Please see the guidance below. I would be inclined to focus on gender equality but have read up on all equality in many forms. If you feel you can write a better essay based on other equality please feel free to do so.
To answer this question, you should use module material from Learning Guides 4 and 5 (and some module material about divergence and inequality from earlier learning guides could also be relevant). You should focus on either children or young people (and the title of your TMA needs to reflect this).
You can draw on material from both learning guides, but if you choose to focus on children, Learning Guide 4 will provide you with practice examples, and if you choose to focus on young people, you will find practice examples in Learning Guide 5. As is clear from the second part of this TMA title, you will need to make use of practice examples (and this could include audio or visual material).
The important issue that forms the backdrop to this TMA question is that there exist significant and long-lasting effects of social inequalities on the lives of children or young people and this should be reflected in, and included in your assignment (perhaps particularly at the beginning and at the end of your essay). Your assignment should be focused on a social inequality (not an educational inequality or an income inequality, which was the focus of TMA 01). The recognised types of social inequality are gender, sexual orientation, race and ethnicity, disability, religion, class, geographical and intergenerational inequality. You should choose one of these.
When you dissect this assignment question, you will find it has three elements, and these could be used to structure this assignment. You should demonstrate your understanding of the detrimental effects of the various inequalities that exist in UK society, both broadly and specifically, on the lives of children or young people. This assignment question is also asking you to select one particular inequality to focus on as an example (ensure you make your selection clear in your introduction). This particular inequality should run as a thread throughout your TMA.
The third element of this assignment relates to how practitioners can challenge discrimination and reduce inequalities (and you could use the inequality you have decided to focus on as an illustration here). The module has argued that the work of practitioners necessarily involves understanding the roots, manifestations and effects of inequality. It has also provided examples of different ways to understand the effects of inequalities and lots of examples about how practitioners address inequalities. As always, your tutor will be looking to assess what you have learned from studying this module.
A core question of Learning Guide 4 was:
How can children’s services and work with children result in more children experiencing … more equal childhoods?
A core question of Learning Guide 5 was:
What kind of work can be done with young people so they have a more positive experience of being young and one that helps them grow toward adulthood?
Both learning guides provide relevant material, reports, research and audio or visual material of practitioners at work, particularly in Activities 4.12, 4.13 and 4.14 and practitioners can be seen and heard working in schools (Activity 4.14), talking about their work with communities (Activity 4.17), in play work (Activity 4.18), and working as a SENCO teacher (Activity 4.19).
In Learning Guide 5: Youth and young people, there is discussion about diversity and divergence (Activities 5.9, 5.10 and 5.13), and, in the manifesto for youth work (Activity 5.16), and in the interview with youth worker Matt (Activity 5.18), you will find a good deal of discussion of principles and practice.
You will find additional information in Learning Guide 4: Reading for assessment and Learning Guide 5: Reading for assessment.
This TMA is a longer essay (but there is no need to use subtitles or bullet points) with a higher word limit and a higher weighting, and so, clearly, it will take more time to write than the previous TMA.
This TMA will help you to achieve the following learning outcomes:
Knowledge and Understanding
KU1; Systematic, extensive and specialist knowledge and understanding of children, young people, parents and families, some of which is at, or informed by, the forefront of the subject / discipline / sector.
KU2; The theories, research and contextual analysis which informs policy and practice with children, young people, parents and families.
KU4; The ways in which ethnicity, age, geography, class, disability, gender and sexuality affect children, young people, parents and families, and what creates or challenges inequalities.
KU5; The values and ethical principles that guide practice and services in a range of national and international contexts.
KU7; Safeguarding principles and the importance of multi-agency and multi-professional working in practice with children, young people, parents and families.
CS1; Critically and systematically analyse and evaluate concepts, theories, values, policies, legislation and practice related to children, young people, parenting and families.
CS2?Critically analyse contexts, conditions and processes that lead to effective work with children, young people, parents and families.
CS3?Select and critically analyse data from different sources to present discussion, evidence and arguments.
KS1; Study independently and purposefully to identify and critically evaluate relevant information from a range of sources.
KS2; Communicate accurately and clearly, using the conventions of academic writing, and using a range of digital methods for a range of purposes.
KS3; Organize and synthesize qualitative and quantitative data, including competing arguments and opinions, presenting findings in order to review, consolidate and extend own knowledge and understanding.
Practical and/or Professional Skills
PPS1; Demonstrate a critical awareness of personal, ethical and professional responsibilities, taking account of different approaches to professional standards across a range of contexts.