Childhood and Families - Leeds and Famillies 2017.pdf · The contents of current statutory early...

Childhood and FamiliesUndergraduate Programmes 2017

• Early Childhood Studies

• Education Studies

• Education and Religious Studies

• Working with Children, Young

People and Families

leedstrinity.ac.uk/ice

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Welcome toChildhood and Families

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Do you want to make a difference in the lives of children and their families? Are you fascinated by why and how children learn and develop in the early part of their life? Do you want to give children the best possible start in life?

If you’ve answered yes, you’re in the right place. Delivered by active researchers with extensive professional experience, our Childhood and Families courses will give you the skills needed.

You’ll develop a practical understanding of the field grounded in theory, engaging with topical and controversial debates. We’ll then give you the chance to apply that theory in a variety of child and family settings during two professional work placements.

Our courses offer the chance to specialise in a variety of routes, from education and t heology, to child and family support. Whatever you choose, you’ll be part of an academic community that’s developed an outstanding reputation in the field of childhood and families.

Paul Dickinson Head of the Institute of Childhood and Education We are recognised as a centre of excellence

for our delivery of Education Studies.

Dr Carmen Lau ClaytonSenior Lecturer, Childhood and Education

Contents2. Welcome

4. Early Childhood Studies8. Education and Religious Studies12. Education Studies16. Working with Children, Young People and Families

20. Outstanding student experience22. Teaching and assessment24. Living and studying in Leeds26. Studying abroad27. Our offer28. Developing highly employable graduates 29. Personal careers support30. Our alumni community 32. Keeping in touch

The thing I enjoy most about my course is the knowledge and experience of my lecturers, who always provide relevant and useful examples of theory in practice.

Bethany CrawfordEducation Studies and Early Years

Course Introduction: This degree will explore the steps children go through in the first years of their life and the ways to equip them for the future.

Are you fascinated by how children learn and develop in the early part of their life? Do you want to make a difference to the development, learning and wellbeing of children and support them to have the best start in life they can have?

The Early Childhood Studies degree synthesises cutting-edge professional policy with academic rigour. You will graduate able to work to the highest of standards within a variety of settings. You will develop a practical understanding that is grounded in theory, both traditional and contemporary, as you learn about the stages children may go through as they progress through the early years of their life, exploring what helps children to be ready for their future.

The contents of current statutory early year’s framework and curriculum is reflected throughout the modules.

You will study how play is a vital component for children’s learning and holistic development. The course also looks at the rights of children; how each child is unique and deserves to be treated as an individual. You will also study difficulties and problems children may face, from safeguarding issues to disability and specific needs. You will examine how to ensure that all children receive the right support and protection in order to have the best possible chances in life to reach their full potential.

Year 1

Programme Level Assessment Professional Development and Placement 1• This module will involve three stages: portfolio preparation, a University wide two week intensive placement preparation block and a five week professional placement. The three phases include the following:

Portfolio Preparation - Semester 1 and 2• The contents of the portfolio and deadlines are contained within the module handbook and are assessed by the module tutor. • This stage will typically involve lectures, workshops and weekly directed learning activities to support the preparation of a portfolio of evidence. • The portfolio will typically include: CV and other evidence of professional and employability skills; planning for personal and professional development; evidence of successfully securing an appropriate professional placement; reflections on University-based learning and evidence of understanding of programme level aims and objectives.

University-wide Two Week Intensive Placement Preparation Block - Semester 2• Successfully engage in the University-wide two week intensive placement preparation block which will typically include: guest speakers, lectures, workshops, individual/ group activities and directed learning activities.

Five week Professional Placement Block - Semester 2• Successfully undertake a five week professional placement including weekly reflections and weekly contact with your progress tutor and module tutor.

Safeguarding and Child Protection• This module will explore the complex issue of safeguarding and protecting children. • It will consider current legislation and policy initiatives relevant to this area of study along with relevant current research findings.

• You will be expected to engage with current procedures and understand the frameworks within which all practitioners are expected to operate. • Specific reference will be made to the requirements of current statutory frameworks for the Early Years Foundation Stage. • You will learn the different categories of abuse. • This module will include the Leeds Trinity Safeguarding training course, for which a certificate of attendance will be awarded, and will develop the expertise outlined in the Common Core of Skills & Knowledge.

