archived Date:
Dormant Date:
FOR OFFICE USE ONLY
Telephone:
M
0151 231 8114
Credit Rating:
15
Indicative Time Allowances(hours):
Lec
8
Tut
2
Sem
2
Prt
Wrk
18
Fld
Other
Deliv.
Tot
30
Exam
Private
Study
120
Tot. Learning
Hours
150
Semester Delivery: (Select one only)
Semester 1
Semester 2
Year Long
Pre-requisites:
Summer
Other
None
Recommended Prior Study:
Co-requisites:
Runs twice (S1 & S2) X
None
None
Barred Combinations:
None
Aims
To enable participants to further develop their knowledge and understanding of the
developing child in context.
26
To enable participants to gain confidence and critical insight into their own role and the
role of others working within a multi-agency team.
To master and evaluate the complex strategic challenges inherent in the development
of a common sense of purpose in supporting and safeguarding the interests of the child
and enhancing team working to support children’s development.
Learning Outcomes: After completing the module the student should be able to:
1.
Provide a critical analysis and evaluation of a selection of theoretical
perspectives on child development.
2.
Evaluate the relationship between child development theory and research and
contemporary childhood issues, debates and phenomena.
3.
Critically analyse and evaluate ways in which developmental theory and
research contributes to the understanding, influences and decisions made by
practitioners within the Children’s Workforce.
4.
Reflect upon and critically evaluate their own role and responsibilities within the
context of the roles and responsibilities of other professionals working together
to support children, young people and families.
5.
Provide a critical analysis and evaluation of the effectiveness of collaborative
processes in the provision of children’s services at organisational and strategic
levels.
6.
Critical understanding and mastery of the ethical, resource – related, cultural
and interest- based challenges associated with collaborative priority setting for
the strategic development of children’s services.
Learning Activities:
Lectures, workshops , case studies, group tutorials, workbook
Outline Syllabus:
Common Core of Skills and Knowledge for the Children’s Workforce
Theoretical Perspectives on Child Development
Developing Skills in Observation and Judgment
The Developing Child in Context
Empathy and Understanding
Reflection and Improving Practice
Understanding the roles of a range of practitioners and professionals within the
Children’s Workforce
Indicative References:
DfES ( 2004 ) Every Child Matters : Change for Children
Smith, P.K., Cowie, H. and Blades, M. (2003)
Understanding Children’s Development (4th Ed.)
Oxford, Blackwell
Trawick –Smith, J. (1997)
Early Childhood Development: A Multicultural Perspective
New Jersey, Prentice Hall
Crain W. (2000)
Theories of Development: Concepts and Applications (4th Ed.)
Oxford, Blackwell
Linden, J. (2000)
Child Care and Early Education: good practice to support young children and their
families.
London, Thompson Learning
27
Mason, J.A. ( 2004 )
A Handbook of Reflective and Experiential Learning: Theory and Practice,
London, Routledge.
Assessment Details:
1
Coursework: 100% Reflective Assignment (3,000 words)
Weighting between E and CW: 0%
100%
Relationship between learning outcomes and assessment tasks:
Component 1
Learning Outcomes
1
2
3
4
X
X
X
X
5
X
6
X
Minimum Pass Mark (%): 40%
Module Notes:
This module is offered to a closed client group of practitioners in the Children’s
Workforce who are seconded through the Learn Together Partnership, which
represents 6 Merseyside Local Authorities.
28
PROGRAMME DETAIL SPECIFICATION PREVIEW - Level M
Appendix 3
Programme Summary
1 Awarding institution
2 Teaching institution university
3a Programme accredited by:
3b Description of accreditation
Liverpool John Moores University
LIVERPOOL JOHN MOORES UNIVERSITY
This programme is commissioned and endorsed
by Learn Together – a partnership of Halton,
Knowsley, Liverpool, Sefton, St Helens and Wirral
Children’s Services.
