Working with Children, Young People and Families - BA (Hons)
Currently viewing course to start in 2025/26 Entry.
Our BA (Hons) Working with Children, Young People, and Families is a course with social justice and equality at its heart. It is an exciting, contemporary degree which will equip you with the knowledge, skills, and competencies to work effectively with children, young people and families in a range of professional settings....
- Level Undergraduate
- Study mode Full Time
- Award BA (Hons)
- Start date September 2025
- Fees View course fees
- Subjects
- Location City Centre
This course is:
Open to International Students
Overview
Our BA (Hons) Working with Children, Young People, and Families is a course with social justice and equality at its heart. It is an exciting, contemporary degree which will equip you with the knowledge, skills, and competencies to work effectively with children, young people and families in a range of professional settings.
The ethos of social justice is woven throughout the theoretical and practical aspects of the course. We will provide you with a range of teaching and learning experiences to build on your motivations and existing skills so that you can contribute positively to a changing society, particularly with services who work with, or for, vulnerable children, young people, and their families.
We recognise the importance of giving you the autonomy to shape your academic path. Alongside essential core components which will ensure you explore the breadth of this subject, you will have choices in your placement settings and optional modules, which will enable you to tailor your degree to your career aspirations as they evolve.
Practical placements are an important part of the course, in each year of the programme you will gain valuable hands-on experience working in a professional setting. This will allow you to apply the theoretical knowledge you have gained in classes to real-life situations, developing the practical skills and competencies essential for you to work in the field.
You will have the opportunity to observe and learn from experienced professionals, gaining insight into best practices, techniques, and approaches used in the field. Your time in practice will also give you the chance to build professional networks and make connections that may prove beneficial when you are looking to move into employment after graduation.
Overall, this course will provide you with a rich and rewarding learning experience that will be invaluable to a range of potential future careers in areas of work with young people, community development and education, youth engagement and inclusion, community cohesion, as well as postgraduate study. Whatever path you choose to pursue on completion of the course, you will take with you a professional practice grounded in the theory and practice of community-based, informal education.
What's covered in this course?
With a focus on personal and professional development, our course will support you to understand the complexities of working with children, young people, and their families, in theory and in practice. We want to support you so that you can develop into an effective agent of change, making a difference to vulnerable children and young people, and providing family support.
Many people who choose to undertake this degree do so because they want to make a difference. The rights of children and young people, and a commitment to social justice, equity, sustainability, anti-discrimination, community empowerment and collective action are at the centre of what we believe, teach and research.
As you progress through the course you will work and learn together with experienced tutors and professionals to become a confident and competent advocate of children and young people, developing your own personal and professional skills so that you can be influential in developing sustainable practice, provision, and policy in your future career.
We will encourage you to develop your communication skills in a supportive and nurturing learning environment. Drawing on our close interaction and partnerships with the sector, as well as digital technologies, case studies and practical experiences, we will help you to take calculated risks as you deepen your knowledge of yourself, alongside your skills and understanding of working with children, young people, and families.
Tutors on the course come from a wide range of professional backgrounds and are research active, understanding the demands of study, work, and family life. They are committed to the agenda of social justice, equity, anti-discrimination, community empowerment, sustainability and collective action that underpins the course.
“The course has helped build my knowledge about children and health, law, education and social skills. It has also helped to build my confidence in working with others and delivering presentations.“
Kerry Mobbs
Why Choose Us?
- Our teaching is a based on a strong commitment to social justice and children's rights.
- Opportunities for placement, locally and internationally, from charities such as Barnardo’s, youth work centres, and family support settings, to international placements in places like Spain and Peru through our Go Abroad scheme.
- Choose your own placement! This gives you scope to go on a placement that is aligned with your specific interests in a location that works for you.
- Practice led by research active tutors from a range of professional backgrounds
- Our course is broad enough for you to discover where your passion lies and provides an excellent background to a range of careers linked to vulnerable children and young people, or to go on to gain professional qualifications in teaching or social work, for example.
Similar Courses
Open Days
Join us for an Open Day where you'll be able to learn about this course in detail, chat to students, explore our campus and tour accommodation. Booking isn't open yet for this event, register your interest and we’ll email you as soon as booking goes live.
