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The Inclusive Practitioner' encourages students to think about the importance of inclusive practice and how this is influenced by practitioners' own value base. We will look at how children, young people and families can become excluded and strategies to minimise this happening.
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WWCYPF is a multi-disciplinary subject that draws on key ideas from a range of different academic traditions – sociology, psychology, development studies, cultural studies and PPE. In this module students will be introduced to some of the key thinkers and the big ideas that have shaped the way these different academic traditions have characterised children, young people and families and what they have had to say about working professionally in that field. The module will seek to give students a broad foundation in the theory that has shaped and influenced service developments and delivery and introduce them to the way conflicting ideas help to shape the way we think about basic questions like what we mean by notions of ‘family’, ‘childhood’, ‘kinship’ or our ideas about ‘need’, ‘vulnerability’ and ‘good’ or ‘bad’ childhoods.
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This module aims to develop students’ grasp of “theory”, “critical thinking” and “Critical analysis” and how to apply this to issues in relation to children, young people and their families.
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This module will examine some of the over-arching social policy issues that shape the working agenda around children, young people and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, poverty, housing, health (including safeguarding and protection of the vulnerable) and work. These topics will be analysed in the context of the challenges that face professionals working within the current model of the welfare state.
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In this module, we will be thinking about the different stories that our society tells about Children, Young People and Families, and the different ways that it tells them. To do this, we're going to look at a range of different kinds of sources: newspapers, television, cinema, literature, popular music, games and more, and we're going to ask who made them, why, how and who for. Families and childhoods, and our ideas about what they should be like are different in different times and places, and always changing. We are also going to think about these changes - about what they have been and about what causes them. Finally, we're going to think about what all this means for us as practitioners - about how we can (and should) work with children, and families, at different stages of life.
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Advantaged Thinking’ is an assets or strengths based approach to working with children, young people and families that puts the emphasis on identifying talents rather than weaknesses. It also and allows us to think about our own strengths and talents as professionals and encourages us to think about the positive role we play in the workforce. It is about using the advantages we possess as individuals (or talents, assets, resources, abilities) to create the conditions for a society in which everyone can thrive. The module therefore aims to introduce students to the Advantaged Thinking philosophy and prepare them for work-related learning. Equipping students with an Advantaged Thinking approach can help turn the disadvantaged narrative of a person’s life experience into personal opportunities and positive outcomes and give students a chance to think about how they do this in an economy where the models of employment are also changing rapidly. This module will also enable an introduction to the careers service and support that it can provide to the students (such as careers progression coaches, finding placements etc) during their degree and upon graduation.
Working With Children, Young People and Families BA (Hons)
Honours Degree, Undergraduate, September 2025
Key Details
- L590 Course Code
- 3-4.5* Years
- 112 Typical UCAS Tariff
There are many challenges facing children and their families today. Supporting children, young people and families requires informed, dedicated and educated professionals who are able to understand the social, economic, political and cultural context in which we work, so that we can respond appropriately to these challenges.
Grounded in social justice, this course prepares our students for roles as senior practitioners and policy makers by offering them the opportunity to develop a critical understanding of the issues impacting upon families at a local, national and international level. We do this by drawing from professional expertise, social theory and the wealth of experiences brought to us by our students.
- The course provides an opportunity to cover a range of multi-disciplinary issues relating to the lives of children, young people and their families
- The course is up to date, keeping pace with changes in society.
- You will have opportunities to volunteer or undertake project work with local community organisations and apply the theoretical knowledge gained on the course to real-life scenarios under the supervision of experienced practitioners.
- You will develop transferable skills which will be relevant to a wide range of graduate employment contexts.
Semester 1 (September to December 2024)
‘The Inclusive Practitioner.’
Mondays, 11:00 to 13:00 and 14:00 to 16:00 (with Keith)
‘Key Thinkers and their Big Ideas.’
Thursdays, 10:00 to 13:00 (with Dan)
‘The Theoretically and Critically Informed Practitioner.’
Fridays 11:00 to 14:00 (with Claire)
Tuesday and Wednesday are your study days for semester 1
Semester 2 (January to May 2025)
‘Introduction to Social Policy.’
Tuesdays, 13:00 to 16:00 (with Claire)
‘Advantaged Thinking.’
Thursdays, 12:00 to 15:00 (with Dan)
‘Changing Families.’
Fridays 11:00 to 14:00 (with Dan)
Monday and Wednesday are your study days for semester 2
The course looks at a number of social issues, policy and legislation relevant to children, young people and families. It provides you with an understanding of the roles and responsibilities of agencies working with children and families including Social Services, Local Education Authorities, schools, third sector organisations, the Police etc.
The programme uses a variety of assessment methods including elements of real world tasks which will be useful for graduate level employment.
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 charity sectors, culture, heritage or recreation.
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 or Psychology conversion.
