Children, Schools & Families (Graduate Practitioner), (with Foundation Year)

The module aims to help you develop a range of study skills including digital tools needed to succeed both on this course and on the degree level study. You'll develop confidence in study skills, including digital applications available on the University network as you continue to acquire and develop a range of course skills.

The aim of this module is to provide you with opportunities to learn about and experience approaches that have proven to be effective in understanding individuals, families and communities.

The aim of this module is to provide you with opportunities to learn about and experience approaches that have proven to be effective in working with individuals, families and communities

The aim of this module is to offer you opportunities to reflect upon, assimilate and apply key asset and arts-based community development concepts and skills, in partnership with residents and practitioners to community-led projects and in volunteer placements with local organisations.

In this module you will explore different representations and ideas about the ‘nature’ of childhood. You will examine social institutions and how ideas about childhood feed into ways we work with children. You will explore the role that children themselves take in shaping our understandings of childhood. You will consider childhood as a social phenomenon.

An introduction to the key legislation, policy and themes shaping current service provision for children and young people, and their families and carers.

Significant classical and contemporary theories of child, adolescent and adult development. Ecological influences on children and their families. Socio-cultural influences on development. Understanding atypical development. Adverse childhood experiences and safeguarding risk factors. Social and emotional resilience. Social and emotional wellbeing. Professional responses to support well-being and development, and enabling the voice of the child, young person or family members to be heard and understood. You are required to undertake and attain a pass mark of 40% or above for the written assessment.

This module aims to identify and examine transitions in children and young people's lives using theories to explain the effects. You will consider the need to manage transitions to ensure good practice and reflect on your own responses to change and transition, as well as developing strategies for coping with transitions.

This module primarily focuses on introducing you to the children and families’ workforce and has four central themes:

1. Communication in professional practice
2. Recognising the expected patterns of children’s development 0- 18.
3. Professional in training: Consideration of codes of conduct, ethics and introductory safeguarding, effective communication in liaising with placement settings, health and safety policies and an introduction to the important role of supervision.
4. Academic and transferable skills: Team-work, introduction to academic study skills, utilisation of the library, record keeping, managing personal learning, assignment and report writing, oral presentation skills, and CV building.

This module examines research with children and young people by studying a number of key research studies. You will gain insights into the research process and build your competence and confidence within yourself as a researcher.

Discover the contested nature of key concepts and terminology in the area of diversity and inclusion, challenge oppressive practices and promote an understanding of the diverse experiences of different social groups. Recognise the significance of the interplay between various dimensions of social inequality and gain knowledge and understanding of relevant policy contexts, investigating the relationship between policy and inclusive practice

You will develop knowledge and understanding of the National Occupational Standards policy, legislation, and guidance. The module explores the evidence base shaping contemporary safeguarding practice within children's services.

This module examines the emergence of early childhood pedagogy. Drawing upon theoretical, historical and contemporary thinking in relation to the importance of play in early childhood development.

This module primarily focuses on exploring the roles and responsibilities associated with the children and families workforce. The module considers the skills, knowledge and standards that underpin specific roles and continues to develop your academic and transferable skills by, amongst other things, developing your skills in critical thinking and analysis and composing job applications.

This module aims to give you the opportunity to consider international approaches to childcare and family policy. You will consider the political, economic, social and cultural aspects of childhood and family life. This will ultimately build your understanding of how childhood is socially constructed worldwide.

This module will provide you with an overview of critical issues for children, families and young people, taking into account a variety of factors and including the views of service users and carers, theoretical concepts, research evidence and relevant policy and legislation. This module recognises and critically discusses the prominence of children, families and ‘youth’ in Government policies.

This module provides an opportunity for you to undertake independent study in an area of your own choosing involving a particular issue of relevance to children and young people’s lives and services. You will be guided and supported by your dissertation supervisor to plan, carry out the project and write it up as an academic research.

On this module you will understand the professional practices of an Early Childhood Graduate Practitioner. You will become an advocate for young children’s rights and participation and recognise that young children are active co-constructors of their own learning. You will critically apply high-level academic knowledge of pedagogy and research evidence, to the holistic development of infants and young children (0-8), in a practice context that is respectful of the child, their family and community.