Next Open Day: 22 March 2025
Entry Requirements
These entry requirements apply for entry in 2025/26.
All required qualifications/grades must have been achieved and evidenced at the earliest opportunity after accepting an offer to help confirm admission and allow for on-time enrolment. This can also include other requirements, like a fee status form and relevant documents. Applicants can track their application and outstanding information requests through their BCU mySRS account.
Essential requirements
- Standard offer: 104 UCAS Tariff points. Learn more about UCAS Tariff points.
- Accelerate offer: 80 UCAS Tariff points. Find out more about BCU Accelerate.
Disclosure and Barring Service (DBS)
Successful candidates will be required to obtain a satisfactory occupational health check, an enhanced DBS check and registration with the Independent Safeguarding Authority prior to enrolling on this course. If you have any queries please refer to DBS Frequently Asked Questions or contact admissions@bcu.ac.uk.
If you have a qualification that is not listed, please contact us.
Fees & How to Apply
UK students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: BA (Hons)
Starting: Sep 2025
- Mode
- Duration
- Fees
- Full Time
- 3 years
- £9,250 in 2025/26
- Apply via UCAS
International students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: BA (Hons)
Starting: Sep 2025
- Mode
- Duration
- Fees
- Full Time
- 3 years
- £17,690 in 2025/26
Guidance for UK/EU students
UK and EU students applying for most undergraduate degree courses in the UK will need to apply through UCAS.
The Universities and Colleges Admissions Service (UCAS) is a UK organisation responsible for managing applications to university and college.
Applying through UCAS
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Guidance for International students
There are three ways to apply:
1) Direct to the University
You will need to complete our International Application Form and Equal Opportunities Form, and submit them together with scan copies of your original academic transcripts and certificates.
2) Through a country representative
Our in-country representatives can help you make your application and apply for a visa. They can also offer advice on travel, living in the UK and studying abroad.
3) Through UCAS
If you are applying for an undergraduate degree or a Higher National Diploma (HND), you can apply through the UK’s Universities and Colleges Admissions Service (UCAS).
You can request a printed form from your school or nearest British Council office. You will be charged for applying through UCAS. Birmingham City University’s UCAS code is B25 BCITY.
Personal statement
Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Course choice
Why does this course appeal? What areas are of particular interest?
Career plans
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Work experience
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
School or college experience
Highlight skills gained at school/college, eg summer schools or mentoring activities.
Non-accredited skills or achievement
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
Get more information on writing personal statements.
Course in Depth
Year One
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
The starting point for this course is the premise that self-awareness leads to meaningful personal and professional development. Accordingly, this module aims to help you to deepen your understanding of who you are. You will be encouraged to explore your values, beliefs, and emotions, evaluate your own areas of confidence and learn how this influences your personal development, including the development of your future practice.
During the course, you will explore how our beliefs, thoughts and feelings drive the words we say and the actions and behaviours we perform. We will distinguish between self-serving values and values more focused on serving others. We consider the impact this has on the context of working with children, young people and families. We will explore the complexity of emotions and consider how understanding emotional intelligence can help us to build resilience.
Finally, facilitated with a deeper understanding of the role that values, beliefs, and emotions play in our development, you will develop your unique definition of personal mastery and learn strategies for personal learning, awareness and improvement. You will achieve this by utilising the process of reflection, which we will use throughout this course. Reflecting on the self will help you to ‘consciously’ participate in a learning process where you study how to negotiate your position from being ‘unconsciously unskilled’ to becoming ‘unconsciously skilled’. This involves not just performing tasks that we excel in but also striving towards becoming the ultimate version of ourselves.
This module recognises that transitioning into higher education represents a significant milestone in a student's academic journey, signifying a period of personal growth. However, it can also present challenges, as students must adapt to a range of increased academic demands and expectations. The module is specifically designed to support students through this transition by equipping them with essential academic skills and strategies necessary for success in their undergraduate studies. Its primary objective is to provide new students with the necessary tools to effectively manage their studies, enhance their academic writing and research skills, and cultivate their critical thinking abilities.
