Safeguarding Children, Young People and Adults

Submission Deadline	Marks and Feedback
Before 10am on: 16/12/2022	20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery) 13/01/2023

Submission Deadline

Marks and Feedback

Before 10am on:

16/12/2022

20 working days after deadline (L4, 5 and 7)
15 working days after deadline (L6)
10 working days after deadline (block delivery)

13/01/2023

Key assignment details
Unit title & code	Safeguarding Children, Young People and Adults
Assignment number and title	One CW-CS
Assignment type	Case Study Essay
Weighting of assignment	100%
Size or length of assessment	2000 Words (+/- 10%)
Unit learning outcomes	1. Demonstrate the following knowledge and understanding Identify and apply legislation used to safeguard vulnerable children, young people and adults, and the different cultural contexts and perceptions of what constitutes risk and safeguarding, and the tools used to assess and address risk 2. Demonstrate the following skills and abilities Critically evaluate legislation and current research around safeguarding and ability to make recommendations based on your research as to how improvements could be made

What am I required to do in this assignment?

Students will be provided with a selection of three case studies relating to Children, Young People or Adults from which they will choose one. The student will choose a professional role related to the case study and demonstrate understanding of their chosen professional role in relation to safeguarding the vulnerable child/person in their case study. The assignment requires identification of at least three relevant Legislation or Policy that informs professional safeguarding practice. The student must select one of the pieces of Policy or Legislation and critically evaluate it to identify its effectiveness in safeguarding practice, linking this to the case study, whilst acknowledging the impact of wider sociological factors that need to be considered in the safeguarding process. The student must incorporate relevant research to illustrate points or arguments in the assignment. The assignment should be presented in Essay format and the word count for this assignment is 2000 words (plus or minus 10%)

What do I need to do to pass? (Threshold Expectations from UIF)

In order to pass the assignment, you must:

· Demonstrate your knowledge of your chosen role

· Clearly identify the safeguarding risks, concerns and action that you need to take in your professional capacity in your chosen case study, including an appreciation of the wider sociological factors that need to be considered as part of the safeguarding process

· Identify three pieces of legislation/policy that underpins safeguarding practice of your chosen role and clearly state their relevance within the context of your case study

· Select one of the three pieces of legislation/policy and critically analyse and evaluate its effectiveness in safeguarding the vulnerable person in your case study, using relevant research and/or serious case reviews that are in the public domain to illustrate your argument or points

How do I produce high quality work that merits a good grade?

This section is to be left blank and completed by the students in an in-class Assessment Dialogue.

The assessment brief is discussed during an in-class session with students, explaining the assessment, the rubric and marking criteria.

How does this assignment relate to what we are doing in scheduled sessions?

1. Lectures will focus on specific topics each week that will cover the historical context of safeguarding in health and social care

2. You will learn about legislation and policy that informs safeguarding practice

3. You will be provided with activities to undertake in the seminars that follow the lectures which will include working with your student peers. The sessions will also include real-life case studies to help you to put the teaching into context

4. A range of media films will be made available to support your learning

5. You will select a case study and professional role that reflects your area of interest

6. You will be encouraged to develop your research skills through independent and autonomous activities.

7. The unit supports your development of critical evaluation skills

How will my assignment be marked?
Your assignment will be marked according to the threshold expectations and the criteria on the following page. You can use them to evaluate your own work and consider your grade before you submit.

