September 2021

Working with Children, Young People and Families Top-Up Degree BA (Hons)

Top-up Degree, September 2021

Key Details

  • L591 Course Code
  • 1-2 Years
Students smiling in discussion



In the current economic climate, there are many challenges facing children, young people and families. Supporting children, young people and families requires informed and educated professionals who are able to understand the social, economic, educational, political and cultural issues and barriers in order to respond to, and challenge the issues facing families and communities today.

This top up course will enable you to build on the learning from your foundation degree or HND (or equivalent) in order to complete a full BA (Hons) degree which will enable you to build a career within the field of working with children, young people and families.

Why study this course?

  • The course provides an opportunity to cover a range of multi-disciplinary issues
  • You will be encouraged to develop an area of particular expertise, in line with your own interests and career aspirations.
  • The course is up to date, keeping pace with changes in society.
  • You have options within the capstone project, so that you can undertake a traditional research project (dissertation) if you wish, or alternatively or could complete a work-based learning research project, or undertake a more creative, taught capstone. This is tailored to offer you more choice and to meet your needs as a future practitioner.

What does the course cover?

During this top-up programme, the course looks at a number of social issues, policy and legislation relevant to children, young people and families.  Throughout this course you will carry out an independent capstone project, on a topic of interest to you. You will also undertake a mandatory safeguarding children module, alongside further option modules to tailor the final year around your own career pathway.

How will I be assessed?

The programme uses a variety of assessment methods including elements real world tasks which will be useful for graduate level employment (e.g. action plans, blogs, creating digital artefacts).

What careers can I consider?

The skills and knowledge gained from undertaking this course provide an excellent preparation for a wide range of occupations including careers in pastoral roles in education, family support work, social care, community support roles, employment within local authorities, health or the charity sector. It is intended that graduates from this course will develop into managers and leadership roles capable of dealing with multi-agency working with a range of knowledge and inter-personal skills.

Graduates can also progress onto a wide range of postgraduate degree programmes including social work, or teacher training.

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Contact Details

Entry Requirements

Level 4 or 5 qualification; contact admissions for the suitability of your qualification(s).

Applying Direct Option

You can apply direct to Newman University for the full-time route for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

Course Fees

Total Course Fee for Top-Up Degree

UK/EU students: £9,250 *

* Fees shown are for 2021/22 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).


Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page.

Timetables: find out when information is available to students

As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years to complete if you take 6 modules per year. You will be taught alongside full-time undergraduate students.

The modules displayed are for the full-time route, for part-time modules will be split across the duration of the course.

  1. This module provides students with the opportunity to explore an area of particular interest through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge. Students select one of three options, either; a dissertation, the “open talent” project in conjunction with the Foyer Federation, OR a consultancy project.
  2. This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.
  3. This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.
  4. Given the changing nature of children’s services in line with a neoliberalist agenda, understanding both how organisations and communities function and the roles that individuals play within each of those is important. Therefore students need to understand both the role of values at an institutional level, and how partnership working is developed and sustained across organisations and communities. Students will need to understand theory such as street-level bureaucracy, (de)professionalization, levels of policy communication, community development, empowerment, democracy and representation.  The module will also allow students to consider the impact of these theoretical models on their own behaviour as practitioners.    
  5. This module explores some practical challenges of working with families where there are concerns around violence, harm and/or abuse.  It seeks to explore different ways of thinking about vulnerability and risk and how this relates to the ways in which families are constructed in policy and practice. It also seeks to look at key practice issues around working with family members and other professionals.
  6. This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU401, WWU503, WWU508).  The module will begin to explore the social history of a range of movements (for example the Labour Movement; the Women’s Movement; the Disability Movement; the Civil Rights Movement; the Gay Rights Movement, etc.) that have challenged inequalities and issues of social justice.  The module will also analyse why and how the movements came into existence, and critically reflect on how successful they were/are and what has been learned about overcoming inequalities.
  7. This module takes a critical look at the way professionals work with, in or alongside communities. It will examine the different philosophies that are implicit in terms such as ‘community development’, ‘community work’ and ‘community education’. Students will be introduced to competing and sometimes conflicting theories in this field of study and will be expected to engage with and critically analyse terms such as ‘empowerment’, accountability, democracy and representation. The module will also allow students to consider the impact of these theoretical models on their own behaviour as practitioners.
  8. This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with Looked After Children.  The module will seek to examine the rhetoric within policy and initiatives concerning Looked After Children and the underlying political ideologies around the role of the state in caring for children.  Students will investigate the range of provision for Looked After Children including models popular in other countries.  A wide view of the diverse needs of Looked After Children will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.
  9. This module will focus on developing critical understandings of concepts of advocacy in different contexts. Central to the module is an exploration of how advocacy can have a role in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups.  Applied advocacy, in its different forms, will be critically analysed drawing out issues related to power and with some emphasis on the potential for children, young people and communities becoming their own advocates.
  10. This module critically examines a range of criminological theory, both historical and contemporary, that seeks to explain why young people commit crime and how it has and continues to inform governmental responses to youth crime. This will include some discussion of current policy and legislation and an analysis of structures within the British Criminal Justice System (focusing on England and Wales) such as Youth Offending Teams. Particular focus will be on how young peoples’ criminal behaviour is interpreted and contested in the media and political discourses and how youth crime policy impacts disproportionately on certain groups of young people within society (e.g. black young people, young people who meet on the street, etc.). A recurrent theme will be how current models of work with young people involved in crime and multi-professional efforts to bring about desistance from that behaviour may conflict with the workers reluctance to engage in social control.

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