STUDY

This module investigates the developing child and the changes that occur over time within the context of the family and wider social systems that children inhabit. The module has a particular focus on the aspects of child development that influence and are influenced by social context. It will include the psychological development of babies, children and young people within the family, education and the wider social systems; it seeks to explain how the interaction between biological, social and cultural factors affect lifelong patterns of change in the individual. Some of the core concepts of psychology are introduced; physical, neurological, cognitive, social, and emotional development are considered in relation to universal outcomes
and individual differences.
This module is also an opportunity to introduce you to education and the underpinning values of professional practice with a particular focus on the historical, international, and contemporary conceptualisations, policies and practices of education. 

This module explores children's health, wellbeing and inclusion, as well as on promoting resilience, and enhancing children’s life opportunities from the earliest opportunity. This module also focuses on the theoretical, political and professional contexts that frame early help for children’s health, wellbeing and inclusion and their role in enabling children to flourish within a diverse and increasingly complex society. Within this module, students are introduced to a range of debates surrounding early help for children’s wellbeing and inclusion, and the evidence base for practice, considering the intersection of family structures, inequalities, and cultural contexts. There is also a focus on inclusive practice, recognising that inclusive strategies must reflect the lived realities of children and families from diverse backgrounds. As
such, through ecological models of development, the module encourages you to understand the interdependent relationships between children, families, and the broader socio-economic environment. This will enable you to understand the holistic nature of childhood and the multiple influences shaping children’s lives.

This module explores diverse and marginalised childhoods in critically examining the rhetoric and reality of children’s rights. You will explore relevant legislation, like the United Nations Convention of the Rights of the Child (UNCRC), as well as discuss their complexities and critiques. You will also be encouraged to consider the intersectionalities of children and young people’s lives when thinking about social policy, and the roles and responsibilities of nation-states, institutions, policymakers and adults (whether parents, practitioners or wider society). The module further emphasises the complexities, challenges and opportunities for advocating for children’s voice, agency and participation, particularly in relation to childhoods that ‘deviate’ from western or dominant notions of ‘ideal types’. While adopting this perspective, the module encourages you to rethink children’s rights, agency and political lives while
highlighting the importance for social justice, socially-responsive pedagogies and socially–just
practices that may enable transformative futures for children.

This module introduces you to the foundational concepts of personal and professional development within the field of childhood and education. As future practitioners, researchers, or advocates in children’s services, you must develop self-awareness, interpersonal competence, and an understanding of professional values and expectations. Through reflective practice and collaborative learning, this module supports the development of the academic, emotional, and ethical competencies required for effective and responsible engagement with children, families, and communities in professional capacities. It also lays
the groundwork for professional standards and lifelong learning in the sector and explores how
engagement with theory and research influences professional values and practice. It offers you the opportunity to reflect on theoretical knowledge gained in the first year of their studies.

This module is for the Early Childhood Graduate Practitioner pathway.

This module will consist of an initial practice at an educational setting. This first-year practice placement provides opportunities for you to observe children and begin to understand the environments within educational settings, as well as the roles of educational practitioners. With these practice hours, you will have the opportunity to observe and support class teachers and room leaders within their settings. You will be provided with a range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development as practitioners. Within this module, you will complete practice hours as part of the requirements for the Early Childhood Graduate Practitioner qualification. 

This module will enable you to develop their understanding of current debates and issues around childhoods and education. The focus of this module will change from year to year based on current societal topics so that you can engage with current affairs. You will critically explore and evaluate how children navigate and participate in society and education and how current societal and political developments affect them and their childhoods. You will be introduced to key current topics and debates that are framed around children’s lives and education, and they will be given the opportunity to propose suggestions for policymakers, practitioners and families for further developments in these areas.