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

	70%+ (Ist Class)	60-69% (2:1)	50-59% (2:2)	40-49% (3^rd Class) Threshold Standard	30-39% (Fail)	0-29% (Fail)
1 Focus 25%	There is a clear focus on the assignment task. The safeguarding risks and concerns are clearly identified. There is Excellent understanding and demonstration of safeguarding concerns, risk and the action that needs to be taken relative to the student’s chosen professional role is demonstrated.	There is very good focus on the assignment task. Safeguarding risks and concerns are identified and a very good understanding of these is demonstrated along with the action that needs to be taken relative to the students chosen professional role	There is good focus on the assignment task. Safeguarding risks and concerns are identified and understanding of these and the action that needs to be taken relative to the students chosen professional role is demonstrated. There may be areas that needed to be more in-depth or that were too descriptive.	There is some focus on the assignment task Safeguarding risks and concerns have been identified and there is some understanding of these and the action that needs to be taken relative to the chosen professional role. However, this may lack depth and is of a more descriptive nature.	There is an attempt to address one or two elements of the assignment task but most of the assessment criteria has not been addressed or met. A clear understanding of safeguarding is absent or superficial. There is some awareness of safeguarding risk, concerns and actions that need to be taken relative to the chosen professional role, but this is not cohesive and lacks detailed discussion.	There is a lack of focus on the assignment task and none of the requirements have been addressed. No safeguarding risks or concerns have been identified and there is no discussion of actions that need to be taken relative to a chosen professional role. A clear understanding of safeguarding is minimal or absent.
2 Knowledge & Understanding 25%	Three pieces of legislation/policy that underpins safeguarding have been selected and there is clear discussion of their relevance to the context of the case study. There is clear knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process.	Three pieces of legislation/policy have been selected and there is a very good discussion of their relevance to the context of the case study. Knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process is demonstrated to a good standard.	Three pieces of legislation/policy have been selected and a good attempt has been made to explain their relevance to the context of the case study. There is a good attempt to include and demonstrate knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process.	Three pieces of legislation have been identified and there is some attempt to explain their relevance to the context of the case study although meaning may not be consistently clear. An attempt is made to include the wider socio-political factors that need to be considered as part of the safeguarding process, although meaning may not always be clear and understandable.	Legislation or policy may have been identified but there is little attempt to explain their relevance to the context of the case study and meaning is not be clear. There is a lack of demonstration of knowledge and understanding. There is little to no attempt to include discussion of the wider socio-political factors that need to be considered as part of the safeguarding process.	Legislation or policy have not been identified and there is not attempt to explain legislation and policy in the context of the case study. There is little to no demonstration of understanding of safeguarding and little to no attempt to include the wider socio-political factors that need to be considered as part of the safeguarding process.
3 Critical reflection 30%	One piece of legislation or policy has been selected and there is excellent standard of critical evaluation of that piece of legislation or policy used in safeguarding including the effectiveness of that legislation or policy in safeguarding the vulnerable person in the chosen case study. There is excellent inclusion of relevant research or serious case reviews to illustrate points and discussions	One piece of legislation or policy used in safeguarding has been selected and there is a very good effort to critically evaluate it, including the effectiveness of that piece of legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews to illustrate point of discussion although there might be areas that need to include more detail.	One piece of legislation or policy has been selected and a good effort has been made to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews and a good attempt has been made to use them to illustrate points of discussion, although this might be a little too descriptive and needs to be more detailed.	One piece of legislation or policy has been selected and there is some effort to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews and there is an attempt to use them to illustrate points of discussion.	One piece of legislation or a policy may have been selected but critical evaluation is poor and there is limited explanation of its effectiveness in relation to safeguarding the vulnerable person in the chosen case study. There may be reference to research or serious case reviews but there is inadequate attempt to use them to illustrate points of discussion	There is no selection of a piece of legislation or a policy for critical evaluation or there may be a selection but there is an absence of critical evaluation and explanation of its effectiveness in relation to safeguarding the vulnerable person in the case study. There is no inclusion of relevant research or case studies to illustrate points of discussion
4 Presentation, Spelling, Grammar, & Punctuation 10%	The work is presented and structured in essay format with clear paragraphs for each area of discussion to an excellent standard. Spelling, Grammar and Punctuation are also excellent with very minor or no errors	The work is presented and structured in essay format to a very good standard with paragraphs for each area of discussion. Spelling, Grammar and Punctuation are also of a very good standard but there may be a few minor errors.	The work is presented and structured in essay format to a good standard and there are paragraphs for each area of discussion. Spelling, Grammar and Punctuation are generally good, but there are some errors.	There is an attempt to present and structure the work in essay format, with paragraphs for each area of discussion. Spelling, Grammar and Punctuation contain errors that make it difficult to understand meaning in parts	There is little to no attempt to present and structure the work in essay format, with distinct paragraphs for each area of discussion. There are numerous errors with Spelling, Grammar and Punctuation in many areas throughout the work	The work is not presented and structured in essay format and there are no distinct paragraphs for each area of discussion. There are numerous Spelling, Grammar and Punctuation errors that impact on understanding and meaning of the work.
5 Referencing 10%	There is correct in-text referencing and citation with very minor or no errors. Reference list is presented in Harvard style with little to no errors Reference list and in-text referencing correspond with each other with little to no errors or omissions	There is correct in-text referencing and citation that contain one or two minor errors. Reference list is presented in Harvard style but may contain minor errors Reference list and in-text referencing correspond but there may be one or two errors or omissions	There is a good attempt to present in text referencing and citation correctly, but there may be errors. Reference list is presented with effort to reflect Harvard style but there may be two or three errors Reference list and in-text referencing generally correspond but there may be two or three errors or omissions	There is an attempt the present in-text referencing and citation in Harvard style, although there may be errors. Reference list is presented in Harvard style but there may be two or three errors. There is some correspondence between the reference list and in text referencing but may have two or three omissions	There is limited attempt to present in-text referencing and citation in Harvard style with numerous errors. Reference list contains many errors and In-text references and citations do not all correspond with the reference list	There is limited to no attempt to present in-text referencing and citation in Harvard style. Presented reference list contains many errors. In-text referencing and citations do not correspond with reference list.