Physical and Cognitive Development• There will be an introduction to a range of relevant theory in relation to physical, cognitive and language developmental research of children from zero to eight years. • The sequence, process and nature of pre-natal and post-natal development in the early years will be considered, as will later development in the pre-adolescent and adolescent years and how early experiences may impact on outcome. • Infant perception and cognition will be analysed, taking account of recent evidence. • Expertise in this area as identified in the Common Core of Skills and Knowledge (2010) and the Statutory Framework for the Early Years Foundation Stage will be addressed.

Play and Learning in the Early Years Environment• This module introduces students to a range of relevant theory related to play and creating an effective early years environment for a range of children and their needs.• The module will include a study of: Related theory including a range of cultural and social perspectives;• activities and equipment and how they relate to development, stereotyping, role play, learning.• Observations of children at play and how these can inform about a child’s social, personal, physical and cognitive development.• Nurturing activities and building relationships with young children.• Learning on this module will be in the context of the Statutory Framework for the Early Years Foundation Stage and the Common Core of Skills and Knowledge.

Course Benefits: • Our team are professionally qualified and experienced lecturers who are current researchers in early years and education.• Decide your future within a wide variety of career choices or further study.• This degree is at the forefront of sector developments.• We have an excellent reputation within the field of Childhood and Education.

Early Childhood StudiesBA Honours

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Key Facts:Early Childhood Studies, BA Single HonoursUCAS: X321UCAS typical offer: 104 Length: Three yearsCourse Mode: Full-time


Unique Child: Social and Emotional Development• This module introduces students to a range of relevant theory related to personal and social development; the development of personality, self awareness, self esteem and identity in children 0-8 years.The module will include a study of:• Relevant theory related to the personal, social and emotional development of young children and their behaviour.• Influences on a child’s personality, behaviour and identity; how they understand the world around them and how they relate to it.• Professional ethics, practice guidance and the Common Core of Skills and Knowledge.• The importance of effective communication and professionally appropriate response to a range of children with diverse personalities within early years and educational settings.

Health, Safety and Care Routines• This module will require students to be familiar with the Statutory Framework for the Early Years Foundation Stage and the importance of health and safety in early years’ environments. Studies will include:• Welfare requirements/ratios.• Development of policies.• Childcare routines e.g. feeding, sleep, bathroom and nappy changing procedures.• Risk assessments.• Importance of record keeping.

Year 2

Research Methods and Evidence-based Practice• This module is taught through a series of topics, which allow students to learn about, use and critique distinct research methodologies and their application. • We explore the scientific method and how to do and not do a good experiment through the real life case studies e.g. case study giving pupils fish oil to boost their examination performance. • We explore the use of secondary sources by critically examining how statistics relate to policy processes. • This gives the course a strong practical and policy relevance.

Professional Development and Placement 2This module will involve three stages: preparation, professional placement and reflection.

• Preparation: tutorial and workshops reconsidering their employability skills, analyse their career prospects and undertake the practicalities of gaining and undertaking a professional placement in the early years workforce, taking account of relevant policy and guidance.• Professional placement: students will be supported in finding themselves a placement and undertake a period of professional placement in an appropriate setting, considering an aspect of university based work set against professional requirements.• Reflection: students will complete a report reflecting upon the practical skills gained through the professional placement experience and what they have learnt about the application of theoretical understanding in a practical setting.

Diversity and Inclusion: Education for All• In this module, students are expected to engage with key issues related to inclusion and those with whom they are learning in a variety of settings. • This module will be taught using a mixture of lectures, seminars, workshops and tutorials, some of which will be student-led.

Key themes include:• Difference of faith, culture, religion and ethnicity. • Socio-economic issues relating to health and poverty.• Impact of discrimination and labelling on children, adults, society and education.

Pedagogy, Practice, Assessment and Frameworks• This module will develop your understanding of the Early Years curriculum from birth to age 5. • You will be expected to research how effectively the curriculum has been applied in a range of early years’ settings. • You will be expected to analyse critically an international range of perspectives and theories related to early years’ education, e.g. Reggio Emilia, Scandinavian approaches, Steiner, Montessori, etc. Learning theory will be assessed as to appropriate use in early years’ settings.• You will develop previous study at Level 4 and further consider learning experiences in the context of the EYFS Areas of Learning and Development and the Common Core of Skills and Knowledge.

Supporting Transitions: Early Learning, Early Independence• This module explores early development theory related to attachment, early learning, self-identity and self-regulation. • You are expected to relate theory to a child’s ability to cope with transitions through the first 8 years. • The Common Core of Skills and Knowledge and professional ethics, values and beliefs will be expected to form part of the discussion.• You will be expected to identify common themes and arguments in theory and research and conflicting viewpoints, considering too how these may have arisen.