Throughout the module, a range of practical, online, and independent activities will be utilised to actively engage students in practising key academic skills. Additionally, a portfolio-based assessment will be employed, consisting of small tasks that directly align with the knowledge and skills students need to acquire to meet academic expectations in higher education. Some of these tasks will also integrate with assignments from other modules in their broader programme of study. This ensures that academic skills are developed in a meaningful context, reinforcing the practical value of the module, and facilitating students' ability to make connections across different areas of their course. Moreover, students will have opportunities for self-reflection, enabling them to identify barriers they may encounter in effectively engaging with their studies, and strategies for addressing these.
Upon completion of the module, students should possess the fundamental knowledge and skills required to become independent learners who can effectively engage in their undergraduate studies. This solid foundation will empower them to continue developing their academic abilities throughout their undergraduate studies, helping them to flourish as learners. Furthermore, the self-management and communication skills acquired will be transferable to various areas of life, including a wide range of professional environments and workplaces.
This module aims to provide an understanding of social justice with a specific focus on the concepts of equality, diversity, and inclusion and its impact on children, young people and families. You will learn about different forms of discrimination and inequality, as well as strategies for promoting diversity and inclusion. Theories of inclusion, social exclusion, and discrimination will be approached through a critical review of concepts and examination of local, national, and international policy and practice. The role of individual and state responsibilities will feature significantly as you unpick the underlying barriers to equality, diversity and inclusion whilst considering how workers in the sector can promote social justice and equality, diversity and inclusion.
Effective early intervention is at the heart of interdisciplinary practice and can maximise children’s potential in their holistic development. Effective early intervention creates opportunities for social inclusion, participation, and development of key life skills and independence with long-term benefits for education and employment but perhaps also an important quality of life. Effective early intervention is noted as a set of services to allow intervention to support a child and their family during any possible time in his or her education to prevent or minimise long-term difficulties early. The benefits of effective early intervention are known in the UK when services fail to collaborate, they fail to achieve the maximum potential for these children and families. This type of intervention has a social and emotional foundation for higher levels of well-being and consequently, families have reported confidence in long term progress when involved.
In line with the philosophy and aims of the programme, this module encourages you to become confident professionals and to recognise the value of effective intervention when working with children, young people, families, and professionals. It is intended that this module will support you to develop your intellectual capabilities by encouraging you to work together and identify the benefits and challenges of an effective intervention approach. This module is designed to provide you with an understanding of interdisciplinary intervention working and develop an awareness of the roles and responsibilities held by professionals when safeguarding children. The module is also designed to support you to consider the connections between services and the needs of children, young people and families.
This module examines the professional practices associated with working with children, young people, and families. Students will professionally prepare themselves to undertake a placement and examine the professional landscape which they will be working within.
This first placement module focuses on professional development and awareness. During the module, students will prepare and apply for a placement alongside exploring a range of professional roles and practices aligned to working with working with children, young people, and families. Students will explore children and young peoples’ developmental milestones and be introduced to the range of professional pathways associated with working with children, young people, and families. Students will assess their own skills in relation to how they work with children, young people, and families and be introduced to the concept of becoming a reflective practitioner. Students will be prepared to apply for a placement, and have a secure knowledge of the safeguarding, professional standards, and key competencies required when working with their placement organisation.
Placement preparation tasks including Togetherall Registration, obtaining a library appointment and a review of their digital literacy skills will be aligned to supporting students to complete their Bronze Graduate+ Award, as well as help prepare for their studies and their placement
During this module, students participate in their first professional placement and critically reflect on their professional experiences during their placement. The module aims to provide students with the opportunity to develop their practice in workplaces which involve working with children, young people, and families; as well as critically reflect upon how this experience informs their future practice in the sector.
The module aims to support students to develop a practice which is shaped by their personal development and wider learning. There will be a focus on developing an awareness into how their professional practice is shaped by their lived experiences as well as theory, policy, and legislation.
Students will consider the skills required to become a reflective practitioner and assess the value and impact of this aspect of their practice in relation to working with children, young people, and families. They will diarise their placement experiences and develop competencies, values, and attributes necessary for working with children, young people, and families. They will explore how critical reflection can be used to develop practice and professional development.
They will consider this in relation to their practice during placement and how it will inform their next professional steps (in relation to gaining the skills and experiences to ultimately become a graduate professional working with children, young people, and families).
Students will be assessed on their completion of the Bronze Graduate+ tasks, placement diaries and an annotated professional statement; enabling them to use their professional experiences to help them critically reflect upon how their experiences to inform and shape the next steps in their professional journey.