This module aims to develop your knowledge, understanding, and practical awareness of safeguarding children and young people. Safeguarding is an essential requirement for all practitioners working with children and families. It involves protecting children from abuse, neglect, and exploitation while ensuring they grow up in safe environments that support their overall well-being. The module critically examines relevant legislation, policy, and professional practice, with a strong focus on ethical considerations, interagency collaboration, and reflective practice. Within this module, you will examine the historical and legislative context of safeguarding in the UK, with emphasis placed on understanding professional roles
and responsibilities, as well as the significance of multi-agency approaches to safeguarding.
The module also explores risk factors and indicators of abuse, along with practical procedures for responding to concerns, reporting, and recording disclosures. A strong focus is placed on developing ethical and reflective practitioners who are aware of the emotional and professional challenges involved in safeguarding work. You will be encouraged to consider the impact of power dynamics, unconscious bias, and cultural competence in effective safeguarding. They will also be supported in evaluating their values, assumptions, and practices. You will develop critical insight into effective safeguarding
and the consequences of systemic failings by engaging with theoretical models, case studies,
and serious case reviews. The module encourages proactive and preventative approaches,
ensuring learners understand the importance of child-centred practice that respects children’s
rights and voices

This module provides you with essential knowledge and practical expertise for conducting research with children in diverse contexts, like within the family, in schools and within their communities. The module focuses on establishing a strong foundation on research design, introducing key steps in research process, like identifying the research problem, reviewing existing literature, formulating research questions and operationalising key concepts in research design. You will develop a critical understanding of quantitative, qualitative and mixed methodologies, as well as methodologies that relate to practice-based projects. As the module progresses, you will engage with the empirical stages of the research process, gaining hands-on experience in a variety of data collection methods such as surveys, interviews, and observations. They will also practise introductory data analysis techniques for a range of data in primary and secondary data research designs, as well as in practice-based projects. Throughout, the module emphasises the importance of ethical considerations when researching with children and families, encouraging students to reflect on their own positionality, power dynamics, and the impact of their research practices on participants.

Developing as an Educational Practitioner (Mandatory)

This second-year module seeks to explore the underlying principles and practices of an educational practitioner in early years and primary education. The module draws from the Early Childhood Studies Graduate Practitioner Competencies (ECSGP 2020), the QAA subject benchmarks for Early Childhood Studies (QAA 2022) and the Early Years Qualification Framework (2025). Within this module, you will explore the curriculum within early years and primary education, focusing on the Early Years Foundation Stage, Key Stage 1 and Key Stage 2, as well as the specific subjects within each stage of the curriculum. Topics relevant to educational practice, such as conducting observations, planning activities and working with parents and carers will be discussed, giving you the opportunity to consider these areas as part of the role of an educational practitioner. You will be able to apply their knowledge to their own experience in practice within their settings or potential application to their future practice in order to further enhance their skills as developing educational practitioners.

Early Childhood Graduate Practitioner 2 (Mandatory)

Building on from Early Childhood Graduate Practitioner 1, this module provides you with the opportunity to continue gaining experience in practice in educational settings. Within this module, you will be able to undertake further practical experience in placement in Ofsted registered educational settings, such as primary schools and nurseries. You undertaking this module will continue to progress towards meeting the requirements of the Early Childhood Graduate Practitioner qualification.

Individual Literature Paper (Optional)

The primary purpose of this module is to provide you with the opportunity to examine and explore in depth a topic relevant to their studies that is of interest to them. This module is also designed to help you develop independence in their learning and will enable you to demonstrate an ability to evaluate and represent issues and ideas. You will be expected to draw from their wider subject base obtained from previous and current modules. It is anticipated that this project will enable you to explore a current issue, or debate in childhood and education. You will be encouraged to use a variety of resources and methods of delivery.

Social Pedagogy in Practice (Mandatory)

This module introduces learners to the principles, values, and methods of social pedagogy, with a focus on applying theory to real-world settings that support children, young people, and their families. Social pedagogy is an ethical, relationship-centred approach to care and education that promotes holistic development, participation, and social justice. The module explores how social pedagogical values, such as dignity, equality, empowerment, and reflective dialogue, inform everyday professional practice. You will critically examine the 'head, heart, and hands' model as a foundation for relational and compassionate work with children and young people. They will also explore the concept of pedagogic relationships and
how to utilise shared activities, creativity, and participation to foster trust, resilience, and learning.