Creativity: Expressive Arts and the World• You will be expected to engage in practical sessions and explore your own creativity. • You are also required to plan appropriate opportunities to enable children to enhance their creative talent and develop their artistic skills and use these as a vehicle for learning.• Assessment instruments will not only require you to employ skills of design and planning; assignments will also involve evidence of related underpinning theoretical knowledge in the context of supportive environments, early learning, assessment and creativity. • Learning will take place via lectures and in interactive sessions incorporating theoretical input, discussion, debate, ICT research and student presentation.

Year 3

Critical Issues and Contemporary Debates• This module offers you the opportunity to develop further critical reasoning and analytical skills in relation to philosophical, sociological and psychological concepts of early childhood and education.The module will include a study of:• Foundational and contemporary views and theories of early childhood, education and teaching;• The rethinking of early childhood and educational policies and practices;• Practical ethics: issues and dilemmas

Research Project• The module provides an opportunity for you to complete an independent investigation or to undertake a work based project within an area of interest. • It will entail application of the principles and practices introduced in the Research Methods module at Level 5 and offer you the opportunity to extend your engagement with employers. Identification of an area of inquiry will lead to one of three routes; a practical investigation, a theoretical study or a work-based project that you negotiate with an employer. • A selected literature review will inform the investigation or work-based project. • Evidence will be gathered with due regard to ethical concerns and international contexts, where appropriate.

• You will be guided towards one of three routes for study: an empirical study, a theoretical study or a work based project that the you negotiate with an employer. • In order to allow latitude for construction of a journal article and/or the provision of a report in a format useful to the employer in a work-based project, the Module Handbook will provide guidance regarding appropriate wordage equivalence.

SEN and Disability• This module develops your understanding of child development and how it applies to the issues of SEN and Disability.Key themes include:• How professionals and parents can identify early needs and support methods used.• The impact of SEN and Disability on an individual child’s development and learning.• Diversity issues such as bilingualism, giftedness, ethnic diversity and disability.• Planning for the inclusion of a range of children in an early years setting.• ADHD, Asperger’s and autism, dyslexia, dyscalculia and dyspraxia.• Physical impairments.• Behavioural and social/emotional disorders.• Relevant legislation, policies and practices, e.g. the Support and Aspiration green paper.

Sociological Perspectives of Childhood• Study on this module will give you the opportunity to explore how the meaning of childhood has changed over the generations.

You will:• Compare constructions of childhood and examine theories of childhood from a range of perspectives.• Explore some of the most challenging and fundamental issues concerning children and their families in the twenty-first century.• Be encouraged to develop an understanding of children’s lived experiences.• The ever-changing policies and ideologies that surround the lives of children and their families will be examined, as will contemporary research in the context of the children’s agenda.

Leadership and Multi-Agency Teamwork• This module develops your ability to review practice, policy and theory, relating it to particular incidents and circumstances. • You are expected to draw on previous experiences and learning in order to evaluate case studies. • Within this module, you will be expected to demonstrate professional development skills through the creation of professional development plans. • Current policy guidelines will provide the context e.g. Statutory Framework for the Early Years Foundation Stage, Common Core of Skills & Knowledge and National Occupational Standards.

On successful completion of the module, you will be able to:• Critically analyse the roles and responsibilities of managers and leaders working in early years’ settings in the context of a theoretical framework;• Critically review theory in relation to inter-professional working in practice.

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My time here has surely given me more than a degree. I have made friends for life, I have gained skills and attributes which are boosting many aspects of my life. And I have developed professional relationships with some of the best academics at Leeds Trinity University.

Mary MatheWorking with Children, Young People and Families

The degree has definitely influenced my current practice as it has introduced me to new concepts; provided me with an opportunity to really think about my practice and has enabled me to develop new skills which I will continue to use throughout my career.

Samantha HeyEarly Childhood Studies

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Thanks to everyone at the University, I feel like I’ve transformed into a productive, experienced and ambitious member of society. I’ve been given support, experience and responsibility, which has helped me plan my future in a way that doesn’t seem so daunting anymore.

Rebecca CarterEducation Studies

Course Introduction: Do you want a career in an educational field but not yet decided on which stage? Are you interested in religion, philosophy, ethics and the “big questions” in life?