Year Two
In order to complete this course a student must successfully complete all the following CORE modules (totalling 100 credits):
This module is designed to provide you with the opportunity to undertake a credit bearing, 80 hours of Professional Placement as an integral part of your Undergraduate Degree. The purpose of the Professional Placement is to improve your employability skills which will, through the placement experience, allow you to evidence your practical skills. Your will also be able to showcase your personal and professional skills, attitudes and behaviours gained from this valuable practical experience. Furthermore, by completing the Professional Placement, you will be able to develop and enhance your understanding of the professional work environment, relevant to your chosen field of study, and reflect critically on your own skills and those of practitioners currently in the field and workplace. You will describe the skills, knowledge and experience in relation to your placement including issues such as advocating for children, families and wellbeing. In addition, you will develop an action plan to support your future development at Level 6 by reflecting on your placement experience. You will also benefit from support sessions delivered by Careers+.
Formative feedback will be provided on at least one occasions prior to the final submission of the portfolio. The e-portfolio submission will allow you to reflective on your learning and development relating to your placement, personal and professional skills. You will evaluate concisely your professional journey and the personal and professional skills you have gained throughout the placement. You will be expected to reflect on your current skills, behaviours and attitudes within a professional environment and demonstrate how the Professional Placement has served to enhance these.
This module is designed to provide you with the opportunity to reflect on your professional identity including personal and professional development. The purpose of this module is to help you identify and improve your employability skills which will, through the course of your studies enhance your personal and professional skills. Furthermore, by completing a range of reflective tasks you will be able to develop and enhance your understanding of work readiness in relation to roles within the professional field. You will explore the value of employer expectations within the sector, key skills such as confidence, teamwork, networks and relationships, interpersonal skills and professional knowledge. You will also benefit from support sessions delivered by Careers+ and the Graduate Plus programme. You will explore roles available within the sector and start to consider the development of your CV.
Formative feedback will be provided on at least one occasions prior to the final submission of the portfolio. The Mahara e-portfolio submission will allow you to reflective on your learning and development relating to modules studies, roles and responsibilities you hold outside of university. You will critically reflect on your experience, knowledge and skills and compare to those required within the sector. You will develop a reflective diary to help you consider your employability and graduate skills.
This module is an introduction to carrying out research projects. As well as developing your understanding of key aspects of research in education, this module will also prepare you for your final research project at Level 6. The module will support you to engage in a critical analysis of contemporary issues and debates in research, policy and practice related to your field of study. You will identify and design a small-scale study, in readiness for your research project module at Level 6.
The module will take you through the key stages in designing a piece of research, including identifying and justifying a suitable research question, conducting a literature review, deciding on appropriate research methods, and considering ethical considerations in research. By the end of the module, you will be able to carry out an extended research project relevant to your degree subject.
This module will support you to explore the following:
- Why do we need to do research?
- What is my role in research within my chosen field?
- What are the different approaches to conducting research?
- What are the basic concepts relating to research methodology and research design?
- What are the key ethical principles that I need to adhere to when conducting a piece of research?
This module provides students with an in-depth understanding of the theoretical, legal, and practical aspects of children and young people's rights and identities. Students will explore the impact of social, cultural, and political factors on the formation of children and young people's identities and their access to rights and services. The module covers topics such as children's rights frameworks, the United Nations Convention on the Rights of the Child, child protection, safeguarding, and inclusion.
It will provide you with knowledge of children and young people’s rights and explore the complexities that underpin ensuring their rights. This module will enable you to critically explore a broad range of issues that impact on children and young people’s lives and further your knowledge, understanding and application of relevant current legislation and policy frameworks. The module will give you a greater understanding of your professional role in promoting and supporting the rights and identity of children and young people which you will be able to apply in practice by becoming an advocate for individual voices.
This module will explore the significance of safeguarding and child protection and will support you to develop the necessary skills, values and attributes to be an informed professional, aware of your safeguarding responsibilities in practice.