Social Pedagogy Practitioner 1 (Mandatory)

This practice module provides you with the opportunity to gain practical learning and experience within a diverse range and contexts of community organisations. Within this module, you will be able to explore the lived realities of children and families within workbased settings, while starting to develop their practice skills in line with a social pedagogical approach. Within this module, you will complete practice hours as part of the requirements of the Social Pedagogy Practitioner endorsement. 

Within this module, students will explore a range of approaches to education, which could be considered alternatives to mainstream education, which take place for a range of individual and societal reasons, sometimes alongside mainstream education. This module will also provide you the opportunity to learn about and discuss a variety of creative approaches to education that are inherently inclusive and might form part of some of the alternative approaches or might be techniques within and outside of mainstream education. You will critically explore and evaluate how children participate in education in other ways apart from education within a mainstream school, while also discussing and considering the use of creative and inclusive approaches within all aspects of education. You will be able to consider and reflect on their own practice or examples and case studies from practice of others when considering these approaches. You will also be given the opportunity to propose ideas for further implementation of alternative and creative approaches or further consideration of these strategies by all stakeholders within education. 

The world is filled with disparities, economic and epistemic inequalities, while conflicts between and within nations are escalating on an everyday basis, including political oppression, natural disasters due to climate crisis, which are increasingly displacing children and families. With this topical module, you will draw on past knowledge and understanding of childhoods, children’s rights, and their voice and agency to examine the nature, scope and limitations of children’s lives on the move. On the one hand, it introduces you to marginalised childhoods – whether children’s displacement due to natural disasters, children in war or conflict-ridden zones and child soldiers, those living in street situations, including children in sex work, migrating or immigrant children or indigenous ways of being, as well as finding ways of living for children that suit their neurodivergence. On the other hand, drawing on children's geographies, it explores childhood mobilities, children’s spaces and places on the move, and the physical, material and liminal worlds they navigate and negotiate in their everyday lives whether in rural, urban, migration or indigenous contexts. This module is aimed at providing you with an advanced knowledge of contemporary childhoods to help them reflect on the increasing importance of acknowledging children’s complex and nuanced lived
realities across settings, policies and wider contexts. 

This Independent Project module provides final year students with the opportunity to undertake a substantial piece of self-directed research or professional enquiry related to children and young people. It recognises the interdisciplinary nature of the field, drawing on education, psychology, health, sociology, social policy, and law. The module supports a flexible approach to research that reflects the complex realities of children’s lives and services. You may choose to explore their project through qualitative, quantitative, or mixed methods of research, undertake a rapid systematic literature review, secondary data analysis or complete a practice- or work-based project within a relevant setting. This flexibility allows you to align their project with personal interests, professional aspirations, or placement experiences while demonstrating academic rigor and ethical awareness. Ultimately, the module fosters your development as ethical, independent, and reflective practitioners and researchers, well-positioned to contribute to improving outcomes for children, young people, and families across a range of settings.

Leading as a Practitioner (Mandatory)

This third-year module seeks to consolidate with you the underlying practices and principles of an educational practitioner in early years and primary education. The module draws from the Early Childhood Studies Graduate Practitioner Competencies (ECSGP 2020), the QAA subject benchmarks for Early Childhood Studies (QAA 2022) and the Early Years Qualification Framework (2025). This module is an opportunity for you to critically evaluate and reflect upon the values, theories and practical skills demanded of educational practitioners. The focus of this module is on considering the leadership skills required in educational practice, as well as the development of your leadership skills. You will critically explore working in teams, change management, leadership styles and the measurement of quality in provision. The ethos is to support you in developing critical evaluative ways of working that enhance their ability to lead practice as they work towards roles within education that require the use of their initiative and leadership skills. Drawing on theoretical ideas and empirical research you will demonstrate knowledge of leadership and management and its importance and application in democratic and inclusive practice.