Certificate of Professional Development in
Evaluating Multi-Agency Perspectives through
Child Development
Evaluating Multi-Agency Perspectives through
Child Development
4 Final award
5 Programme title
6 UCAS code
7 Subject benchmark statement
Informed by Every Child Matters – Change for
Children (2004)
Common Core of Skills and Knowledge for the
Children’s Workforce
8 Educational aims of the programme
To enable participants to further develop their understanding of the developing child in context.
To enable participants to gain confidence and critical insight into their own role and the role of others
working within a multi-agency team.
To master the complex strategic challenges inherent in the development of a common sense of purpose
in supporting and safeguarding the interests of the child an enhancing team-working to support
children’s development.
9 Intended learning outcomes – the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. Provide a critical analysis and evaluation of a selection of theoretical perspectives on child
development.
A2. Evaluate the relationship between child development theory and research and contemporary
childhood issues, debates and phenomena.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Lectures, Case Studies, Workshops, Tutorials, Workbook
Assessment
3,000 word written assignment
Skills and other attributes
Intellectual Skills
B1. Critically analyse and evaluate ways in which developmental theory and research contributes to the
understanding, influences and decisions made by practitioners within the Children’s Workforce.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Lectures, Case Studies, Tutorials, Workbook
Assessment
3,000 word written assignment
29
Professional practical skills
C1. Reflect on own role and responsibilities within the context of the roles and responsibilities of other
professionals working together to support children and families.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated: Lectures, Workbook, Group Tutorials, Case Studies
Assessment
3,000 word written assignment
Transferable / key skills
D1. Reflect upon and critically evaluate student’s own role and responsibilities within the context of the
roles and responsibilities of other professionals working together to support children, young people and
families.
D2. Provide a critical analysis and evaluation of the effectiveness of collaborative processes in the
provision of children’s services at organisational and strategic levels.
D3. Critical understanding and mastery of the ethical, resource-related, cultural and interest-based
challenges associated with collaborative priority setting for the strategic development of children’s
services.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Lectures, Case Studies, Workshops, Tutorials, Workbook
Assessment
3,000 word written assignment
10. Route/Pathway/Field requirements, levels, modules, credits and awards
Award Requirements
Masters. Certificate of Professional Development
180 credits at level M may include up to 40 undergraduate credits at level 1, 2 or 3
Level M
Core
ASCSCM001 MULTI-AGENCY
PERSPECTIVES THROUGH
CHILD DEVELOPMENT
Potential Awards on
completion
Option
Masters. Certificate of Professional
Development
Award Requirements
15 core credits at level M
0 option credits at level M
0 elective credits at level M
11 Opportunities for work based learning (location and nature of activities)
No work-based learning hours are allocated however students will be expected to relate theoretical
learning to their own organisation’s practice within the children’s workforce and reflect upon the strategic
aspects of their role in supporting children’s development in an inter-agency context.
12 Criteria for admission
Mature entry
The programme is intended for anyone involved in direct work with children, young people and families,
particularly from within the health, education, social services, police, probation, youth and community
and voluntary sectors. Entrants will need to demonstrate recent prior learning or professional
development activity equivalent to undergraduate study at level 3. They will be seconded by a
nominating employer or local authority via the Learn Together Partnership. The university welcomes
applications from students with disabilities and will endeavour to make any necessary reasonable
adjustments to facilitate learning of all students as required by the Special Education Needs and
Disabilities Act (2001)
30
13 Information about assessment regulations
A threshold pass mark of 40% is required.
All programmes leading to LJMU Awards are expected to operate within the University Modular
Framework. Exceptionally, where a LJMU Award programme is unable to operate within the University
Modular Framework, the programme team (prior to Validation / Programme Review) may apply to the
Planning & Programme Development Committee (PPDC) to permit such an Award to operate outside of
the UMF. Furthermore, any programme team unable to construct a programme within the UMF
regulations may submit a variance application, which will be considered against agreed criteria (that the
variance is a nationally published condition of an accrediting / professional body, without which the
programme could not be accredited). Full details are available from http://www.ljmu.ac.uk/umf
14 Indicators of quality:
Subject review
Indicators of quality will include external scrutiny through the involvement of the Learn Together
Partnership who will ensure that the programme is fit for purpose and appropriately informed by the
Core Knowledge and Skills for the Children’s Workforce.
