5B022E - Working with Children in Specialist Contexts 01 Sep 2026 - 31 Aug 2032 | Version 0
Associated Module Information
| Module Code: | 5B022E | ||
|---|---|---|---|
| Module Title: | Working with Children in Specialist Contexts | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Psychology and Therapeutic Interventions | ||
| Faculty Sub Group: | Psychology | ||
| Module Leader: | Victoria Markham | ||
| Module Team: | Klara Price, Emily Groves | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100497 - psychology | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
The main aims of the module are:
Develop students’ understanding of specialist and alternative contexts in which children and young people are supported.
Critically analyse national policies and frameworks that guide professional practice in specialist contexts.
Build students’ professional skills in communication, collaboration, and reflective practice when working with children, families, and professionals.
Content Summary
What shapes a child’s learning journey when their needs do not fit neatly within the mainstream? Is it the expertise of the professionals who support them, the flexibility of the education system, or the wider policies that define what ‘support’ should look like? This module challenges you to explore the complexity of working with children in specialist contexts - where individuality, diversity, and professional collaboration intersect.
Building on prior learning about children’s development and environments, this module examines the specialist settings and professional practices that support children with additional or complex needs. You will explore how neurodiversity, disability, social and emotional challenges, and experiences of exclusion shape children’s participation in education and society. Drawing on theories of inclusion, rights, and wellbeing, you will also analyse how practice can be adapted to meet diverse needs effectively and ethically.
Through case studies, policy analysis, and reflective discussion, you will consider how alternative education settings, specialist services, and national frameworks shape the support children receive. Emphasis is placed on developing key professional skills, including communication, empathy, and reflective practice, to prepare you for effective and ethical engagement with children, families, and multi-agency teams.
This module encourages you to think critically about what it means to work inclusively, ethically, and collaboratively to enable every child - whatever their context - to thrive.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Scheduled Learning and Teaching | 56 |
| Guided Study | 10.5 |
| Summative Assessment and preparation | 60 |
| Independent self-directed learning | 173.5 |
| Total Hours Selected | 116 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Analyse specialist and alternative contexts in which children and young people are supported, demonstrating an understanding of how national policies and frameworks shape professional practice. |
| LO2 | Demonstrate developing professional skills in communication, collaboration, and reflective practice - supported by the evaluation and responsible use of GenAI tools - when working with children, families, and multi-agency professionals in specialist contexts. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Student Choice 1 | Student Choice; Asynchronous Assessment; Student Choice | 25 | 4000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Student Choice 1 | ✔ | ✔ | |