< CET4003 : Working with Children and Young People: Legal and Ethical Considerations

Contact Information

If you encounter any difficulties accessing Online Courses Handbook information you should contact the student registry:

If you require further details in relation to academic content you should contact the appropriate academic department directly.


CET4003 : Working with Children and Young People: Legal and Ethical Considerations

Level:Part I
Learning Hours:300
Credit Points:30
Course Convenor:Mrs LM Harper

Assessment Rules

back to top
  • 100% Coursework

Curriculum Design: Outline Syllabus

back to top

·         Examination of sources of ethical and legal frameworks in working with children and young people:

-       Codes of practice

-       Every Child Matters Outcomes for Children (introduced in CYP03)

-       The Common Core – common values for practitioners (introduced in CYP03)

-       Professional cultures

-       Best practice

-       Legislation

-       Organisational policies and procedures

-       Child centred working


·         Roles of codes of practice

-       Theories, concepts and models

-          Why do we need an ethical code?


                ·         Principles, values and beliefs (Built upon in module YP02)

-          Where do values and beliefs come from?

-          Personal principles, values and beliefs and their impact on working with children and young people

-          Children’s, Young People’s and families principles, values and beliefs and how these may differ to practitioner’s own

-          Organisational values and cultures

-          National cultural belief (Built upon in module CYP13)


·            Health and Safety (Built upon in module YP02 and CYP11)

-       Law, policy and procedure

-       Physical and psychological health and safety issues

-       Safe working practices

-       Health and safety risk assessments


·            An Introduction to Child Protection (Built upon in module CYP11)

-       Legislation, policy and procedure

-       The rights of the child

-       Safeguarding

-       Enhanced CRB clearance and Barring Panels

-       What to do if you think a child or young person is at risk


·         Equal Opportunities and Anti-Discriminatory Practice (Built upon in modules CYP11 and CYP13)

-       Laws, policies and procedures

-          Definition of discrimination, prejudice, stereotyping

-          Direct and indirect discrimination

-          Issues of power and inequality within client services

-          PCS model of social structure

-          Social model of disability

-          Cycle of disadvantage

-          Recognising discriminatory and oppressive practice

-          Positive action

-          Inclusive language

-          Equality of access

-          Challenging discriminatory and oppressive practice including individuals, groups and organisations


·            An Introduction to Data Protection  (Built upon in modules YP02 and CYP11)

-        Law, policy and procedure

-        Confidentiality

-        Record keeping

 -       Information sharing


·         Personal and professional boundaries

-       Role and remit of employer/agency (introduced in module CYP03)

-       remit of own professional job role

-       Role and remit of other professionals who work with children and young people (introduced in module CYP03)

-       Personal and professional accountability

-       own limits of knowledge and expertise

-       Sources of supervision and support               

-       knowing when and how to refer


·         Personal and Professional Development (building on from module CYP01)

-          Self evaluation, monitoring and review

-          Reflection

-          Self development planning

Curriculum Design: Pre-requisites/Co-requisites/Exclusions

back to top

                Modules CYP01 and CYP03

Educational Aims: Subject Specific: Knowledge, Understanding and Skills

back to top
A1        Ensure students demonstrate that they can apply appropriate principles and values for working with children and young people. These values must include those relating to equality of opportunity, ensuring inclusive practice and demonstrating respect for children, young people, their families and communities.
A2        Ensure students demonstrate a child-centred approach to working with children and young people, working with families and carers, within a multi-agency environment.
A5        Develop students’ critical understanding of the regulatory and legislative framework for work with children and young people.


Educational Aims: General: Knowledge, Understanding and Skills

back to top

A6        Encourage students’ commitment to continuous professional development.


A7        Develop key skills: using the elements in the QCA framework of:

-          communication

-          improving own learning and performance

-          working with others

-          problem solving

-          application of number

-          ICT




Learning Outcomes: Subject Specific: Knowledge, Understanding and Skills

back to top

SKU2   An awareness of their own underlying values, beliefs, principles and the legal and ethical responsibilities of professionals and agencies who work with children and young people. 


                SS2   An ability to identify, reflect on, review and apply personal and professional boundaries of responsibility and influence in relation to children, young people, their families/carers and the agencies that serve them.


SS4   An ability to work with children and young people in a way that is consistent with organisational policies, practices and procedures, regulatory and legislative frameworks.


Learning Outcomes: General: Knowledge, Understanding and Skills

back to top
CS1   Analyse and apply relevant theoretical concepts in relation to their study and practice.

CS2   Analyse and interpret data and source material.


CS3   Exercise and demonstrate independence of mind and thought.


CS4   Reflect on their own learning and own/organisational practice.


AP1   Identify, retrieve, sift, select and present relevant information.


KS1   Communicate, structure and present ideas and information adequately in spoken and written in language appropriate to the audience.

Assessment: Details of Assessment

back to top

·         A 1500 essay demonstrating the learners awareness of their own values, beliefs and principles in comparison to those of the children/young people and families with whom they may work (learning outcomes SKU2,SS2,SS4,CS1,CS3,CS4) 20%  

·         A 1000 word or equivalent work based risk assessment taking into account health and safety regulations and organisational policy delivered part way through the module (learning outcomes SKU2, SS4,CS2,CS3,AP1,KS1) 10%

·         A 2500 word essay relating to current equal opportunities legislation and organisational policy delivered part way through module(learning outcomes SKU2, SS4,CS1,SC3,CS4, AP1, KS1) 35%

·         A 2500 word or equivalent case study which considers personal and professional boundaries when working with children/young people and families, and that highlights the learner’s own continued professional development needs, submitted after the module is completed (learning outcomes SKU2, SS2, SS4, CS1, CS2, CS3, CS4, AP1, KS1). 35%.

The learning and teaching strategies adopted will require active participation from learners.  These will include presentations, workshops, small group work, action learning, reflective learning and one-to-one, group tutorials and experiential work placed learning.  Learners will be encouraged to explore their own experience of ethical practice in their various placement organisations.


Formative assessment will take place throughout the module, both from CETAD staff and the learners’ workplace mentor, and learners will demonstrate achievement using set activities and tasks.  The module will be summatively assessed using: a 1000 word health and safety risk assessment; an essay demonstrating the learner’s understanding of their own values and beliefs; an essay relating to equal opportunities; and a case study with a self development plan relating to the learners own personal and professional boundaries. 

Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributes

back to top

Foundation Degree in Working with Young People and Young People’s Services

Foundation Degree in Working with Children (Early Years)

Foundation Degree in Working with Children (Teaching and Learning Support)

Lancaster University
LancasterLA1 4YW United Kingdom
+44 (0) 1524 65201