This degree will challenge and stimulate; it combines the study of Religious Studies with a broad-based practical preparation for future teacher training at postgraduate level. It offers placement opportunities in each year of study and provides a range of progression opportunities on completion of the course.

This course gives you the flexibility o f gaining an undergraduate degree with specific preparation for future postgraduate training when you have decided on the type of educational provision you want to specialise in for your future career. The course is designed to support the development of professional and academic skills which will enable you to have a number of alternative choices following graduation.

The content of the programme is organised into five thematic strands: • Biblical Studies• Christian Doctrine and Practice• Employability, Professional Practice and Research Skills• History• Sociology, Social Policy and Politics

Some themes are distinct to their discipline (e.g. biblical studies), while others (e.g. history) encompass both disciplines. Additionally, some modules span two themes (e.g. Education Policy fits within the Sociology, Social Policy and Politics themes and also the history theme).

Year 1 An Introduction to the Hebrew Bible• Through in-depth study of the Hebrew Bible, this module will introduce you to the disciplines of both Theology and Religious Studies. Historical, literary and theological approaches to the Bible will be introduced. • Special attention will be given to the religio-cultural contexts from which the Hebrew scriptures emerged and the main communities of interpretation: Judaism and Christianity. • Muslim appropriation and interpretation of the Hebrew Bible will also be included. Key theological themes relevant to Christian theology will be highlighted.

A range of topics will be introduced and discussed through the study of selected texts. These may include the following: • The Bible as library• Overview of biblical history• Meaning of the terms ‘Hebrew Bible’ and ‘Old Testament’• Myth and history in the Bible• Historical criticism (documentary hypothesis, form criticism, etc.)• Literary genres (history, myth, legend, narrative, poetry, etc.)• In-depth studies of selected books, such as Genesis, Deuteronomy, Isaiah, Jonah• The nature of prophecy in the Hebrew Bible• The concept of Messiah• Key biblical themes such as Creation, Covenant, Epiphany, Sacrifice, Human and Divine Love, The Suffering Servant, Lament, Loyalty and Friendship, Being ‘Called’.

Professional Development and Placement 1• This module will involve three stages: portfolio preparation, a University wide two week intensive placement preparation block and a five week professional placement. The three phases include the following:Portfolio Preparation - Semester 1 and 2• The contents of the portfolio and deadlines

are contained within the module handbook and are assessed by the module tutor. • This stage will typically involve lectures, workshops and weekly directed learning activities to support the preparation of a portfolio of evidence. • The portfolio will typically include: CV and other evidence of professional and employability skills; planning for personal and professional development; evidence of successfully securing an appropriate professional placement; reflections on university based learning and evidence of understanding of programme level aims and objectives.University-wide - Two Week Intensive Placement Preparation Block - Semester 2• Successfully engage in the University-wide two week intensive placement preparation block which will typically include: guest speakers, lectures, workshops, individual/ group activities and directed learning activities.Five week Professional Placement Block - Semester 2• Successfully undertake a five week professional placement including weekly reflections and weekly contact with your progress tutor and module tutor.

Critical Thinking Skills• Criticality combines both critical thinking abilities, as well as reflection, in order to integrate learning from personal experience with an ability to engage in an empathic, ethical and compassionate way with one’s world. Content may vary from year to year, but topics may include:• The welfare state and well-being; Toxic childhood; Student activism; Business ethics; Capital punishment; Animal ethics; Drugs in sport; Faith schools/universities; Digital media and ethics; Professional ethics in context; Immigration and refugees; Citizenship; The environment.

History of Education• In this module you will trace key educational developments in legislation, organisation, curriculum and culture. • The module will encompass state-funded education, private education and alternative education.Illustrative themes include:• Continuity and change within key legislation and its impact upon access, organisation and content.• Institutions, organisations and structure, e.g. elementary school, primary school, the tripartite system, comprehensives, co-education, public schools.• Cultural change, e.g. discipline, choice, dress, pupil/student participation.• Alternative histories, e.g. free schools, home schooling.

Course Benefits: • Explore a career in the educational field, even if you don’t know your specialism yet.• Gain invaluable experience through professional work placements.• Specific employment preparation and teacher training following graduation.• You will be able to apply for a range of different postgraduate teacher training options.

