5B018E - Positive Youth Justice 01 Sep 2026 - 31 Aug 2032 | Version 1
Associated Module Information
| Module Code: | 5B018E | ||
|---|---|---|---|
| Module Title: | Positive Youth Justice | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Kelly McCarthy | ||
| Module Team: | Louise Simpson, Lise Jacobsen, Mark Iggulden, Alun Prosser | ||
| 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: | 100455 - childhood and youth studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
To enable students to become analytical of young people’s offending, their particular contexts, strengths-based approaches, including factors that influence offending behaviour, in a Welsh and English context.
To enable students to gain an understanding of youth offending, subsequent consequences, youth justice provision and related services, legislation, policy, research and theoretical ideas that underpin practice.
Content Summary
Positive Youth Justice
Make a real difference and help change young lives. This module explores how we can transform youth justice by putting children first, focusing on their strengths, potential, and right to be heard.
You’ll develop the skills and confidence to work collaboratively with children, families, and professionals across sectors, promoting inclusion, fairness, and positive change. Balancing key theories with real-world practice, you’ll learn how child-first and anti-oppressive approaches can reduce reoffending and build stronger, more sustainable communities.
Grounded in the Social Pedagogy Standards and Charter (SPPA, 2022), this module encourages you to think critically, act ethically, and become an autonomous, reflective, and compassionate practitioner who has a lasting impact.
You’ll also complete 40 hours of practice learning, gaining valuable hands-on experience that connects your studies to professional practice in youth justice and related settings, which is underpinned by the Social Pedagogy Standards and Charter (SPPA, 2022) and the PCS model (Thompson, 2021) of the structural and societal dimension.
By the end, you’ll be ready to work confidently within interdisciplinary teams to create better outcomes for children and families — helping young people not just to avoid offending, but to flourish and thrive in their communities.
Be part of a fairer and more ‘just’ society.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminar | 49 |
| Tutorials | 7 |
| Summative Assessment | 60 |
| Formative Assessment | 5 |
| Guided Study | 65 |
| Placement | 16 |
| Practical Class/Workshops | 98 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Students will be able to demonstrate analytical competencies towards young people’s offending and their particular contexts, including factors that influence offending behaviour, strengths-based approaches, and in a Welsh and English context. |
| LO2 | Students will evidence an understanding of youth offending, subsequent consequences, youth justice provision and related services, legislation, policy, research and theoretical ideas that underpin practice |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self-reflective Assessment | Students will produce an 800-word reflective journal entry based on 40 hours of professional placement – forms part of PSRB requirements (of 420 hours overall) for ‘Social Pedagogy Practitioner’ status. Students base this reflection on their application of knowledge around particular contexts, why young people offend, its consequences, youth offending provision and related services, plus the legislation, policy, research and theory that underpin real-world contexts | 0 | 800 | 25 | No | 40 |
| Synchronous Onsite Oral Assessment | Group Oral Assessment (Internally assessed, Onsite) | Student group will prepare, engage, participate, and contribute to a 45-minute group dialogue, that replicates a case meeting, based on a young person’s current situation (hypothetical) in relation to offending behaviours. The group will be expected to analyse and reflect on the best ways to support the young person in the case study, including a consideration of the factors that influence offending behaviour, subsequent consequences; be able to demonstrate an understanding of youth offending provision and related services, legislation, policy, research and theoretical ideas to underpin and defend decision making | 45 | N/A | 75 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self-reflective Assessment | ✔ | ✔ | |
| Group Oral Assessment (Internally assessed, Onsite) | ✔ | ✔ | |