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Working with Children and Families

Entry requirements


A level

B,B,C

Accepted alongside A-Levels as part of overall 112 UCAS Tariff requirement.

112 UCAS Tariff points

112 UCAS Tariff points

Accepted as part of overall 112 UCAS Tariff requirement.

GCSE/National 4/National 5

GCSE English Language (Grade C or above) or equivalent.

112 UCAS Tariff points from International Baccalaureate Certificates

112 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 112 UCAS Tariff requirement.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DMM

112 UCAS Tariff points

112 UCAS Tariff points

UCAS Tariff

112

Accepted as part of overall 112 UCAS Tariff point requirement.

About this course


Course option

3.0years

Full-time | 2021

Subject

Childhood studies

The community, children and families are at the heart of this course, which offers an excellent grounding to prepare for a range of roles within the children’s workforce.

Students will:
• spend an extended time in placements which are relevant to the sector.
• gain an excellent understanding of issues relating to children, young people and families and their holistic development and needs.
• draw on a wide range of disciplines, including sociology, psychology, philosophy, education, public health and human rights
• investigate the changing dynamics within childhood, families and communities
• become critically informed graduates with transferrable skills for employment

• Study topics which are contemporary and directly related to children, young people, families and community.
• Experience extended placements within the children’s workforce
• Engage in research whilst out on placement whilst being guided by experienced practitioners
• Use your current relevant employment as your placement or seek exciting new experiences
• Receive support from an experienced staff team and academic tutorial system

Modules

YEAR 1 (LEVEL 4)

The first year offers students a broad understanding of some of the main issues involving work with children, young people and families. Key to the philosophy of the programme are family well-being, multi-agency working and policy development/implementation.

MODULES

Development of Children and Young People
Working with Children, Young People and Families
Introduction to ALN/SEN
Protecting Children and Young People
Development of Literacy and Numeracy
Academic Development and Reflective Practice


YEAR 2 (LEVEL 5)

Builds upon the modules studied at level 4, considering more complex factors significant to the rights, participation and well-being of children, young people and families.

MODULES

Inclusion and Diversity
Skills for the Workplace
Child and Adolescent Health and Well-Being
Risk, Resilience and Recovery
Children’s Rights in Practice
Research Methods

YEAR 3 (LEVEL 6)

The final year builds upon prior learning, requires more independent study and involves students selecting a child/family topic of their choice to undertake a small-scale research project within a family/community setting.

MODULES

Promoting Positive Behaviour
Youth and Society
Supporting Families with Young Children
Multi-Agency Practice with Children, Young People and Families with Complex Needs
Research Article

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

A range of assessment methods are used which include: essays and reports; case studies; observations; portfolios; presentations; research proposal; journal article; conference posters.

These varied assessment strategies help individuals to develop a range of transferrable skills required for work within child, family and community settings.

TEACHING AND LEARNING

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

Teaching hours are as follows:

Year 1 (Level 4)(12 hours a week module contact; 1 hour a week tutorial; an average of 12 hours a week private study)

Year 2 (Level 5) (up to 12 hours a week module contact; 1 hour a week tutorial; an average of 12 hours a week private study)

Year 3 (Level 6) (up to 9 hours a week module contact; 1 hour a week tutorial; an average of 15 hours a week private study)

Placement forms part of the programme at each level of study: Year 1 (20 days); Year 2 (25 days); Year 3 (20 days). You will be expected to mirror the working hours of the staff within the placement setting you attend.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of Social and Life Sciences

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

90%
med
Childhood studies

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Childhood and youth studies

Teaching and learning

90%
Staff make the subject interesting
90%
Staff are good at explaining things
100%
Ideas and concepts are explored in-depth
90%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

50%
Library resources
90%
IT resources
67%
Course specific equipment and facilities
100%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

99%
UK students
1%
International students
33%
Male students
67%
Female students
68%
2:1 or above
21%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

A
B
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Health and social care

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

100%
med
Employed or in further education
81%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

71%
Welfare professionals
11%
Welfare and housing associate professionals
7%
Caring personal services

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Health and social care

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£23k

£23k

£24k

£24k

£20k

£20k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

Have a question about this info? Learn more here

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here