This module aims to make connections between policy and legislation, key literature and informed practice. You will develop your awareness and competency by focusing on the roles and responsibilities of professionals in a safeguarding context. There will be a focus on identifying children who have, or are likely to suffer significant harm. You will consider discrimination which affects individual children, young people and families and factors and experiences which can make children more vulnerable within the safeguarding context. We will evaluate processes which exist to support and safeguard children and develop our awareness of how to ensure that children’s voices are heard and how we can be empowering advocates for children.
In order to complete this course a student must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules:
This module focuses on equipping students with the necessary skills to provide effective support and promote emotional wellbeing among children, young people, and families. Students will explore various techniques and approaches to enhance emotional wellbeing, develop a deep understanding of the unique challenges faced by these populations, and gain practical skills to support individuals and families in managing their emotional health. The module emphasises the importance of creating a supportive and empowering environment, fostering resilience, and collaborating with families and professionals to maximise positive outcomes.
The primary emphasis of this module is to cultivate a diverse range of skills and competencies applicable across various contexts when working with children, young people, and families. Students will build a comprehensive toolbox of techniques, providing them with valuable insights and hands-on experiences in a supportive learning environment. Diverse ‘helping’ techniques are introduced, to provide a springboard for further study of counselling, wellbeing and case work support in the workplace or in further study. The development of newer techniques and approaches, such as mindfulness and mental health first aid, will be introduced, along with coverage of digital and online techniques of counselling, which have become particularly important since the emergence of Covid-19.
This module explores the transformative potential of learning and its role in empowering individuals and communities. It recognises the existing impact of learning in non-judgmental, facilitative, and supportive contexts, especially in enhancing the power of change for marginalised groups, such as young people and community members. The module focuses on key issues related to informal teaching, learning, and the development of knowledge and skills within youth and community contexts. Drawing upon the rich traditions of social pedagogy in the UK and internationally, the module examines its historical development and explores contemporary contexts where social pedagogy has become a fundamental practice for professionals. This includes an exploration of digital youth work as an integral part of this field.
This module delves into the work of influential thinkers, including Freire, who have paved the way for informal learning and empowerment. It explores international comparative contexts and UK case studies to provide a comprehensive understanding of social pedagogy. By combining academic knowledge with practical insights, the module aims to equip students with the skills to develop their own practice plans for social pedagogy projects post graduation. Emphasis is placed on honing the skills necessary to plan, progress, and project manage social pedagogy interventions, collaborating with communities as agents of change.
The workshops included in this module foster the development of best practices, ethical considerations, and professional skills.
In line with the philosophy and aims of the programme, this module will respond to contemporary perspectives and issues affecting children, young people, families and communities. A strong commitment to inclusive values will be reinforced and will empower you to address issues of equality, disadvantage, diversity and social justice to optimise the life chances of children, young people and their families.
The module will be interactive, engaging and challenging with a range of guest speakers contributing, designed to promote your independence and confidence to enable you to be an advocate for children, young people and families and an agent for change. The module is highly responsive to changes and developments and will provide you with an in depth understanding of how issues may impact your work in your chosen field.
This optional module aims to provide you with an overview of Special Educational Needs and Disabilities (SEND) in a UK context.
The focus of this module is for you to consider the impact SEND can have on child’s / young person’s (0-25) personality, their learning opportunities, and potential barriers, which they might have to face both in the education system and in the wider society. This module offers a unique approach to understanding the child / young person as a learner and the impact of a SEND on the individual and their family. This module hopes to develop your thinking and perceptions of SEND through different models, towards recognising the impact of the condition upon the person as an individual. This will expand your thinking with a positive impact on your practice, enabling you to consider ways of developing an approach which considers the wider impact of SEND and recognises the role and challenges faced by families.
This module hopes to equip you with confidence as your understanding of learners with different/various needs develop. You will be able to identify strategies to increase engagement in the learning process regardless of the learner’s age or ability.
Year Three
In order to complete this course a student must successfully complete all the following CORE modules (totalling 100 credits):
This module enables and supports you to conceive, plan, and conduct a small-scale research project that attends and adheres to key ethical principles, in an area relevant to your programme of study. This module encourages you to engage in independent and collaborative critical analysis of contemporary issues and debates in your research focus area, in policy and in practice. You will be provided with an opportunity to clarify your understanding of key research terms, as well as to consider the link between epistemology, methodology and methods, and the impact that your own personal philosophies have upon the design of your study.
