s this a good time to be young in the UK? What kinds of work can be done with children, young people and their families so that they have a more positive experience of being young?

Critically discuss these questions drawing on the KE322 module materials, as well as your own reading and research.

The end-of-module assessment (EMA) is the longest, most extensive piece of work that you will write for this module and it makes up 40% of your overall assessment score. We provide extensive support and guidance (here and in Learning Guide 8). You have extra time to write the EMA – you have 3–5 weeks (see study calendar) – and your tutor will be offering EMA tutorials. It would be beneficial to you to attend one of these tutorials.

Whether it is a good time to be young is an important question that was posed at the beginning of the module. You should use your EMA to demonstrate that, through studying the module, you have a greater understanding of the implications of this question and of possible responses to it. Your EMA is also an opportunity to exemplify and elaborate on a range of different kinds of work with children and young people, considering what they can and cannot achieve and why and discussing how effective they are in making more young lives happier, safer, more resilient and more equal.

Use these four elements of young life to structure your EMA. Make sure you include some discussion of them all in your EMA.

There are several (sometimes overlapping) areas to cover and the more of these you can cover in your EMA, the greater breadth and depth you will be able to give to it. Selecting the main points and allowing enough space to develop and illustrate them is often the most difficult part of tackling an essay, so collect material that is relevant to the two questions that make up the EMA, discard some and think hard about the relevance of your material to the main points you want to make and to the two questions that you are being asked. These two questions are equally important elements of this EMA. The second question is an opportunity to examine how young lives can be improved by certain kinds of practices and services.

The three main areas to cover are:

1. ongoing change
2. divergence and difference
3. recent national events in the lives of children, young people and families (for example: post the COVID-19 pandemic; the cost of living crisis).

You will need to include all three of these areas in your EMA, but there is no need to use subheadings.

In the module, it has been argued that thinking about causes and effects of social change can have a positive impact on the development of effective services for children, young people, and families, and good practice, both now and in the future. Young lives are subject to the complex influences of social, cultural, economic and political changes and these have been addressed at several points throughout the module. Some examples are:

• in Learning Guide 2, where we discussed the implication of demographic change
• in Learning Guide 1 and Learning Guide 2, where you examined changing social structures and cultural patterns, such as changes to equality for the LGBTQ community
• in Learning Guide 5, where social media and creative youth multicultures were studied
• in Learning Guide 6, where there is discussion of changing parenting culture
• in Learning Guide 7, where family forms are discussed.

You should use part of this assignment to address the political and social debates which accompany changes to young lives. You may wish to include some discussion of who generates change and how (the material on children’s and young people’s activism in Learning Guide 2 Activity 2.13 may be useful here). It may also be helpful to include some discussion of how legislation sometimes reflects, and sometimes drives, social change.

The examination of difference and divergence has also been a significant part of studying KE322. Social and economic inequality at birth means that some children and young people have an early advantage over others. Differences in gender, ethnicity, class, age and disability also affect the paths children and young people take in life. The divergence of young lives has been examined and explored across several KE322 activities, including regional inequality (Learning Guide 1 Activity 1.1); ethnicity (Learning Guide 1 Activity 1.17); class (Learning Guide 5 Activity 5.8); disability, disabled parents and disabled children (Learning Guide 2 Activity 2.14 and Learning Guide 6 Activity 6.7); gender (Learning Guide 4 Activity 4.13); and children not living with their parents (Learning Guide 7). You may also wish to look back at inline discussions, such as our one about Children’s Birthday Cards (Learning Guide 4 Activity 4.12).

Loss, damage, insecurity and inequality associated with the pandemic had a profound impact on young lives, and so the question whether it is indeed a good time to be young will remain a crucial one for a long while into the future. We all urgently need to acquire knowledge and understanding of the importance of this very significant recent event to the lives of children and young people. There is module material related to the COVID-19 pandemic in 2020–2021 in Learning Guide 1 (Activity 1.9 Childhood in the time of Covid); Learning Guide 2 (Activity 2.3 COVID-19 and social change); in Learning Guide 3 (Activity 3.6 Working together: responding to COVID-19); in Learning Guide 4 (Activity 4.21 Resilience in the time of COVID-19); in Learning Guide 6 (Activity 6.8 The new normal) and in Learning Guide 7 (Activity 7.4 Generation Covid).

