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TEC Partnership

Children, Young People and Families

UCAS Code: T4R5

Foundation Degree in Arts - FdA

Entry requirements

Access to HE Diploma


UCAS Tariff


80 UCAS points in a related subject or 60 Access to HE credits (of which a minimum of 45 must be at Level 3). Additionally, applicants will be expected to have either a minimum grade C in GCSE English or Level 2 Functional Skills.

About this course

Course option


Full-time | 2021


Youth and community work

**This course is primarily designed for face to face learning with you attending your lessons for the specified hours within the validation document. However, there may be periods of study where the government advises TEC Partnership that it is not safe to open campuses or there is limited access due to social distancing measures. If the Campus is closed TEC Partnership will continue to deliver your sessions online and offer you the necessary support and resources remotely. If there is limited access due to social distancing measures a blended model will be adopted with some lessons happening in small groups and others happening using online sessions and support.**

We know that effective early help can transform lives, helping parents and carers back into work, stabilising children at school and removing barriers to living and in ensuring productive lives. Within the children, young people and families sector there has been a significant shift in working practices to ensure there is a holistic approach to delivering services. Practitioners are required to change their position in recognising how best to enable families and children to recognise their own capabilities. This course will equip students with the necessary knowledge and skills in order to ensure that families, children and young people are supported to the highest possible standards.

This programme will focus on the 0-19 agenda, giving students a broad spectrum of knowledge and understanding of relevant topics which will enhance or develop the necessary skills to work across a wide area of the sector. This programme is suitable for those that already work in the sector to gain a relevant qualification, as well as those who wish to pursue a new career in areas, such as youth work, family support services, youth justice or family hubs to name but a few. Students will explore a range of theoretical subjects, which will be contextualised and applied to practice. In line with the 0-19 agenda focus of working with a team around the family, students will gain an understanding of different aspects required for multi or inter-agency working, with a key feature around safeguarding.

This programme provides a unique opportunity for students to develop a deeper understanding of how best to support families and their children. It allows people from many varying sectors to come together and share best practice, enhancing the overall experience for all those involved in its delivery. Students are able to utilise a broad of knowledge bases for all those that teach on this programme. Teaching staff bring together their expertise in order to share their own working experiences with their students. Supporting students in gaining the necessary skills in order to develop an outstanding career within the sector. Staff experiences are what add a tremendous amount of value to this course and is one the of key features within student feedback received.

The programme recognises diversity in society and wider factors that impact on the overall health and wellbeing of children, young people and their families. The programme introduces contemporary issues, such as trafficking, child criminal exploitation and county lines, child sexual exploitation, modern slavery and female genital mutilation as well as the impact of international workers upon perception and practice. The programme aims to support students to build the foundations to become an effective practitioner in a contemporary diverse society.


Level 4
Preparing to be a Professional
Research and Study Skills
Working with Professionals and Service Users
Social Policy and Welfare
Lifespan Development
Contemporary Sociological Issues

Level 5
Personal Development for Professional and Competent Practice
Research in Practice
Equality, Diversity and Anti-Oppressive Practice
Children and Young People’s Rights and Safeguarding
Youth Support
Partnership and Integrated Working

Assessment methods

A variety of assessment methods are used on this programme to develop theory, knowledge and practice skills required for working in the sector.
A variety of methods will be used such as lectures, seminars, workshops, student led discussions, directed learning tasks, online learning, experiential learning scenarios, presentations and debates.

Assessment methods are:

Level 4
Open Essay
Group scenario
Reflective logs
Poster Presentation
Guidance booklet
Group publication

Level 5
Personal Achievement Portfolio
Unseen interview
Research proposal
Student led seminar/discussion
Group campaign
Literature review
Case study
Video essay

Tuition fees

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The Uni

Course location:

University Centre Grimsby


HE Education and Social Sciences - GIFHE

TEF rating:
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What students say

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

Youth and community work

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



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 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).

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This information is from the Higher Education Statistics Agency (HESA).

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.

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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

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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?

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