Academic quality assurance will be through the appointment of an appropriately external examiner and
quality enhancement will be through the established LJMU processes for programme self-assessment
and periodic review.
15 Support for students and their learning
Student support and guidance will be provided through the programme team during action learning sets
and group tutorials. Student will be allocated a personal tutor to facilitate an individual point of contact.
Additional learning support will be made through the training departments of the participants seconding
local authority as appropriate.
16 Methods for evaluating and improving the quality and standards of teaching and learning
Academic level will be informed by the QAA Qualifications Framework.
Outcomes are informed by the Core Knowledge and Skills for the Children’s Workforce.
Subject standards for all taught programmes of study are specified using an outcome based learning
model. Attainment is measured against the standard and individual student performance is moderated
at assessment boards. This involves both internal moderation (by LJMU staff) and external moderation
(by External Examiners). Internal annual programme self-assessment is informed by broad ranging
student feedback, external examiners and academic staff who conduct module review. External quality
assessment by Professional Statutory Regulatory Bodies and the Quality Assurance Agency for Higher
Education confirms that standards are set at the appropriate level and that quality of learning
opportunities are subject to continuing improvement. The quality of teaching is assured through staff
review and staff development in learning, teaching and assessment. Designated committees have
responsibility for the oversight of processes wherein quality and standards are evaluated and improved.
Please note: This specification provides a concise summary of the main features of the programme and
the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate
if he/she takes full advantage of the learning opportunities that are provided. More detailed information
on the learning outcomes, content, teaching, learning and assessment methods of each module can be
found in the student module guide and course handbook. The accuracy Agency for Higher Education.
17 Key sources of information about the course can be found in:
Further details may be obtained from a series of handbooks for students that together provide
comprehensive information. Detailed programme information is contained in definitive documentation
for the programme. The Virtual Learning Environment (Blackboard) is increasingly used to provide
module specific information.
http://www.everychildmatters.gov.uk/deliveringservices/commoncore
18 Progress Files
Increasingly, academic guidance is provided within a framework of personal development planning
linked to progress review.
31
Appendix 4
Harvard Referencing
– a quick guide
Learning and Information Services
When writing up your project/assignment it is important that you provide details
of the various books, journal articles etc you have consulted. To do this a formal
referencing system is required – Harvard is the preferred method for LJMU. So
why reference?






To avoid plagiarism
Acknowledge the work of others
Verify quotes
Follow-up reading – easier for academics to trace information
Abide by Copyright Law
Help a reader understand how you have reached your conclusions.
Full details of these sources must then be listed at the end of your work in a
section called References or List of References. Some terms you will come
across are:
Citing – the formal recognition of the sources within your text.
Citation – is the passage of words/quote used within your text.
Bibliography –a list of resources used/consulted during your research or for further
reading
Reference List - List of resources referred to in your work.
Some examples:
1) Book.
HUGO, W.B. and RUSSELL, A.D. (1998) Pharmaceutical microbiology. 6th ed.
Blackwell Science.
2) Electronic Book.
HUGO, W.B. and RUSSELL, A.D. (1998) Pharmaceutical microbiology. 6th ed.
Blackwell Science.
Available from: www.netLibrary.com
[Accessed 10 April, 2005]
4) Chapter from a Book.
MORT, D. (2000) The way ahead
In: BUSHELL, T. (2004) Sources of Education. 4th ed. Gower. London. pp.153-182
32
5) Secondary Reference (work you haven’t read which is mentioned in another
work)
SMITH, D. (1993) Change good or bad?
cited in: JONES, R. (2003) Social Change and Educational Reform. Routledge. pp.24
Within the body of the text:
Smith (1993 cited in Jones, 2003) argued that social change…
6) Journal Article/Newspaper Article.
COSGROVE, D. and JACKSON, P. (2001) “New directions in sport science.”