For the second question, there is a lot of module material available in which different kinds of work with children, young people and their families are identified, examined, analysed and commented on. As you select what you want to use, you will need to make sure that you include discussion of both the work of specific practitioners and some discussion of the strategies, approaches and programmes they work with. Try to avoid simply repeating descriptions of practitioners’ roles or programmes / projects. You need to explain how and why these different kinds of work are likely (or not) to mean that children and young people have a more positive experience of being young.

So, for example, you heard from a safeguarding team, a domestic abuse worker and social workers in Learning Guide 3, from a play worker in Learning Guide 4, from teachers and a SENCO (Special Educational Needs Coordinator) in Learning Guide 4, and from youth workers in Learning Guide 5. There was also discussion of lots of different programmes of work with children and young people in the module that you may wish to use, for example, the different kinds of work being done in Torfaen (which was used at several points in the module). There is also the work with families in family group decision-making in Learning Guide 3, the work to address homophobic bullying in schools in Learning Guide 4, or work with a parenting programme or with a deprived community in Learning Guide 6. There are others that would be equally valid to use. Your own reading / research could provide more good examples of work with children, young people and families for use in your EMA.

Your discussion of the different kinds of work that is done with children, young people and their families should include discussion of the differing views and perspectives of those receiving support and services, as well as those working in these services.

It will also be good to see key concepts taught in the module being used by you in your EMA (such as resilience, plurality, intersectionality, privilege, social and cultural capital, meritocracy, or social mobility). See Learning Guide 8 for a revision activity of key module ideas and concepts.

IMPORTANT: The script marker will be making a judgement about whether you have studied KE322 (most or all of it) and that you have learned from studying it. An EMA that hasn’t demonstrated any learning from KE322 will not be given a pass mark.

For the EMA, your final assessment, try to benefit as much as you can from the feedback provided by your tutor on your tutor-marked assignments (TMAs). For example, your tutor may have given you specific advice about where you could have added depth, missed relevant content or improved structure and relevance. To avoid repeating the same mistakes, read that feedback. If a weakness has been identified, there are lots of study skills materials in the module’s personal study weeks for you to try to rectify the weakness in your EMA.

Learning Guide 8 contains support that will help you to complete your EMA, including material on writing critically and on making use of feedback from your previous assignments. Make sure you have read worked Learning Guide 8 before you start writing your EMA.

As with all of your previous assignments, the script marker who marks your EMA will assess whether you have answered both questions that make up the EMA and whether you have produced a critical discussion of the required content. Don’t forget to address the second question as thoroughly as you have addressed the first question. A good study plan should help you avoid this mistake that a lot of previous students have made. Also, as it is your final assessment, they will expect your essay to be correctly referenced.

However, what is different about an EMA (as opposed to a TMA) is that you are being assessed on what you have learned from the whole module. This will be done by looking for a critical discussion that uses KE322 arguments, data, concepts, analysis and examples. Activity 8.1 Looking back over the module – key ideas and concepts in Learning Guide 8 was focused on this. What is meant by a ‘critical discussion’ is explained next.

IMPORTANT: For your KE322 EMA, you also need to demonstrate your ability to find, and make use of, good external sources of study material. This means the material you have found, rather than the material in the module, which includes the learning guides and the reading for assessment lists in the personal study weeks that has been provided for you. What is meant by ‘externally sourced study material’ is explained below.

The word limit for the EMA is 4000 words excluding references. Remember to include the word count at the end. If your EMA is significantly less than 4000 words, it is unlikely to be given a good grade. If your EMA is significantly more than 4000 words, the words over the word limit will not be marked.

The marking table will be used when marking your EMA.

It is a good idea to look at the Learning outcomes for the EMA when planning your EMA and also when reviewing your draft before submission.

Critical discussion

The EMA asks you to write a ‘critical discussion’. So what is meant by this? A critical discussion will start with an introduction and is then formed of a series of relevant points, linked together to form an evidence-based, balanced and coherent argument, leading to a conclusion. A good, balanced, critical discussion will avoid making generalisations. Avoid generalisations by making points that are backed up with evidence. Avoid subjective comments that are solely based on your or other people’s personal beliefs.