70%+ (Ist Class)

60-69% (2:1)

50-59% (2:2)

40-49% (3^rd Class)

Threshold Standard

30-39% (Fail)

0-29% (Fail)

Focus

25%

There is a clear focus on the assignment task.

The safeguarding risks and concerns are clearly identified. There is Excellent understanding and demonstration of safeguarding concerns, risk and the action that needs to be taken relative to the student’s chosen professional role is demonstrated.

There is very good focus on the assignment task.

Safeguarding risks and concerns are identified and a very good understanding of these is demonstrated along with the action that needs to be taken relative to the students chosen professional role

There is good focus on the assignment task.

Safeguarding risks and concerns are identified and understanding of these and the action that needs to be taken relative to the students chosen professional role is demonstrated. There may be areas that needed to be more in-depth or that were too descriptive.

There is some focus on the assignment task

Safeguarding risks and concerns have been identified and there is some understanding of these and the action that needs to be taken relative to the chosen professional role.

However, this may lack depth and is of a more descriptive nature.

There is an attempt to address one or two elements of the assignment task but most of the assessment criteria has not been addressed or met. A clear understanding of safeguarding is absent or superficial. There is some awareness of safeguarding risk, concerns and actions that need to be taken relative to the chosen professional role, but this is not cohesive and lacks detailed discussion.

There is a lack of focus on the assignment task and none of the requirements have been addressed.

No safeguarding risks or concerns have been identified and there is no discussion of actions that need to be taken relative to a chosen professional role.

A clear understanding of safeguarding is minimal or absent.

Knowledge & Understanding

25%

Three pieces of legislation/policy that underpins safeguarding have been selected and there is clear discussion of their relevance to the context of the case study.

There is clear knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process.

Three pieces of legislation/policy have been selected and there is a very good discussion of their relevance to the context of the case study.

Knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process is demonstrated to a good standard.

Three pieces of legislation/policy have been selected and a good attempt has been made to explain their relevance to the context of the case study.

There is a good attempt to include and demonstrate knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process.

Three pieces of legislation have been identified and there is some attempt to explain their relevance to the context of the case study although meaning may not be consistently clear.

An attempt is made to include the wider socio-political factors that need to be considered as part of the safeguarding process, although meaning may not always be clear and understandable.

Legislation or policy may have been identified but there is little attempt to explain their relevance to the context of the case study and meaning is not be clear. There is a lack of demonstration of knowledge and understanding.