Education and Religious Studies*BA Joint Honours

Key Facts:Education and Religious Studies, BA Joint Honours*UCAS: 9L6BUCAS typical offer: 104 Length: Three yearsCourse Mode: Full-time

World Religions: Texts and Traditions• This module explores major world religions through primarily textual and historical analysis, examining the principal texts of the various traditions, and identifying how these texts have informed the historical development and spread of these religious traditions. • Specific attention is paid to the variations within traditions and the differing manners in which key texts and tenets have come to be interpreted differently by various groups. The module will also include an examination of the categorisation of ‘world religions’.

Introduction to the Sociology of Education• The module introduces you to basic sociological approaches to education. This will include introducing you to:• Basic sociological concepts used in the analysis of education• Conflict, consensus and action theories• Debates around the impact of social differences on educational attainment.• A key feature of the course is that you will be provided with opportunities to reflect on your own educational experiences and relate these to the sociological concepts explored. • You will be encouraged to keep learning logs of your own ideas which allow for reflection on their own development and allow tutors to view the progress of student thinking.• This module will be taught via lectures, seminars and tutorials and in workshops that utilise a range of pedagogies. This will include case studies, discussion groups and project work.

Year 2

Reading the New Testament• A critical study of the New Testament using both biblical studies and theological approaches. Through the lens of the biblical writings, this module gives a window into the first few generations of Christianity and provides knowledge and understanding of key sources of theological study.• The module is rooted in weekly study of biblical texts and supported by critical engagement with them. Through close attention to the work of selected New Testament authors, major theological themes will be introduced.

The following topics will be included:• Overview of the New Testament writings, their origins in the early church and their unity and diversity.• New Testament background in Roman Palestine and Ancient Western Asia. • Scholarly approaches to the study of the New Testament (e.g. historical criticism, narrative criticism, socio-political criticism).• The person and work of Jesus Christ in a selected gospel.• The nature and faith of the New Testament church(es), their history and spread, with reference to at least one non-gospel writing.• The relationship of the early Christians with the Jewish community and the use of Old Testament in the New Testament.• Selected theological themes in the New Testament, such as reconciliation, the resurrection of the dead, the kingdom of God, the Holy Spirit, messianic expectation, discipleship, sacrifice, mission.

Christology• This module introduces the doctrines about Jesus Christ developed by the church in the first five centuries, and discussion of their visual representation. • It introduces you to the major ecumenical debates of the first five centuries and sets them within their religious and socio- political context. • It also considers how the Chalcedonian Definition was understood in the first millennium.Subject content will include:• The significance of Christology within the Christian tradition.• Review of Christology in the New Testament (e.g. titles of Jesus, Cosmic Christology).• The development of Christology in the theological debates of the Ecumenical Councils, the major schools (especially Antioch and Alexandria) and protagonists (e.g. Arius, Athanasius and Apollinarius, Theodore of Mopsuestia, Nestorius, Cyril of Alexandria, Eutyches, Leo the Great).• The varied reception of Chalcedon in the first millennium (e.g. Syriac Christology, Chinese Christology, Islamic Christology).• Representations of traditional Christology (such as iconography, film, and other art forms)..

Research Methods and Evidence-based Practice • The module is taught through a series of topics, which allow you to learn about, use and critique distinct research methodologies and their application.

• We explore the scientific method and how to do and not do a good experiment through the real life case studies e.g. case study giving pupils fish oil to boost their examination performance. • We explore the use of secondary sources by critically examining how statistics relate to policy processes. • This gives the course a strong practical and policy relevance.

Professional Development and Placement 2 This module will involve three stages: preparation, professional placement and reflection.• Preparation: tutorial and workshops reconsidering your employability skills, analyse your career prospects and undertake the practicalities of gaining and undertaking a professional placement in the early years workforce, taking account of relevant policy and guidance.• Professional placement: you will be supported in finding a placement and undertaking a period of professional placement in an appropriate setting, considering an aspect of University- based work set against professional requirements.• Reflection: you will complete a report reflecting upon the practical skills gained through the professional placement experience and what you have learnt about the application of theoretical understanding in a practical setting.

Education Policy• This module reviews education policy within its wider societal context, with particular focus on the period after the 1944 Education Act. You will consider:• The nature and impact of wider societal factors, such as economics and culture.• The development of political ideologies, their perspectives on education and their relationship with education ideologies.• The perspectives and influence of key players such as governments, the market, professionals, parents, pupils/students, consumers and taxpayers. • Illustrative themes include access, selection, equal opportunity, curriculum content and control, state control / professional autonomy, evaluation / accountability, education expansion and education funding.

