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What did ECM / YM mean for us:-

Reflections on the University of Cumbria’s Curriculum Response to Every Child Matters / Youth Matters Inter-professional teaching, inter-professional learning Alan Smith, Senior Lecturer Youth & Community Development. What did ECM / YM mean for us:-

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What did ECM / YM mean for us:-

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  1. Reflections on the University of Cumbria’s Curriculum Response to Every Child Matters / Youth Matters Inter-professional teaching,inter-professional learning Alan Smith, Senior LecturerYouth & Community Development

  2. What did ECM / YM mean for us:- Health / Social Work & Behavioural SciencesEducation / Teacher TrainingApplied, Humanities & Social Sciences (All 3 faculties have programmes that ‘fit’) What did we think we should be doing:- Multi-professional learningCreating the ‘space’ for debateInstitutional / cultural change …Every Student Matters

  3. Achievements and Actions (1) • Designed and delivered a ‘Level One’ module for3 separate audiences- current students (600 registered so far)- current employees (349 registered so far)- children’s workforce (335 registered so far) • Course Portfolio Development and subsequent institutional challenges – CAT-rating, modular structures etc • Invitation to deliver to 3 local authorities and 2voluntary sector providers • Engagement with regional workforce reform / development groups

  4. ECM100 - The Children’s Workforce Aim of the module To support individuals and agencies to implement the ECM/YM agenda in their workplace. Intended Learning Outcomes By the end of the module participants will 1. Understand the history/overview of ECM/YM agenda 2. Be able to apply this knowledge to their work setting or community context 3. Understand different roles and responsibilities associated with ECM/YM practice 4. Be able to consider their (organisation’s) effectiveness in relation to the five ECM/YM outcomes 5. Be able to identify how they might contribute to their organisation’s implementation of the ECM/YM agenda

  5. ECM100 - The Children’s Workforce Indicative Module Content • Historical context of ECM/YM agenda • ECM/YM aims and intentions • Inter-agency/ inter disciplinary roles in ECM/YM • Working as part of an inter-disciplinary team • Organisations and their potential to respond to meet the expectations of the ECM/YM agenda • Action planning to manage change in an organisation Course delivery model Session One - The history of ECM / YM Overview of key themes Session Two - The Common Assessment Framework (CAF) and Integrated Working (IW) Session Three - Making a difference ECM / YM in the workplace

  6. Building on strengths / positives: • Undergraduate and Post-Qualifying opportunities • Foundation-level courses • ‘Future Proofing’ … ‘Excellence in Children’s Services’ notECM / YM • Cross-faculty development, writing, recruitment and delivery Obstacles: • Institutional systems which require ‘ownership’ of QA, Recruitmentand producing materials etc • Module credit-rating (15 / 20 etc) • Non-transferable credit (Professional courses lack flexibility) • Level of study / level of participants Future challenges / opportunities: • Don’t use ECM / YM to drive institutional change, even when ithighlights the need • Continually changing policy and practice context (keeping updated) • Recently qualified students and CPD opportunities • Opportunity to critically engage with the agenda - credibility

  7. For further information Please contact: Alan Smith, Senior Lecturer University of Cumbria School of Applied Social Sciences Bowerham Road Lancaster LA1 3JD email: alan.smith@cumbria.ac.uk

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