You will self-source and examine current examples of relevant research and will design and conduct your own piece of research that explores a relevant and contemporary challenge within your programme area. The module is also designed to support you to critically examine the connections between research, policy, and practice and to consider this connection in relation to the findings of your own study).
Historically, advocacy, activism and social movements have attempted to address a wide range of social problems and influence social change and policy. This module aims to equip you with the knowledge and skills needed to advocate, engage in activism, and create social change for children, young people, and families.
You will explore the principles of advocacy, activism and social movements, understand the legal and policy frameworks that shape social change, and develop effective communication skills to engage with different stakeholders. You will also examine the challenges and opportunities of working with diverse groups and the importance of cultural competency in advocacy and activism. By the end of the module, you will have an understanding the processes involved in advocacy and activism and how they can influence social change.
This module will focus on family-centred practice in diverse contexts. To set the scene you will explore what a family is. You will look at traditional and more recent family structures and investigate why these changes have occurred both nationally and globally. A range of traditional and modern parenting styles will be discussed and how these approaches can influence family dynamics. International and national policy will be considered and how this can impact on family-centred practice. You will contemplate what we mean by a diverse context and explore the challenges that families may face. A number of different factors that can also affect families will be analysed to support you in your practice
on placement. Relevant theory and research will underpin your analysis. You will debate and analyse the impact of professional services to support families. Case studies will be studied where you will be able to critically analyse your own opinion and give recommendations for support. Inclusive and anti-discriminatory practice will be at the forefront of your discussions which will support your developing professional practice.
Reflective practice is essential for those working as interdisciplinary practitioners within education, health, and social work. As interdisciplinary working becomes more common, finding shared ways of reflection on practice is becoming more and more important. You will develop your understanding of theories of reflective practice and be able to relate these to your work experience within an interprofessional context.
You will deepen your understanding of how an ability to reflect on our own experiences is an important tool for development of understanding of self in the context of experience, which can lead to improvement in practice or a transfer of excellence in one area to another thereby improving your professional practice. You will be supported to develop your ability to recognise and reflect on development opportunities in practice which will be a vital transferable skill throughout your future career. To successfully complete this module, you will need to have undertaken work experience in an area that is relevant to interprofessional working.
In order to complete this course a student must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules:
This module aims to critically examine and challenge the colonial legacies embedded within children, young people, and family work. It focuses on decolonising practices, reclaiming marginalised voices, and empowering communities. Students will explore the historical and cultural contexts that have shaped traditional approaches in these fields and develop a deep understanding of the impact of colonisation on the lived experiences of children, young people, and families. Through engaging with diverse perspectives and alternative frameworks, students will learn to apply decolonising principles and practices in their work, fostering inclusive and empowering environments.
This module aims to uncover and promote decolonised theoretical perspectives and debates within the context of work surrounding children, young people and families. It acknowledges the prevalent lack of visibility and recognition of these perspectives within mainstream work with children, young people and families, and explores the underlying factors, such as implicit biases, that contribute to this invisibility. By critically examining the implications of these biases, the module calls for the development of decolonised perspectives and their impact on policy and practice. Students will engage in self-reflection to assess the influence of decolonised practices on the future of work with children, young people and families.
This module focuses on equipping students with the necessary skills to provide effective support and promote emotional wellbeing among children, young people, and families. Students will explore various techniques and approaches to enhance emotional wellbeing, develop a deep understanding of the unique challenges faced by these populations, and gain practical skills to support individuals and families in managing their emotional health. The module emphasises the importance of creating a supportive and empowering environment, fostering resilience, and collaborating with families and professionals to maximise positive outcomes.
The primary emphasis of this module is to cultivate a diverse range of skills and competencies applicable across various contexts when working with children, young people, and families. Students will build a comprehensive toolbox of techniques, providing them with valuable insights and hands-on experiences in a supportive learning environment. Diverse ‘helping’ techniques are introduced, to provide a springboard for further study of counselling, wellbeing and case work support in the workplace or in further study. The development of newer techniques and approaches, such as mindfulness and mental health first aid, will be introduced, along with coverage of digital and online techniques of counselling, which have become particularly important since the emergence of Covid-19.