You need to show that you can develop a reasoned, evidenced argument based on a logical interpretation of reliable sources of information. It involves examining ideas, evaluating them against what you already know and making decisions about their merit. As you are writing (and thinking) critically, you need to show that you can weigh up all sides of an argument and evaluate its strengths and weaknesses. Similarly, another way to show that you are thinking and writing critically is to use concepts, particularly concepts used in the module. Use the module glossary, which you can find under the Resources tab on the module website, if you would like to be reminded of some of these.

Effective critical discussion is supported by evidence and examples. Backing up the points you are making with illustrative examples helps to avoid the critical discussion becoming too abstract.

The conclusion should be the end point of a well-structured, logical line of argument and it needs to reflect the argument’s strengths as well as its weaknesses.

Here in your EMA critical discussion needs to be presented in the form of an essay. The essay needs to be clearly written and structured, with signposting (by using terms such as ‘however’, ‘nonetheless’, ‘in addition’ or ‘by comparison’) of different points and discussions (subheadings will not be helpful) so that the EMA script marker (who won’t be your own tutor) is able to follow your argument and understand the points you are making.

Combining and integrating relevant module materials alongside points and examples drawn from your own wider reading and research will show the EMA script marker that you have critically engaged with the module, and this is likely to be rewarded with a higher score.

There is a wide range of relevant material presented in KE322 that you could draw on in your EMA, so you will need to be selective about what you choose to use. You should use audio and / or video material as well as data and written sources. Avoid using material that you have used previously in your TMAs (the focus of the four TMAs were on different module material) or from Level 2 modules you have previously studied. Also, you are advised to focus on, say, the last 20 years rather than trying to cover a long time period which can lead to long, rambling description of periods of time not covered by the module.

Don’t forget that PDFs of all the chapters in the KE322 Readings book are available to download and search from the Resources area of the module website.

You could also include short anonymised examples based on your own personal or practice experience, if relevant. This is optional, and any example(s) needs to be relevant to the point you wish to make and also fairly brief (avoid long, subjective, descriptive accounts of your own experience).

Externally sourced study material

What is meant by ‘externally sourced study material’? To answer the EMA question, you will need to draw on materials from across the module because you are being assessed on what you have learned from studying the whole module. However, you also need to make use of externally sourced material that you have found. You have been encouraged to do this throughout the module. The selection and use of external sources that you carried out for TMA 03 and TMA 04 will have developed the skills you need to find, select and use your own sources of material for this EMA, and your tutor will have given you feedback on your choice and evaluation of reliable sources in the tutor group forum and in their feedback. However, for your EMA you do not need to explain or evaluate why you have chosen these external sources or evaluate them for your reader. Please use the highlighter function to highlight the sources that you have found yourself in your reference list.

As you are nearing completion of your Level 3 studies, this time, a judgement will be made about your abilities to study independently and purposefully (this reflects learning outcome KS1 Study independently and purposefully to identify and critically evaluate relevant information from a range of sources).

We suggest that you make reference to a minimum of five external study material sources that are relevant to the EMA title. These can be used sparingly. A key point or some important data should be enough. Try to avoid using most of your external sources in relation to just one of the questions.

IMPORTANT: remember that the personal study week material that was provided with each KE322 learning guide does not count as material you have found yourself. The script markers have lists of material provided within the module and will be able to check whether you have sourced material yourself.

All of the sources that you include, whether they are drawn from the KE322 materials or from your own externally sourced study material, need to be appropriately and correctly referenced. In other words, all of the sources you use to make your critical argument should be visible – both as in-text citations and in the reference list that you include at the end of your EMA. Make sure that you reference all of your sources (including the KE322 module materials, as well as other sources you select from outside the module materials) using the OU Library’s guidance on referencing and plagiarism.

IMPORTANT: Take time to reference properly. If you make no effort to reference your Level 3 EMA correctly, it is not possible for you to be given a mark above a bare pass. If you are not sure about how to reference a source, check the referencing guidance.

Look at the KE322 module itself for examples of the types of material that you could use, such as journal articles, book chapters, articles from quality newspapers with qualified journalists and / or professional publications, information and reports from major charities, ‘think tanks’ and pressure groups, and information from government department websites. Material taken from a previously studied module is not considered as an external source.