Early Childhood Graduate Practitioner 3 (Mandatory) 

Building on from Early Childhood Graduate Practitioner 2, this module provides you with further opportunities to continue gaining experience in practice at educational settings and further refining their skills as educational practitioners. Within this module, you will be able to undertake further practical experience in placement in Ofsted-registered educational settings, like primary schools and nurseries.  Undertaking this module will continue to progress towards meeting the requirements of the Early Childhood Graduate Practitioner qualification.

Childhoods in Context (Mandatory)

This third-year module critically examines the complexities, contradictions, and marginalised experiences of children across diverse historical, social, material, health, legal and political contexts, locally and globally. Moving beyond dominant Western narratives that frame childhood as a universal time of innocence, dependency, and protection, you will interrogate how race, gender, conflict, displacement, and systemic violence shape diverse realities of growing up. The module explores how children are positioned simultaneously as victims, offenders, and agents within socio-legal systems, as well as critically analyses the debated space between safeguarding, justice, and human rights, with attention to how power,
politics, and representation influence policy and professional practice. 

Social Pedagogy Practitioner (Mandatory)

This practice module provides you with the opportunity to continue gaining practical learning and experience within a diverse range and contexts of community organisations. Within this module, you will be able to continue exploring the lived realities of children and families within work-based settings, while further developing their independent practice skills in line with a social pedagogical approach. Within this module, you will complete practice hours as part of the requirements of the Social Pedagogy Practitioner endorsement. 

Applied Studies (Optional) 

This module enables you, to explore, in depth, a chosen text or body of literature within their chosen field of study. In this module, you have the opportunity to critically engage with content and themes embedded or emerging within the text. The theories and concepts examined throughout the degree can be applied to key themes arising from the chosen text. This provides opportunities for critical analysis and evaluation concerning the historic and current state of knowledge in this topic area and the text. You can engage with a specific set of issues, concepts, and theories that they determine are relevant and important through which to contextualise the text.

This module investigates the developing child and the changes that occur over time within the context of the family and wider social systems that children inhabit. The module has a particular focus on the aspects of child development that influence and are influenced by social context. It will include the psychological development of babies, children and young people within the family, education and the wider social systems; it seeks to explain how the interaction between biological, social and cultural factors affect lifelong patterns of change in the individual. Some of the core concepts of psychology are introduced; physical, neurological, cognitive, social, and emotional development are considered in relation to universal outcomes
and individual differences.
This module is also an opportunity to introduce you to education and the underpinning values of professional practice with a particular focus on the historical, international, and contemporary conceptualisations, policies and practices of education. 

This module explores children's health, wellbeing and inclusion, as well as on promoting resilience, and enhancing children’s life opportunities from the earliest opportunity. This module also focuses on the theoretical, political and professional contexts that frame early help for children’s health, wellbeing and inclusion and their role in enabling children to flourish within a diverse and increasingly complex society. Within this module, students are introduced to a range of debates surrounding early help for children’s wellbeing and inclusion, and the evidence base for practice, considering the intersection of family structures, inequalities, and cultural contexts. There is also a focus on inclusive practice, recognising that inclusive strategies must reflect the lived realities of children and families from diverse backgrounds. As
such, through ecological models of development, the module encourages you to understand the interdependent relationships between children, families, and the broader socio-economic environment. This will enable you to understand the holistic nature of childhood and the multiple influences shaping children’s lives.

This module explores diverse and marginalised childhoods in critically examining the rhetoric and reality of children’s rights. You will explore relevant legislation, like the United Nations Convention of the Rights of the Child (UNCRC), as well as discuss their complexities and critiques. You will also be encouraged to consider the intersectionalities of children and young people’s lives when thinking about social policy, and the roles and responsibilities of nation-states, institutions, policymakers and adults (whether parents, practitioners or wider society). The module further emphasises the complexities, challenges and opportunities for advocating for children’s voice, agency and participation, particularly in relation to childhoods that ‘deviate’ from western or dominant notions of ‘ideal types’. While adopting this perspective, the module encourages you to rethink children’s rights, agency and political lives while
highlighting the importance for social justice, socially-responsive pedagogies and socially–just
practices that may enable transformative futures for children.