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Education, Inequality and Social Justice• The course builds on the Level 4 course introduction to the sociology of education. • It will be structured around key problems - class inequality and forms of capital, critical race theory, gender transformations and the inclusion debate. Around these key themes the course will explore:• The empirical reality of forms of educational inequality. • The key theories which attempt to explain social reproduction and transformation especially around class, ethnicity, gender and disability. • Social justice and education.• Policy impacts on patterns of educational inequality and opportunity.

Year 3

Biblical Themes: Covenant and Prophecy • This module will introduce you to the key themes of covenant and prophecy in the Catholic Bible, and to the importance of these themes in Catholic Theology. • You will learn about the importance of covenant in biblical literature, and will learn about the underlying themes of prophecy in a number of prophetical books. • They will develop an understanding of literary genre and the importance of context and culture to biblical texts. In particular core content will include: • The study of at least one book from the Torah, and at least one Prophetical book, from the OT, and at least one Gospel and one Epistle, from the NT. • Engagement with the themes of covenant and prophecy in contemporary Catholic Theology. • Building on the knowledge and understanding from TRS Ecclesiology and Liturgy to underpin the importance of Scripture and Tradition in Catholic theology.

Research Project• The module provides an opportunity for you to complete an independent investigation or to undertake a work-based project within an area of interest. • It will entail application of the principles and practices introduced in the Research Methods module at Level 5 and offer you the opportunity to extend your engagement with employers. Identification of an area of inquiry will lead to one of

three routes; a practical investigation, a theoretical study or a work-based project that you negotiate with an employer. • A selected literature review will inform the investigation or work based project. • Evidence will be gathered with due regard to ethical concerns and international contexts, where appropriate. • You will be guided towards one of three routes for study: an empirical study, a theoretical study or a work-based project that the student negotiates with an employer. • In order to allow latitude for construction of a journal article and/or the provision of a report in a format useful to the employer in a work-based project, the Module Handbook will provide guidance regarding appropriate wordage equivalence.

From Martinet to Mentor? • The module uses both academic texts and films as historiography in examining the portrayal of autonomous and isolated teachers in films within the context of changes in the teaching profession and in relation to society. • The module adopts an initial British and post war twentieth century focus. • Issues include interpretations of teachers’ professionalism, teachers’ changing roles, the changing nature of teachers’ authority and the impact of societal change upon schooling.• The module then examines the impact of twentieth century trends in laying the foundation for a greater diversity of classroom educator identities: teaching assistant, mentor, learning support, peer support, parent. New professional roles and societal perspectives have raised the profile of teamwork for classroom educators.• The module examines similarities and differences across classroom educator roles and explains these through reference to education and society.

Over-schooled and Undereducated? The module will:• Explore alternative education theories.• Examine specific practices of alternative education such as democratic schooling, human scale schools, de-schooling and home education.• Critically assess the evidence and theory in relation to impact on pupil learning and well being.• Compare the impacts to mainstream schooling.• Explore what, if any, lessons can be learned from alternative educational provision for

restructuring mainstream education. • Explore examples of practice and draw on theoretical approaches developed in different areas of the world.

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If you want to help to improve the lives of children and families, come and join us! There has never been a better time. Dr Paul ComanAssociate Principal Lecturer, Childhood and Education


For me, the support you get at Leeds Trinity is outstanding and the relationship you build with your progress tutor and lecturers is extremely helpful.

Zoe SinclairEducation Studies

Course Introduction: Explore and debate the key issues in education with a career-focused degree.

OK, so why should you do Education Studies with us? Because you’ll be able to develop and debate ideas that affect your life (and everyone else’s!), and you’ll get the professional experience that is so advantageous too. Together, we’ll analyse topics that are not just ‘academic’ – they’re in the news and talked about within families and in social contexts.

Topics include what should children learn at school, why do some children perform better than others, what is a good teacher and should students have to pay tuition fees?

You’ll use ideas from subjects such as sociology, psychology, history, politics and film studies so there’s plenty of variety. Don’t worry if you ’ve not studied all these yet. Our first year course gets you up to speed.

Education Studies is UK-focused, yet draws upon the international context. If you develop an interest in education overseas you could add a year’s experience abroad within your Education Studies degree. You could then base your independent final year project upon this experience. This life-enhancing opportunity offers a distinctive edge in the competitive international careers market.

