Understanding children’s mental health needs is crucial for practitioners working with children and young people as it has a significant impact on other areas of development, social and educational participation and inclusion. Children with special educational needs and disabilities (SEND) often need support in regulating emotions and managing vulnerable mental health. The module provides opportunities to gain an understanding of children’s mental health from a holistic bio-psycho-social perspective.

Based on the developed understanding of mental health risk factors, individual vulnerability and available intervention approaches, you are encouraged to apply your knowledge in developing support strategies for children’s mental health needs. You will apply underpinning theory and practice reflections in relation to supporting children’s wellbeing in a range of settings. The module will explore the principles and practices of therapeutic play-based and creative arts interventions used in mental health promotion, prevention and therapy. You will experience a range of non-directive therapeutic play techniques including sand tray, puppetry and drama, therapeutic storytelling, working with clay, messy and sensory play, to enable children to tell their stories and make sense of their world. Within workshop settings, you will have the opportunity to reflect on how these mediums may support children within their settings.

This module seeks to ask fundamental questions about what education is, and the purpose of education in contemporary societies such as the UK. The module will be an introduction to sociology and sociological analysis of education inequality, examining the ways in which gender, race, and class impact on children’s schooling experiences and educational achievement. To enable you to develop critical understanding of factors that influence the educational outcomes of children and young people, the module will introduce you to Critical theory, focusing on Pierre Bourdieu’s social theory and his theoretical concepts such as the habitus and cultural, economic, and social capital as well as Paulo Freire’s critical pedadgogy. The link between social class, gender and ethnicity and educational achievement and underachievement will also be explored in the module. Throughout the module, you will be given the opportunity to engage with key sociological literature, which will both challenge and extend their understanding of the debate and rhetoric around education and schooling in the UK. You will be encouraged to consider how your own biases around social class, ethnicity and gender might impact on how they perceive and support children from different socio-economic and cultural background.

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 your 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.

This practice-based Level 6 module supports you working towards the Graduate Practitioner Competencies (GPCs). It provides a critical space for you to reflect on prior practice experience, consolidate your professional identity, and demonstrate the graduate-level knowledge, skills, and behaviours expected of a graduate practitioner or Early Years Teacher preparing for leadership roles.

You will engage critically with the roles of reflective practice, continued professional development, and theoretical frameworks in shaping high-quality early years and primary education pedagogy. The module supports you in mapping your progress against the GPCs and preparing evidence for assessment through observation, reflection, and professional dialogue.

Building upon prior practice experience, the module focuses on your professional development by encouraging critical evaluation and enhancement of your own practice. Through structured self-evaluation, you will identify strengths and areas for growth, connecting your practice to national policy, relevant frameworks, and professional expectations.

Designed to operate in partnership with workplace mentors and settings, this module ensures authentic, applied learning and contributes directly to Assessment requirements for the Graduate Practitioner Competencies OR Early Years Teacher Status as appropriate.

Understanding children’s mental health needs is crucial for practitioners working with children and young people as it has a significant impact on other areas of development, social and educational participation and inclusion. Children with special educational needs and disabilities (SEND) often need support in regulating emotions and managing vulnerable mental health. The module provides opportunities to gain an understanding of children’s mental health from a holistic bio-psycho-social perspective.

Based on the developed understanding of mental health risk factors, individual vulnerability and available intervention approaches, you are encouraged to apply your knowledge in developing support strategies for children’s mental health needs. You will apply underpinning theory and practice reflections in relation to supporting children’s wellbeing in a range of settings. The module will explore the principles and practices of therapeutic play-based and creative arts interventions used in mental health promotion, prevention and therapy. You will experience a range of non-directive therapeutic play techniques including sand tray, puppetry and drama, therapeutic storytelling, working with clay, messy and sensory play, to enable children to tell their stories and make sense of their world. Within workshop settings, you will have the opportunity to reflect on how these mediums may support children within their settings.

This module seeks to ask fundamental questions about what education is, and the purpose of education in contemporary societies such as the UK. The module will be an introduction to sociology and sociological analysis of education inequality, examining the ways in which gender, race, and class impact on children’s schooling experiences and educational achievement. To enable you to develop critical understanding of factors that influence the educational outcomes of children and young people, the module will introduce you to Critical theory, focusing on Pierre Bourdieu’s social theory and his theoretical concepts such as the habitus and cultural, economic, and social capital as well as Paulo Freire’s critical pedadgogy. The link between social class, gender and ethnicity and educational achievement and underachievement will also be explored in the module. Throughout the module, you will be given the opportunity to engage with key sociological literature, which will both challenge and extend their understanding of the debate and rhetoric around education and schooling in the UK. You will be encouraged to consider how your own biases around social class, ethnicity and gender might impact on how they perceive and support children from different socio-economic and cultural background.

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 your 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.

This practice-based Level 6 module supports you working towards the Graduate Practitioner Competencies (GPCs). It provides a critical space for you to reflect on prior practice experience, consolidate your professional identity, and demonstrate the graduate-level knowledge, skills, and behaviours expected of a graduate practitioner or Early Years Teacher preparing for leadership roles.

You will engage critically with the roles of reflective practice, continued professional development, and theoretical frameworks in shaping high-quality early years and primary education pedagogy. The module supports you in mapping your progress against the GPCs and preparing evidence for assessment through observation, reflection, and professional dialogue.

Building upon prior practice experience, the module focuses on your professional development by encouraging critical evaluation and enhancement of your own practice. Through structured self-evaluation, you will identify strengths and areas for growth, connecting your practice to national policy, relevant frameworks, and professional expectations.

Designed to operate in partnership with workplace mentors and settings, this module ensures authentic, applied learning and contributes directly to Assessment requirements for the Graduate Practitioner Competencies OR Early Years Teacher Status as appropriate.