Birmingham Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.
Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.
Dining out
Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).
Entertainment
Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!
Location
Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!
Why not explore the city for yourself by visiting one of our Open Days?
Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.
Entry Requirements
UK home students
Entry requirements, for UK home students, for September 2025 entry:
- 112 UCAS points
UK Applying Direct Option
International students
If you are an international student, please get in touch with our International team who will be able to advise on entry criteria for this course. Email international@newman.ac.uk or telephone +441218160449.
International Applying Direct option
To apply for this course, you can apply direct using the apply link provided below:
Please note that courses with a professional placement are not available to International students.
Course Fees
UK home students
The full-time course fee, for UK home students, for September 2025 is £9,535 per year.
International students
The full-time course fees and funding, for International students, for September 2025 are:
- Undergraduate Taught: £12,500 tuition fee
- International Excellence Scholarship: £1,500
All International Students who apply in 2024/25 will be eligible for the International Excellence Scholarship which will be automatically applied to their offer as a tuition fee reduction.
Additional Costs
Find out more about the other additional costs associated with our undergraduate degrees.
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, 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).
Modules
Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.
*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 (if you take 4 modules per year) up to a maximum of 8 years to complete. You will be taught alongside full-time undergraduate students.
Timetables: find out when information is available to students
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This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of workplace learning. Students complete a minimum of 100 hours in the work setting. The learner will reflect critically on different dimensions of the workplace setting.
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This research module aims to develop students’ research literacy, knowledge and understanding of research theory with a view to helping them understand where, why and how research was developed and its relationship to practice. It will also explore the choices of methodologies used for different research projects and consider the constraints and influences that have led to the research being undertaken in the way it was.
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Discrimination exists is many forms in British society, having a negative impact on the lives of children, young people and families. This module will explore the historical context for discrimination in the UK, who has the power to discriminate and how discrimination is experienced. The module will focus on exploring discrimination of different groups in society and will look critically at the ideas that inform our understanding of discrimination.
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This module will focus on developing an understanding of the need to work in partnership “with” children, young people and families in different contexts in order to promote participation and to challenge deficit assumptions about those with whom we work. It will critically analyse different theories and approaches to participation and begin to challenge the power that practitioners exercise when making decisions that affect children, young people and families.
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This module will build on the knowledge and understanding of research theory that was developed in Module WWU521. It will focus on strengthening the knowledge, understanding and skills needed for students to proceed with their Capstone Research Project at level 6. The module will help students to explore the Capstone Research Project options so that they can make informed decisions/choices. The module will identify what the options are and will introduce a range of appropriate research and/or communication tools for each option.
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This module will provide students with the opportunity to explore theoretical and practical notions of developing effective relationships with CYPF. Students will consider the aspects of best practice regarding the working alliance, ethical guidelines, pastoral care and the importance of support and supervision. Consideration will be given to the benefits and challenges of using creative approaches to work with groups and individuals.
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This module builds upon the issues first explored in 'The inclusive practitioner' and subsequently in ' Understanding discrimination'. The module starts with an exploration of disability through the lens of social history and we will go on to reflect on how disability is represented in books and films. The second half of the module will focus on the implications for practitioners working with children, young people and families. The content will be based on a human rights approach and will encourage you to see issues relating to disability in their social, political and ideological context. We will look at the issues of disability through an anti-discriminatory, values-led approach as opposed to a diagnostic or medical perspective.
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In this final year project option module you will be guided on how to identify a topic to study, how to produce a literature review and then how a useful practitioner resource can be created from that research.
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This final year project option module provides students with the opportunity to explore an area of particular interest through undertaking a small scale research project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.
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This module is all about how, without a bit of fun, we wouldn't know who we are or what we're doing with our lives. If you're going to work with children, young people and families, you should try to make it fun. The thing is though, different people have a different idea fun, and you need to listen to the people you're working with, to see what they think is fun. If you try to make people do something that you think is fun, because you think it would be good for them, then it won't end up being fun at all. In order to really have fun, I think you need to make things up and mess around a bit without really knowing what you're doing. In this module, we're going to do some messing around, and some thinking about what messing around is like. We're also going to look at how some other people like to mess around. The more you mess around, the messier and rounder your messing will be but if you work too hard at messing around, it stops being messing around and turns back into work. How did you like to mess around when you were a kid?
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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.
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This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU421, WWU523, WWU525). The module will begin to explore the idea of anti-oppressive practice and look at the role of collective action and social movements.
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This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with children and young people with care experience. The module will seek to examine the rhetoric within policy and initiatives concerning children and young people with care experience and the underlying political ideologies around the role of the state in caring for children. Students will investigate the range of provision for children and young people with care experience including models popular in other countries. A wide view of the diverse needs of children and young people with care experience will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.
Additional Information
General Academic Regulations: Terms and Conditions for students attending our courses