Year 1

Programme Level Assessment History of Education• In this module you will trace key educational developments in legislation, organisation, curriculum and culture. • The module will encompass state-funded education, private education and alternative education.Illustrative themes include:• Continuity and change within key legislation and its impact upon access, organisation and content;• Institutions, organisations and structure, e.g. elementary school, primary school, the tripartite system, comprehensives, co-education, public schools;• Cultural change, e.g. discipline, choice, dress, pupil/student participation;• Alternative histories, e.g. free schools, home schooling.

Introduction to the Sociology of Education• The module introduces you to basic sociological approaches to education. This will include introducing you to:• Basic sociological concepts used in the analysis of education• Conflict, consensus and action theories• Debates around the impact of social differences on educational attainment.

• A key feature of the course is that you will be provided with opportunities to reflect on your own educational experiences and relate these to the sociological concepts explored. • You will be encouraged to keep learning logs of you own ideas which allow for reflection on their own development and allow tutors to view the progress of student thinking.• This module will be taught via lectures, seminars and tutorials and in workshops that utilise a range of pedagogies. This will include case studies, discussion groups and project work.

Childhood, Social Policy and EducationIn this module you will study:• Perspectives on childhood that underpin social policy: historical, sociological, philosophical, psychological and ethical;• The changing status of children within families, education and society, e.g. the emergence of children’s rights and parents’ responsibilities; • The nature of the changing relationship between state, families and education;

• Current legislation, policy and practice regarding safeguarding.

Professional Development and Placement 1• This module will involve three stages: portfolio preparation, a University wide two week intensive placement preparation block and a five week professional placement. The three phases include the following:

Portfolio Preparation - Semester 1 and 2• The contents of the portfolio and deadlines are contained within the module handbook and are assessed by the module tutor. • This stage will typically involve lectures, workshops and weekly directed learning activities to support the preparation of a portfolio of evidence. • The portfolio will typically include: CV and other evidence of professional and employability skills; planning for personal and professional development; evidence of successfully securing an appropriate professional placement; reflections on University-based learning and evidence of understanding of programme level aims and objectives.University-wide - Two Week Intensive Placement Preparation Block - Semester 2• Successfully engage in the University-wide two week intensive placement preparation block which will typically include: guest speakers, lectures, workshops, individual/ group activities and directed learning activities.Five week Professional Placement Block - Semester 2• Successfully undertake a five week professional placement including weekly reflections and weekly contact with your progress tutor and module tutor.

Course Benefits: • This is a career-focused degree, with graduates going on to work in teaching or a variety of support roles such as family/youth work.• You will have the opportunity to study abroad.• You’ll develop key workplace skills.• Two professional work placements will enhance your job prospects..

Education StudiesBA Honours

Key Facts:Education Studies, BA Single HonoursUCAS: X301UCAS typical offer: 104 Length: Three yearsCourse Mode: Full-time

Introduction to the Psychology of Education• An introduction to learning theory will include consideration of the role of cognitive neuroscience, behaviourism and cognitive developmental perspectives. • An introduction to assessment for formative and summative purposes and its effects on students will be provided. • Intelligence will be examined in relation to the nature and effects of individual differences in education. • The concept of motivation will be explored. • Theories of behaviour and the management of behaviour will be analysed. • Schooling will be assessed in terms of its putative, psychological effects on students and society.

Critical Thinking Skills• Criticality combines both critical thinking abilities, as well as reflection, in order to integrate learning from personal experience with an ability to engage in an empathic, ethical and compassionate way with one’s world. Content may vary from year to year, but topics may include:• The welfare state and well-being; Toxic childhood; Student activism; Business ethics; Capital punishment; Animal ethics; Drugs in sport; Faith schools/universities; Digital media and ethics; Professional ethics in context; Immigration and refugees; Citizenship; The environment.

Year 2

Education Policy• This module reviews education policy within its wider societal context, with particular focus on the period after the 1944 Education Act.

You will consider:• The nature and impact of wider societal factors, such as economics and culture.• The development of political ideologies, their perspectives on education and their relationship with education ideologies.• The perspectives and influence of key players such as governments, the market, professionals, parents, pupils/students, consumers and taxpayers. • Illustrative themes include access, selection, equal opportunity, curriculum content and control, state control / professional autonomy, evaluation / accountability, education expansion and education funding.