To be clear, these externally sourced study materials need to be relevant and will supplement rather than replace your material from the module. Your EMA script marker will want to see that you can select and use externally sourced study material to support your discussion (and that you are able to reference it appropriately).

IMPORTANT: An EMA that does not use any study material that you have sourced, read and researched yourself is unlikely to get a pass mark.

The Open University uses the Cite Them Right version of the Harvard referencing system. You can find advice on the Referencing and plagiarism page of the OU Library website. The page provides access to the Cite Them Right website, a practical guide to referencing commonly used by UK universities.

And finally…

Ten top tips for a good KE322 EMA

1. These are the criteria that the person marking your EMA will use to determine your mark. They will also use them to give you some brief feedback. This list shows you what they are looking for:

• Answers all parts of the questions.
• Found and used own sources.
• Demonstrates a knowledge and understanding of module material.
• Well informed, balanced essay using evidence and examples.
• Critical discussion of question.
• Structured, coherent referenced essay.

2. Remember that assignments are, primarily, an assessment of what you have learned from studying this particular module (and whether you have met the required standard).

3. The EMA is designed to assess your learning from across the module. Both breadth and depth are essential. Remember that there are two questions that make up the EMA and that they are both equally important. Don’t make the mistake of answering the first question fully and the second question only very briefly or very superficially. There is extensive guidance provided with the EMA. Please read it closely and carefully.

4. Regarding content, strengthen depth by moving beyond the descriptive (what) and adding more analysis and penetration (more about how and why). If you can, and where relevant, use the concepts used by the module. If you adopt the language used by the module, this is a clear way to demonstrate that you have learned from studying the module.

5. Regarding structure, include an introduction mirroring and exploring the backdrop to the assignment questions (not just repeating them), write signposted and linked paragraphs examining and responding to the EMA questions, and end with a summary. Check that all of the points, discussion and debate are relevant to the EMA questions. The best way to do this is always to use an essay plan (see earlier assessment guidance), and then go back and tick off that plan at the final drafting stage.

6. Take a little time to proof read and do a final edit of your EMA. Build in time to proof read as making final corrections to your EMA can make a real difference. A poorly presented EMA with lots of small, easily rectified errors, including spelling mistakes, makes a poor impression.

7. Don’t be tempted to use material that you have studied for other modules (we can usually spot that). What you have learned from previous modules is only background knowledge here.

And avoid selecting study material that you have found but is now quite old. The module material is almost all from the last couple of decades and that is a good model to follow. And some students sometimes write about ‘in Victorian times …’ which is rarely, if ever, relevant to the assessment question.

8. Avoid including definitions of commonly understood words (such as childhood or parent). Avoid using dictionaries, social media posts, mainstream media/TV material or tabloid newspapers as the study material that you have found yourself as they are very unlikely to be suitable material to use in an academic essay.

9. If you are aiming for the top bands of marks (a pass 1 or pass 2) make sure your referencing, both in text and on your reference list, is correct. A couple of hours spent referencing correctly will be a couple of hours well spent.

10. Avoid plagiarism investigations. The most common reason for plagiarism investigations is where sections have been directly copied from the module material or other websites without indicating where the quote starts and finishes and without a reference (which must include the page number). Any sentences that are copied and pasted into your EMA are quotes, and this needs to be clearly indicated and referenced. And try not to use too many quotes. All EMAs will be checked using plagiarism software, and plagiarism (including essays bought and sold by so-called ‘essay mills’ such as ‘Coursehero’, which, because they are bought and sold online we can pick up with our software) is taken very seriously and can result in a zero score. If your EMA is flagged up for a plagiarism investigation, your result will be pended while the investigation takes place.

Learning outcomes

Knowledge and Understanding

• KU3 The social, historical, political, geographical, demographic, cultural and philosophical influences on childhood, youth, parenting and family life.
• 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.
• KU6 The importance of the position of children, young people, parents and families in research, policy and practice.

Cognitive Skills

• 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.
• CS4 Identify and reflect on your personal attitudes, experiences and perspectives and those of others.

Key Skills

• 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 Organise and synthesise 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

• PPS3 As an independent learner, seek and learn from feedback, be open to different perspectives, and understand and identify personal strengths and areas for academic and professional development.