There is little to no attempt to include discussion of the wider socio-political factors that need to be considered as part of the safeguarding process.

Legislation or policy have not been identified and there is not attempt to explain legislation and policy in the context of the case study.

There is little to no demonstration of understanding of safeguarding and little to no attempt to include the wider socio-political factors that need to be considered as part of the safeguarding process.

Critical

reflection

30%

One piece of legislation or policy has been selected and there is excellent standard of critical evaluation of that piece of legislation or policy used in safeguarding including the effectiveness of that legislation or policy in safeguarding the vulnerable person in the chosen case study.

There is excellent inclusion of relevant research or serious case reviews to illustrate points and discussions

One piece of legislation or policy used in safeguarding has been selected and there is a very good effort to critically evaluate it, including the effectiveness of that piece of legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews to illustrate point of discussion although there might be areas that need to include more detail.

One piece of legislation or policy has been selected and a good effort has been made to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews and a good attempt has been made to use them to illustrate points of discussion, although this might be a little too descriptive and needs to be more detailed.

One piece of legislation or policy has been selected and there is some effort to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study.

There is inclusion of relevant research or serious case reviews and there is an attempt to use them to illustrate points of discussion.

One piece of legislation or a policy may have been selected but critical evaluation is poor and there is limited explanation of its effectiveness in relation to safeguarding the vulnerable person in the chosen case study.

There may be reference to research or serious case reviews but there is inadequate attempt to use them to illustrate points of discussion

There is no selection of a piece of legislation or a policy for critical evaluation or there may be a selection but there is an absence of critical evaluation and explanation of its effectiveness in relation to safeguarding the vulnerable person in the case study.

There is no inclusion of relevant research or case studies to illustrate points of discussion

Presentation,

Spelling,

Grammar, &

Punctuation

10%

The work is presented and structured in essay format with clear paragraphs for each area of discussion to an excellent standard. Spelling, Grammar and Punctuation are also excellent with very minor or no errors

The work is presented and structured in essay format to a very good standard with paragraphs for each area of discussion. Spelling, Grammar and Punctuation are also of a very good standard but there may be a few minor errors.

The work is presented and structured in essay format to a good standard and there are paragraphs for each area of discussion. Spelling, Grammar and Punctuation are generally good, but there are some errors.

There is an attempt to present and structure the work in essay format, with paragraphs for each area of discussion.

Spelling, Grammar and Punctuation contain errors that make it difficult to understand meaning in parts

There is little to no attempt to present and structure the work in essay format, with distinct paragraphs for each area of discussion.

There are numerous errors with Spelling, Grammar and Punctuation in many areas throughout the work

The work is not presented and structured in essay format and there are no distinct paragraphs for each area of discussion. There are numerous Spelling, Grammar and Punctuation errors that impact on understanding and meaning of the work.

Referencing

10%

There is correct in-text referencing and citation with very minor or no errors.

Reference list is presented in Harvard style with little to no errors

Reference list and in-text referencing correspond with each other with little to no errors or omissions

There is correct in-text referencing and citation that contain one or two minor errors.

Reference list is presented in Harvard style but may contain minor errors

Reference list and in-text referencing correspond but there may be one or two errors or omissions

There is a good attempt to present in text referencing and citation correctly, but there may be errors.

Reference list is presented with effort to reflect Harvard style but there may be two or three errors

Reference list and in-text referencing generally correspond but there may be two or three errors or omissions

There is an attempt the present in-text referencing and citation in Harvard style, although there may be errors.

Reference list is presented in Harvard style but there may be two or three errors.

There is some correspondence between the reference list and in text referencing but may have two or three omissions

There is limited attempt to present in-text referencing and citation in Harvard style with numerous errors.

Reference list contains many errors and

In-text references and citations do not all correspond with the reference list

There is limited to no attempt to present in-text referencing and citation in Harvard style.

Presented reference list contains many errors.

In-text referencing and citations do not correspond with reference list.