This module will explore the theoretical and practical aspects of anti-racist practice within the context of childhood, youth, and community work. The module will examine the impact of systemic racism on young people and communities, and critically evaluate the role of practitioners in promoting social justice and equality. Students will develop a critical understanding of the complexities of race and racism and will explore strategies for addressing racism in their practice. The module will also focus on the development of inclusive and anti-oppressive practice and will examine the challenges of working with diverse communities.
Professional placement is an integral part of your undergraduate degree. The purpose of the professional placement allows you to see how the theory is put into practice and at level 6 to put the theory into practice yourself to improve your employability skills which will, through the placement experience, allow you to evidence your professional skills, attitudes and behaviours at the point of entry to the postgraduate job market within an interdisciplinary professional context.
Furthermore, by completing the professional placement, you will be able to develop and enhance your understanding of the professional work environment, relevant to your chosen field of study, and reflect on your own professional skills development within the workplace. You will benefit from support sessions delivered by Careers+ as well as advice and guidance. The module is assessed via a portfolio of work to document and evidence your experience throughout the placement. The credits awarded following successful completion of the professional placement module will count towards the classification of the final award.
Formative feedback will be provided on at least one occasion prior to the final submission of the portfolio where a submission of your portfolio will be reviewed. The portfolio submission will include a poster or reflective artefact to enable you to evaluate concisely your professional journey and the graduate attributes you have gained throughout the placement experience. You will be expected to reflect on your current skills, behaviours, and attitudes within a professional environment and demonstrate how the professional placement has served to enhance these.
Download course specification
Download nowThe BA (Hons) Working with Children, Young People, and Families is a contemporary and exciting three-year undergraduate programme designed to equip you with the knowledge, skills, and competencies necessary to work effectively with children, young people, and families in a range of professional settings. The course covers both theoretical and practical aspects of working with children, young people, and families with a strong commitment to social justice and equality at its heart. We will provide you with a range of teaching and learning experiences to build on your existing skills and motivation so that you can contribute positively to a changing society, particularly with services that work with, or for, vulnerable children, young people and their families.
Many people who choose to undertake this degree do so because they want to make a difference. The rights of children and young people, and a commitment to social justice and equality, sustainability, anti-discrimination, community empowerment, and collective action are at the centre of what we believe, teach and research. As you progress through the course, you will work and learn together with experienced tutors and professionals to become confident and competent advocates for children and young people, developing your own personal and professional skills so that you can be influential in developing sustainable practice, provision and policy in your future careers.
Using a wide variety of learning and teaching approaches, we aim to develop your confidence, knowledge, and skills as you progress through the programme. We will support you as you make the transition to university through carefully planned induction processes, which include social and group work activities, confidence building activities, and a scaffolded approach so you can understand how the course works and is assessed. We have created two core modules, ‘Preparing to Study in Higher Education’ and ‘Self-Awareness for Personal and Professional Growth’, which run in the first semester with the aim of supporting you to manage the transition to Higher Education. These modules aim to provide you with essential skills and knowledge necessary for academic success and personal development, equipping you with the tools needed to navigate the challenges of higher education effectively, fostering a strong foundation for your educational journey and future career aspirations.
Through a supportive and nurturing learning environment, which has close interaction and partnerships within the industry, you will be encouraged to develop your communication skills, drawing on digital technologies, case studies, and practical experiences, to take ‘risks’ as you explore and develop your knowledge and skillset towards working with children, young people, and families, as well as yourself. Experienced tutors on the course come from a wide range of professional backgrounds and are research active, understanding the demands of study, work, and family life. They are committed to the same agenda of social justice and equality, anti-discrimination, community empowerment, sustainability and collective action that forms the underpinning philosophy of the course. As a result of this, we use a wide range of teaching and learning experiences to ensure all learner needs are met, these will include:
- Lectures
- Workshops
- Tutorials
- Seminars
- Self-directed group work and projects
- Visits and exchanges
- Peer-to-peer learning and discussion
- Online tools
- Collective problem-solving and participative enquiry-action learning
- Practice simulations
- Practice learning opportunities in lectures
- Conferences
- Guest speakers
Employability
Enhancing Employability Skills
A BCU Graduate is professional and work-ready, a creative problem solver, enterprising and has a global outlook.
