4B015E - Working with Children in Context 01 Sep 2026 - 31 Aug 2032 | Version 1
Associated Module Information
| Module Code: | 4B015E | ||
|---|---|---|---|
| Module Title: | Working with Children in Context | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Psychology and Therapeutic Interventions | ||
| Faculty Sub Group: | Therapeutic Studies | ||
| Module Leader: | Victoria Markham, Sarah Taylor | ||
| Module Team: | Klara Price, Emily Groves, Alexis Jones, Kirsty Richards | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100497 - psychology | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
The main aims of the module are:
To develop students’ understanding of the complex and interconnected social, cultural, and structural factors that influence children's development, wellbeing, and everyday experiences.
To enable students to reflect on and understand how professionals can collaborate within and across systems to effectively support children and families in diverse contexts.
Content Summary
What shapes a child’s life? Is it their family, their school, the street they live on—or the policies written in distant government buildings? This module invites you to look beyond the obvious and explore the complex web of influences that affect children's development and wellbeing every day.
This module introduces you to the multiple and interconnected contexts that influence children's lives, development, and wellbeing. Drawing on systems theory—particularly Bronfenbrenner’s ecological systems model—you will explore how children are shaped by, and interact with, various environments such as the home, school, community, and wider society.
You will consider how factors such as family structure, educational settings, access to play, and social policy contribute to children’s lived experiences. The module places particular emphasis on the impact of poverty and inequality, encouraging you to reflect on how disadvantage can affect children’s access to resources, participation, and developmental opportunities.
Through engagement with real-world case studies and academic literature, you will begin to develop the knowledge and skills needed to understand and support children within their broader social and cultural contexts. This foundational understanding prepares you for further study of child development and professional practice.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Guided Study | 10.5 |
| Independent Self-Directed Learning | 173.5 |
| Scheduled Teaching and Learning | 56 |
| Summative Assessment and Preparation | 60 |
| Total Hours Selected | 116 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Describe key theoretical approaches to understanding the child in context, including systems and ecological models. |
| LO2 | Reflect on and articulate how professionals work across systems to support children and families, using insights gained from evaluating GenAI tools. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Presentation (Synchronous Onsite) 1 | Individual Presentation/Synchronous on-site oral assessment/ Individual Oral Assessment (Internally assessed, Onsite) | 20 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Presentation (Synchronous Onsite) 1 | ✔ | ✔ | |