This module introduces you to the foundational concepts of personal and professional development within the field of childhood and education. As future practitioners, researchers, or advocates in children’s services, you must develop self-awareness, interpersonal competence, and an understanding of professional values and expectations. Through reflective practice and collaborative learning, this module supports the development of the academic, emotional, and ethical competencies required for effective and responsible engagement with children, families, and communities in professional capacities. It also lays
the groundwork for professional standards and lifelong learning in the sector and explores how
engagement with theory and research influences professional values and practice. It offers you the opportunity to reflect on theoretical knowledge gained in the first year of their studies.

This module is for the Early Childhood Graduate Practitioner pathway.

This module will consist of an initial practice at an educational setting. This first-year practice placement provides opportunities for you to observe children and begin to understand the environments within educational settings, as well as the roles of educational practitioners. With these practice hours, you will have the opportunity to observe and support class teachers and room leaders within their settings. You will be provided with a range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development as practitioners. Within this module, you will complete practice hours as part of the requirements for the Early Childhood Graduate Practitioner qualification. 

This module will enable you to develop their understanding of current debates and issues around childhoods and education. The focus of this module will change from year to year based on current societal topics so that you can engage with current affairs. You will critically explore and evaluate how children navigate and participate in society and education and how current societal and political developments affect them and their childhoods. You will be introduced to key current topics and debates that are framed around children’s lives and education, and they will be given the opportunity to propose suggestions for policymakers, practitioners and families for further developments in these areas.

This module aims to develop your knowledge, understanding, and practical awareness of safeguarding children and young people. Safeguarding is an essential requirement for all practitioners working with children and families. It involves protecting children from abuse, neglect, and exploitation while ensuring they grow up in safe environments that support their overall well-being. The module critically examines relevant legislation, policy, and professional practice, with a strong focus on ethical considerations, interagency collaboration, and reflective practice. Within this module, you will examine the historical and legislative context of safeguarding in the UK, with emphasis placed on understanding professional roles
and responsibilities, as well as the significance of multi-agency approaches to safeguarding.
The module also explores risk factors and indicators of abuse, along with practical procedures for responding to concerns, reporting, and recording disclosures. A strong focus is placed on developing ethical and reflective practitioners who are aware of the emotional and professional challenges involved in safeguarding work. You will be encouraged to consider the impact of power dynamics, unconscious bias, and cultural competence in effective safeguarding. They will also be supported in evaluating their values, assumptions, and practices. You will develop critical insight into effective safeguarding
and the consequences of systemic failings by engaging with theoretical models, case studies,
and serious case reviews. The module encourages proactive and preventative approaches,
ensuring learners understand the importance of child-centred practice that respects children’s
rights and voices

This module provides you with essential knowledge and practical expertise for conducting research with children in diverse contexts, like within the family, in schools and within their communities. The module focuses on establishing a strong foundation on research design, introducing key steps in research process, like identifying the research problem, reviewing existing literature, formulating research questions and operationalising key concepts in research design. You will develop a critical understanding of quantitative, qualitative and mixed methodologies, as well as methodologies that relate to practice-based projects. As the module progresses, you will engage with the empirical stages of the research process, gaining hands-on experience in a variety of data collection methods such as surveys, interviews, and observations. They will also practise introductory data analysis techniques for a range of data in primary and secondary data research designs, as well as in practice-based projects. Throughout, the module emphasises the importance of ethical considerations when researching with children and families, encouraging students to reflect on their own positionality, power dynamics, and the impact of their research practices on participants.

