Senior Lecturer

Childhood, Education and Inclusion (Working with Families) - UH-000864

The entry requirements are stipulated by the University and the School. Current information is available on the University of Huddersfield website.
This will include:
<ul>
<li>
112 UCAS tariff points taken from:
<ul>
<li>A levels or equivalent level 3 qualification</li>
<li>A Scottish Certificate of Education with:</li>
<li>Passes in five subjects, three at Higher Grade or</li>
<li>Passes in four subjects, all at Higher Grade</li>
<li>A National Certificate or Diploma (BTEC)</li>
<li>A European Baccalaureate</li>
<li>An International Baccalaureate</li>
<li>An Access to HE Diploma with at least 45 Level 3 credits achieved at Merit</li>
<li>The Irish Leaving Certificate with Grade H6 or above in four subjects at Higher Level</li>
</ul>
</li>
<li>
In addition you must also:
<ul>
<li>have GCSE English Language at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme.</li>
</ul>
<ul>
<li>provide an Enhanced Disclosure and Barring Service (DBS) check and health clearances.</li>
</ul>
</li>
</ul>
Prospective students who meet the conditions of their offer will be offered a place and enrolled on the programme.
Applicants who meet the standard entry requirements will not normally be interviewed. Candidates whose predicted grades do not reach the UCAS tariff entry requirement may be admitted following an interview, including mature students with relevant experience in the children and young people’s workforce. Candidates will have the opportunity to attend open days and applicant visit days, and will be able to meet academic staff, familiarise themselves with the University, and ask questions about the course.
The University’s normal entry criteria apply to all international students.  English language competence is required.  General entry criteria for this course is aligned with the International English Language Test System (IELTS) at a level stipulated by the University.  
Students who have successfully completed an alternate Foundation level UGF course within the School, may be considered for direct transfer to Intermediate level of the programme.

Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. They monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000864 - Childhood, Education and Inclusion (Working with Families)

Sandwich Year Out Optional

Sandwich Year Out

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Honours Compulsory

Honours Core

Honours Level

Foundation Compulsory

Foundation Core

Foundation Level

Structure

Diploma of Higher Education

Certificate of Higher Education

Formulate recommendations and research questions for overcoming a specific problem investigated by empirical research, including desk-based research

Apply critical understanding of research methodology to the collection, analysis, interpretation, and presentation of primary and secondary data 

Understand theories concerning counselling, coaching and mentoring of individuals in a variety of contexts

Critically understand key issues and implications of policy-making in relation to ‘places and spaces’ of childhood: with emphasis on life chances, rights, diversity, equity and inclusion

Constructively critique theories, practice and research in the areas of child development, well-being, participation and learning for multiple childhoods 

Organise and articulate opinions using the communication skills necessary to converse, debate, negotiate, persuade in multiple formats

Apply theory to practice in a range of contexts related to practice surrounding children and families

Synthesise relevant data for a specific problem

Demonstrate a critical understanding of the interrelationships between political, economic, cultural and ideological contexts, locally, nationally and globally, in the lives of children and their families and communities 

Accommodate new principles and understandings, including selecting a range of theoretical and research-based evidence, to extend their knowledge and understanding

Understand the historical basis and development of childhood studies

Synthesise theoretical perspectives and evidence to support a reasoned argument

Understand and demonstrate knowledge of the methods and research ethics required for systematic study and research relative to children and childhood

Develop inter-personal and teamwork skills by listening carefully to others and communicate with others including reflecting upon one's own and others' skills, values, understandings and views, to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

Access, retrieve, organise and use a range of sources of information, including primary sources, and critically evaluate their relevance

Present a range of theoretical positions and offer and justify a point of view including presenting information to others in appropriate forms

Be able to articulate their own approaches to learning and organise an effective work pattern, including working to deadlines to become more independent, resilient, responsible and pragmatic and develop as an autonomous learner

Assess the importance of, and influences on, agencies working with children, young people and their families

Understand research, policy and principles of complex family structures, including models of partnership and methods of intervention in response to working with children and families. 