American Scientist and Sport Vol.8, pp.103-167
N.B. List up to three authors. When more, list first author only and add et al or and
others
7) Electronic Journal Article/Newspaper Article.
MARTIN, E.W. (2000) “The legislative history of special education.” The future of
children Vol.6 (4), pp.49-63 [online]
Available from: www.futureofchildren.org
[Accessed 29th October, 2002]
8) Official Publications.
Act
Children Act 1989, (c.41) HMSO.
Children Act 1989, (c.41). [online] H.M.S.O.
Available from: www.hmso.gov.uk
[Accessed: 29th January, 2005]
Government Report
DEPARTMENT OF EDUCATION (1996) Special needs. H.M.S.O.
Command Papers
HOME OFFICE, (1978) Reform for the Official Secrets Act 1911. (Cmnd.7285)
H.M.S.O.
Statistical Series
OFFICE OF POPULATION, (1990) General Survey for 1988 No.19. H.M.S.O.
9) Video/DVD/Film/CD.
Meetings bloody meetings. (1992) Video. Miramax.
Some like it hot. (1959). Film, directed by Billy Wilder. USA, United Artists.
SHOSTAKOVICH, D. (1959) Cello concerto no.1, performed by Maria Klieg & Polish
National Symphony Orchestra, conducted by Antoni Wit. CD. Sony.
10) TV Programme.
33
The Nuclear Age, Episode 3: Europe goes nuclear. UK, ITV 26th October,
1988.
11) Live Performance – Dance.
CHOREOGRAPHER. (date of premier) Title. [Date seen and where].
ALSTON. R. (22nd June, 1990) Soda Lake [19th September, 2003 Covent
Garden]
12) Web page.
Florence Nightingale Museum Trust 1999, Florence Nightingale Museum website.
Available from: www.florence-nightingale.co.uk
[Accessed: 10th July, 2004]
Nursing theory 2000.
Available from: www.ualberta.ca/~jrnorris/nt/theory.html
[Accessed: 18th July 2004]
13) Electronic Images.
In your reference list:
The lunar interior [image] 1999. PlanetScapes, USA.
Available from: www.planetscapes.com/solar/browse/moon/mooint.jpg
[Accessed on: 31st January, 2003]
In the body of a paragraph:
When looking at the image “The lunar interior” (1999) it is obvious that……
etc, etc.
If you have inserted the image into your essay then under the image:
(The lunar interior, 1999)
14) Quotations.
A quotation helps you support an argument and illustrate the range of your research.
However, before including a quotation, stop to consider is it relevant? It is important
that:
 It is easily identifiable
 Produced exactly as in the original including spelling/grammar errors
 Use square brackets [ ] around any words you add
 Use 3 dots … to indicate omissions (see examples)
 Three lines or less should be in quotation marks and included in the body of
the essay followed by the author and page number (see example 1)
 Longer quotes should be an indented paragraph without quotation marks
around (see example 2)
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Some examples:
1. “…their pay, including those referred to as fringe…” Titmuss (1958, p.51)
2. Titmuss (1958) said controversially that:
their pay, including those referred to as fringe…pensions for
employees, wives and dependants: child allowances; death duties; travel;
entertainment; health…and an incalculable variety if benefits of kind ranging
from the most tangible. (p.51)
Finally….
References to books, journal articles, etc. are presented in:



a single sequence arranged alphabetically by author.
References to materials by the same author are arranged by their date of
publication.
Book titles or journal titles (not article) are normally underlined or in italics

Page numbers are included in reference list and bibliography entries for
journal articles and essays only.

To add a note insert number in text - (1) [1] ¹ etc at the appropriate point
and use footnote for reference or include the note before the Reference List.
Make sure any resource referred to in your work is in the Reference List
Do not include everything consulted in your Bibliography– discriminate
between important & less significant sources.
Make a note of resources as you use them to save time.



BE CONSISTENT
For further details of the Harvard system please refer to:
Study skills: an introduction Part 2: The Harvard Referencing System. 14th rev.
ed.
available from: www.ljmu.ac.uk/lea/LEA_Docs/HarvardFull2002.doc
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