Developing as an Educational Practitioner (Mandatory)

This second-year module seeks to explore the underlying principles and practices of an educational practitioner in early years and primary education. The module draws from the Early Childhood Studies Graduate Practitioner Competencies (ECSGP 2020), the QAA subject benchmarks for Early Childhood Studies (QAA 2022) and the Early Years Qualification Framework (2025). Within this module, you will explore the curriculum within early years and primary education, focusing on the Early Years Foundation Stage, Key Stage 1 and Key Stage 2, as well as the specific subjects within each stage of the curriculum. Topics relevant to educational practice, such as conducting observations, planning activities and working with parents and carers will be discussed, giving you the opportunity to consider these areas as part of the role of an educational practitioner. You will be able to apply their knowledge to their own experience in practice within their settings or potential application to their future practice in order to further enhance their skills as developing educational practitioners.

Early Childhood Graduate Practitioner 2 (Mandatory)

Building on from Early Childhood Graduate Practitioner 1, this module provides you with the opportunity to continue gaining experience in practice in educational settings. Within this module, you will be able to undertake further practical experience in placement in Ofsted registered educational settings, such as primary schools and nurseries. You undertaking this module will continue to progress towards meeting the requirements of the Early Childhood Graduate Practitioner qualification.

Individual Literature Paper (Optional)

The primary purpose of this module is to provide you with the opportunity to examine and explore in depth a topic relevant to their studies that is of interest to them. This module is also designed to help you develop independence in their learning and will enable you to demonstrate an ability to evaluate and represent issues and ideas. You will be expected to draw from their wider subject base obtained from previous and current modules. It is anticipated that this project will enable you to explore a current issue, or debate in childhood and education. You will be encouraged to use a variety of resources and methods of delivery.

Social Pedagogy in Practice (Mandatory)

This module introduces learners to the principles, values, and methods of social pedagogy, with a focus on applying theory to real-world settings that support children, young people, and their families. Social pedagogy is an ethical, relationship-centred approach to care and education that promotes holistic development, participation, and social justice. The module explores how social pedagogical values, such as dignity, equality, empowerment, and reflective dialogue, inform everyday professional practice. You will critically examine the 'head, heart, and hands' model as a foundation for relational and compassionate work with children and young people. They will also explore the concept of pedagogic relationships and
how to utilise shared activities, creativity, and participation to foster trust, resilience, and learning.

Social Pedagogy Practitioner 1 (Mandatory)

This practice module provides you with the opportunity to gain practical learning and experience within a diverse range and contexts of community organisations. Within this module, you will be able to explore the lived realities of children and families within workbased settings, while starting to develop their practice skills in line with a social pedagogical approach. Within this module, you will complete practice hours as part of the requirements of the Social Pedagogy Practitioner endorsement. 

Within this module, students will explore a range of approaches to education, which could be considered alternatives to mainstream education, which take place for a range of individual and societal reasons, sometimes alongside mainstream education. This module will also provide you the opportunity to learn about and discuss a variety of creative approaches to education that are inherently inclusive and might form part of some of the alternative approaches or might be techniques within and outside of mainstream education. You will critically explore and evaluate how children participate in education in other ways apart from education within a mainstream school, while also discussing and considering the use of creative and inclusive approaches within all aspects of education. You will be able to consider and reflect on their own practice or examples and case studies from practice of others when considering these approaches. You will also be given the opportunity to propose ideas for further implementation of alternative and creative approaches or further consideration of these strategies by all stakeholders within education. 

The world is filled with disparities, economic and epistemic inequalities, while conflicts between and within nations are escalating on an everyday basis, including political oppression, natural disasters due to climate crisis, which are increasingly displacing children and families. With this topical module, you will draw on past knowledge and understanding of childhoods, children’s rights, and their voice and agency to examine the nature, scope and limitations of children’s lives on the move. On the one hand, it introduces you to marginalised childhoods – whether children’s displacement due to natural disasters, children in war or conflict-ridden zones and child soldiers, those living in street situations, including children in sex work, migrating or immigrant children or indigenous ways of being, as well as finding ways of living for children that suit their neurodivergence. On the other hand, drawing on children's geographies, it explores childhood mobilities, children’s spaces and places on the move, and the physical, material and liminal worlds they navigate and negotiate in their everyday lives whether in rural, urban, migration or indigenous contexts. This module is aimed at providing you with an advanced knowledge of contemporary childhoods to help them reflect on the increasing importance of acknowledging children’s complex and nuanced lived
realities across settings, policies and wider contexts. 

