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Glyndwr University, Wrexham

Families and Childhood Studies

UCAS Code: X162

Bachelor of Arts (with Honours) - BA (Hons)

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.

75%
Applicants receiving offers

About this course


Course option

3.0years

Full-time | 2020

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 employment sectors or an alternative route into teaching.

Students will:

complement academic study with work experience in a variety of community-based settings
gain an excellent understanding of issues relating to children, young people and families and their holistic development
draw on a wide range of disciplines, including sociology, psychology, philosophy, education, public health and human rights
investigates the changing dynamics within childhood, families and communities
become critically informed graduates with transferable skills for employment

You can also choose to study this course as a foundation year BA (Hons) Families and Childhood Studies (four years including foundation year) UCAS Code: 14L1

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.

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:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£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:

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What students say


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.

Social sciences

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

99%
UK students
1%
International students
19%
Male students
81%
Female students
61%
2:1 or above
15%
Drop out rate

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
96%
high
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 do graduate employment figures really tell you?

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Course location and department:

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Teaching Excellence Framework (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).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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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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