A wide variety of employability skills are essential for Working with Children, Young People and Families graduates, as the potential employment opportunities are vast. One of the four key themes of the BA (Hons) Working with Children, Young People and Families degree is employability, and there is a clear emphasis on employability skills within each module studied across the course. The skills covered are aligned to careers in health, social care and education and have been identified as being key skills for such professionals. The skills foci will be different depending on the module in question, but modules are likely to promote the development of the following skills consistently:
- Team and group work
- Presentation
- Debating
- Communication
- Confidence
- Time management
- Problem-solving
- Reflection
- Self-motivation
- Resilience
These skills are integrated through seminar tasks and formative assessment methods, with feedback given on the development of these skills, and are also a key focus of Personal Development Tutor (PDT) meetings, with students being asked to reflect on the development of their skills using examples each semester.
Career sessions from BCUs Careers+ team have been embedded across all modules, so that all students benefit from BCUs wider services. Sessions have been designed to increase students’ employability and adapted and focussed on the needs, interests, and year of study. The BCU Graduate+ scheme is also embedded into the course and implemented throughout the employability themed modules. Throughout this degree, students are supported to develop skills that have been aligned to the requirements of relevant sectors whilst the assessments will enhance graduates’ employability.
Placements
Participation in a work placement is essential to this programme, offering invaluable hands-on experience within a professional environment. You will receive assistance in organising a placement during semester one of year one, with your placement scheduled to commence in semester two, followed by a year-long placement in year two, with the possibility of an additional optional placement in year three. During your placements, you'll apply theoretical knowledge acquired during your studies to real-world scenarios, honing practical skills crucial for your future career. Moreover, you'll have the opportunity to shadow seasoned professionals, gaining insights into industry best practices and techniques. Building professional networks during this time can greatly benefit your job prospects post-graduation.
Overall, this course will provide you with a rich and rewarding learning experience that will be invaluable to a range of potential future careers in areas of work with young people, community development and education, youth engagement and inclusion, community cohesion, or to postgraduate study. In whatever path you choose to engage, you will bring a professional practice grounded in the theory and practice of community-based informal education.
International
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
- Details of the entry requirements for our courses
- Some of the good reasons why you should study here
- How to improve your language skills before starting your studies
- Information relevant to applicants from your country
- Where to find financial support for your studies.
Facilities & Staff
Our facilities
This course is primarily based at our City Centre Campus, in the Benjamin Zephaniah Building (formerly University House), however, for some practical activities, such as sport, cookery or science lab sessions, you may be based at our City South Campus in Edgbaston, or the Alexander Stadium and Doug Ellis Sports Centre in Perry Barr.
About Benjamin Zephaniah Building
This freshly renovated building provides a dedicated teaching and learning space for our Education and Communities students and staff.
Spaces in the building include:
- Primary and secondary science labs
- Innovation and Lego teaching room
- Flexible space for Design and Technology
- Art room
As well as general teaching rooms.
Our staff
Emma Ransome
Senior Lecturer in Education, Course Leader for Working with Children, Young People and Families
Emma Ransome has worked in the Education sector for over fifteen years, in that time she has taught children from 0 – 10 years old, in a variety of settings, including a childminder setting, children’s centres, primary schools, and nurseries.
More about EmmaVina Patel
Senior Lecturer
Vina has worked with children and their families in the private and public sector. She has developed, led and managed early years teams for a large chain in the private sector. Vina also area managed the Midlands region where she worked with host companies running childcare, including those in the car industry.
More about VinaSinead Joyce
Associate Professor of Education & Social Work
Sinead Joyce was born in Birmingham and gained her BA Honours in Early Childhood Studies in 2008 and her Masters in Higher Education in 2015 with Birmingham City University. Sinead is a Senior Fellow accredited by the HEA and is continuing her research interests in a PHD looking at professional Identify within an Interdisciplinary Degree.
More about SineadDr Paola Pedrelli
Senior Lecturer
Dr Paola Pedrelli teaches on the MA Education, AIC, Singapore programme, focussing on Leadership and Management; Coaching and Mentoring and dissertation modules as well as supervising MA dissertation students.
More about PaolaDr Karina Butler
Lecture in Education
Dr Karina Butler studied International Relations and Political Science at the University of Birmingham, where she received her BA (Hons) followed by a Doctorate in Political Science from the Department of Political Science and International Studies.
More about Karina