Develop critical arguments for improvements to practice with children, young people and their families

Demonstrate the ability to plan for, and where appropriate implement, meet and promote children's holistic development, health, well being, protection and safety, and the conditions which enable them to flourish

Demonstrate the ability to recognise and challenge inequalities and social justice in society and to embrace anti-bias and anti oppressive approaches 

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
<ul>
<li>Annual Staff Appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff encouraged to attain appropriate higher degrees</li>
<li>Updating professional and IT)computing developments</li>
<li>All staff have attained HE Academy membership</li>
</ul>

UH-000864

The programme is validated by the University, during a process which includes external representation.

The principal features of the support for students are as follows:
<ul>
<li>The course begins with the Flying Start induction programme; including an overview of the course and tutor team and the University’s VLE and Library Services, and an introduction to Personal Academic Tutors (PATs), student services and iPoint in Student Central.</li>
<li>Students are allocated a PAT who offers pastoral support, academic counselling and guidance, maintains an overview of academic progress, and any problems which may lead to a claim for extenuating circumstances, coordinates the preparation of references, and refer the student to other university support as appropriate.</li>
<li>Students will be signposted to a Course and Module information, containing information on university facilities, course organisation, module content, access to support and guidance, assessment regulations, and advice on the presentation and submission of assignments.</li>
<li>Reasonable adjustments are made to course assessment processes to enable students with Personal Learning Support Plans (Disability Services) to have equality of opportunity.</li>
<li>Throughout the course students will have access to support and guidance from both module tutors and PATs.</li>
<li>The Academic Skills Team within the School will be available to provide academic support including; dyslexic students; support for mature students who are returning to study; tutorials for all students covering generic academic skills and academic writing skills workshops.</li>
<li>Throughout the course students will be able to access advice on the University Referencing framework from module tutors.</li>
<li>Students will have access to the provision of the Directorate of Student Services, which includes the Careers and Employability Service, the Chaplaincy, the Faith Centre, Counselling Service, and Disability Support Service.</li>
<li>All the modules incorporate formative assessment enabling students to receive interim feedforward on their work prior to the formal submission.</li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>
Professionalism, Enterprise and Employability.
PATs support students through key transitions: into university, then on to Intermediate and Honours levels, and postgraduate status – with students ready, skilled and confident to undertake further study or employment. Programmes of seminars and workshops supported by the course tutor team, aim to scaffold students and to build ‘soft skills’ sought by employers and postgraduate admissions tutors including effective communication, empathy, research and resource skills, and team working. As part of the PAT system students have five touchpoints each year that focus on personal and professional development. The professional practice module focus on students’ practice and their professional development. The five touchpoints will be either on a one-to-one or group basis. The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001, the Special Educational Needs and Disability Regulations 2014, and the Children and Families Act 2014.

Childhood, Education and Inclusion (Working with Families)

Term 1

Term 2

Year 2

Year 3

Year 1

Copied from 2025.01 - BA (Hons) Childhood, Education and Inclusion (Working with Families) FT Sep

The Learning Innovation and Development Centre (LIDC) provides students with support in understanding and using information and resources around their course and modules. LIDC supports students’ understanding, helping them follow assignment briefs and manage time and processes to produce work efficiently and effectively. LIDC supports students in their oral presentations and writing using academic business English in a professional manner. Students will be introduced to LIDC at induction, and they will be given further support and development in academic skills throughout the course of their study. 
The school’s Student Guidance and Support provides pastoral services to students and support with any non-academic issues that may be affecting their ability to study. The team offers practical advice and support on a wide range of issues, such as Extenuating Circumstances and Extension requests, signposting and directing students to relevant university, school, and course level services. 
Progress Tutors have a coaching role supporting first year students and those on one-year courses to settle in and make progress during the first year. Details of Progress Tutors and their role is given in the Progression Resources area in Brightspace.