About the FdA Children, Young People and Families (subject to revalidation) programme
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.
All applicants irrespective of entry qualification(s) will be formally interviewed by an appropriate member of academic staff.
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.
The Institute encourages applications from students who lack formal academic qualifications. All such applicants will be set an appropriate piece of work, in the form of an essay question (1500-word essay) that will take into account their academic potential and relevant experience. Where students apply with a Level 2 or 3 NVQ in Health and /or Social Care or Youth Work and for non-traditional entrants a bridging unit may be offered prior to commencement on the programme to support the shift in academic rigour and study skills.
What you will learn
- Preparing to be a Professional
- Study and Research Skills
- Working with Professional and Service Users
- Social Policy and Welfare
- Lifespan Development
- Contemporary Sociological Issues
- 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
Learning & Teaching Methods
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 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 will make decisions on the delivery hours for each programme as government advice becomes clearer. For the placements in your programme, TEC Partnership will do everything it can to ensure you have the opportunity to complete the placement element of your programme and/or potentially, where possible, amend the programme removing the requirement for placement (or part of it) if there is likely to be difficulty. We are currently reviewing this programme and some elements of the published programmes may need to change in order for students to achieve. We will advise you of these changes once they are completed.
Teaching on this course is done on two evenings per week. It is expected that students will attend Saturday classes for delivery and formatives on the 8-week modules. On each level there is one module that will be delivered over 16 weeks; there will still be the requirement for students to engage in blended learning for these modules.
Lectures will provide students with the key knowledge to enable participation in the seminar, practical activities and complete their assessments. Presentation and debates will form an important aspect of the learning and teaching methods. Seminars will encourage the students to develop their skills and ideas within the subject. Students will be encouraged to undertake wider reading around all aspects of the subject to help inform their work. As part of the work placement process, students will be visited in their placement by one of the tutors on the teaching team in order for an observation of practice. External representatives/employers (within the subject discipline) may be invited to contribute to the module content.
The programme has been designed and developed in conjunction with employers from across statutory and Social Enterprise organisations. Practice Managers from the Family Resource Service, Family Hubs and alternative education providers for primary school age children were asked to consult on the purpose and module design and assessment. The programme benefits from extensive research conducted with academics, external examiners and employers to ensure that this programme meets the needs of the sector and allows students to develop the necessary skills for working with children and their families.
Progression from this programme is intended to provide students with a range of potential career opportunities including: youth work, working in educational settings, parental support worker, family liaison officers, Family Hubs, or in third sector organisations. Graduates of this programme will be able to progress to a related top-up BA (Hons) or BSc (Hons) programmes at the Grimsby Institute. The BA (Hons) Childhood and Youth Studies Top Up allows students to apply their already existing knowledge on this Foundation Degree and begin to develop a more cohesive and strategic level of thinking, enabling students to develop and apply their critical thinking skills to their area of expertise.
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‘My goal when starting on this course was just to get through level 4, I am now nearly at the end of level 5 and I have loved every minute of it. I have the learning bug now and have just applied to do a Top Up so I can achieve a full degree. This course provided me with the knowledge, skills and mo
‘As I already work with young people I knew that this was a field I wanted to progress in, I wanted to further my knowledge to help me grow as a professional. I felt that Children, Young People and Families Foundation degree would support me in doing so. Although studying does not come natural to m