This Independent Project module provides final year students with the opportunity to undertake a substantial piece of self-directed research or professional enquiry related to children and young people. It recognises the interdisciplinary nature of the field, drawing on education, psychology, health, sociology, social policy, and law. The module supports a flexible approach to research that reflects the complex realities of children’s lives and services. You may choose to explore their project through qualitative, quantitative, or mixed methods of research, undertake a rapid systematic literature review, secondary data analysis or complete a practice- or work-based project within a relevant setting. This flexibility allows you to align their project with personal interests, professional aspirations, or placement experiences while demonstrating academic rigor and ethical awareness. Ultimately, the module fosters your development as ethical, independent, and reflective practitioners and researchers, well-positioned to contribute to improving outcomes for children, young people, and families across a range of settings.

Leading as a Practitioner (Mandatory)

This third-year module seeks to consolidate with you the underlying practices and principles of an educational practitioner in early years and primary education. The module draws from the Early Childhood Studies Graduate Practitioner Competencies (ECSGP 2020), the QAA subject benchmarks for Early Childhood Studies (QAA 2022) and the Early Years Qualification Framework (2025). This module is an opportunity for you to critically evaluate and reflect upon the values, theories and practical skills demanded of educational practitioners. The focus of this module is on considering the leadership skills required in educational practice, as well as the development of your leadership skills. You will critically explore working in teams, change management, leadership styles and the measurement of quality in provision. The ethos is to support you in developing critical evaluative ways of working that enhance their ability to lead practice as they work towards roles within education that require the use of their initiative and leadership skills. Drawing on theoretical ideas and empirical research you will demonstrate knowledge of leadership and management and its importance and application in democratic and inclusive practice.

Early Childhood Graduate Practitioner 3 (Mandatory) 

Building on from Early Childhood Graduate Practitioner 2, this module provides you with further opportunities to continue gaining experience in practice at educational settings and further refining their skills as educational practitioners. Within this module, you will be able to undertake further practical experience in placement in Ofsted-registered educational settings, like primary schools and nurseries.  Undertaking this module will continue to progress towards meeting the requirements of the Early Childhood Graduate Practitioner qualification.

Childhoods in Context (Mandatory)

This third-year module critically examines the complexities, contradictions, and marginalised experiences of children across diverse historical, social, material, health, legal and political contexts, locally and globally. Moving beyond dominant Western narratives that frame childhood as a universal time of innocence, dependency, and protection, you will interrogate how race, gender, conflict, displacement, and systemic violence shape diverse realities of growing up. The module explores how children are positioned simultaneously as victims, offenders, and agents within socio-legal systems, as well as critically analyses the debated space between safeguarding, justice, and human rights, with attention to how power,
politics, and representation influence policy and professional practice. 

Social Pedagogy Practitioner (Mandatory)

This practice module provides you with the opportunity to continue gaining practical learning and experience within a diverse range and contexts of community organisations. Within this module, you will be able to continue exploring the lived realities of children and families within work-based settings, while further developing their independent practice skills in line with a social pedagogical approach. Within this module, you will complete practice hours as part of the requirements of the Social Pedagogy Practitioner endorsement. 

Applied Studies (Optional) 

This module enables you, to explore, in depth, a chosen text or body of literature within their chosen field of study. In this module, you have the opportunity to critically engage with content and themes embedded or emerging within the text. The theories and concepts examined throughout the degree can be applied to key themes arising from the chosen text. This provides opportunities for critical analysis and evaluation concerning the historic and current state of knowledge in this topic area and the text. You can engage with a specific set of issues, concepts, and theories that they determine are relevant and important through which to contextualise the text.