Research Methods and Evidence-based Practice • The module is taught through a series of topics, which allow you to learn about, use and critique distinct research methodologies and their application. • We explore the scientific method and how to do and not do a good experiment through the real life case studies e.g. case study giving pupils fish oil to boost their examination performance. • We explore the use of secondary sources by critically examining how statistics relate to policy processes. • This gives the course a strong practical and policy relevance.

Professional Development and Placement 2This module will involve three stages: preparation, professional placement and reflection.• Preparation: tutorial and workshops reconsidering your employability skills, analyse your career prospects and undertake the practicalities of gaining and undertaking a professional placement in the early years workforce, taking account of relevant policy and guidance.• Professional placement: you will be supported in finding a placement and undertaking a period of professional placement in an appropriate setting, considering an aspect of University-based work set against professional requirements.• Reflection: you will complete a report reflecting upon the practical skills gained through the professional placement experience and what you have learnt about the application of theoretical understanding in a practical setting.

Curriculum and Assessment• This module examines the curriculum as contestable educational terrain. • The legislation, policy and practice of the National Curriculum are examined within the context of competing models. • Issues such as curriculum purposes, planning/development/change, control and accountability, student assessment, teacher appraisal and course evaluation are considered.• You will be encouraged to apply knowledge and understanding by developing an assessment strategy which takes account of your assessment for learning and other purposes.• The module will take account of different education settings. • It will focus upon compulsory schooling in its analysis of the National Curriculum but

enable you to apply these concepts and knowledge to further/higher education also.

Language and Thinking in the School Years• This module examines the curriculum as contestable educational terrain. • The legislation, policy and practice of the National Curriculum are examined within the context of competing models. • Issues such as curriculum purposes, planning / development / change, control and accountability, student assessment, teacher appraisal and course evaluation are considered.• You will be encouraged to apply knowledge and understanding by developing an assessment strategy which takes account of student assessment for learning and other purposes.• The module will take account of different education settings. • It will focus upon compulsory schooling in its analysis of the National Curriculum but enable you to apply these concepts and knowledge to further/higher education also.

Pedagogy, Practice, Assessment and Frameworks• This module will develop your understanding of the Early Years curriculum from birth to age 5. • You will be expected to research how effectively the curriculum has been applied in a range of early years’ settings. • You will be expected to analyse critically an international range of perspectives and theories related to early years’ education, e.g. Reggio Emilia, Scandinavian approaches, Steiner, Montessori, etc. Learning theory will be assessed as to appropriate use in early years’ settings.• You will develop previous study at Level 4 and further consider learning experiences in the context of the EYFS Areas of Learning and Development and the Common Core of Skills and Knowledge.

Education, Inequality and Social Justice• The course builds on the Level 4 course introduction to the sociology of education. • It will be structured around key problems - class inequality and forms of capital, critical race theory, gender transformations and the inclusion debate.Around these key themes the course will explore:• The empirical reality of forms of educational inequality.• The key theories which attempt to explain social reproduction and transformation especially around class, ethnicity, gender and disability. • Social justice and education.• Policy impacts on patterns of educational inequality and opportunity.

Year 3

Research Project• The module provides an opportunity for you to complete an independent investigation or to undertake a work-based project within an area of interest. • It will entail application of the principles and practices introduced in the Research Methods module at Level 5 and offer you the opportunity to extend your engagement with employers. Identification of an area of inquiry will lead to one of three routes; a practical investigation, a theoretical study or a work-based project that you negotiate with an employer. • A selected literature review will inform the investigation or work-based project. • Evidence will be gathered with due regard to ethical concerns and international contexts, where appropriate. • You will be guided towards one of three routes for study: an empirical study, a theoretical study or a work-based project that you negotiate with an employer. • In order to allow latitude for construction of a journal article and/or the provision of a report in a format useful to the employer in a work-based project, the Module • Handbook will provide guidance regarding appropriate wordage equivalence.

From Martinet to Mentor? Change and Continuity in the Roles of Educators• The module uses both academic texts and films as historiography in examining the portrayal of autonomous and isolated teachers in films within the context of changes in the teaching profession and in

relation to society. • The module adopts an initial British and post war twentieth century focus. • Issues include interpretations of teachers’ professionalism, teachers’ changing roles, the changing nature of teachers’ authority and the impact of societal change upon schooling.• The module then examines the impact of twentieth century trends in laying the foundation for a greater diversity of classroom educator identities: teaching assistant, mentor, learning support, peer support, parent. New professional roles and societal perspectives have raised the profile of teamwork for classroom educators.• The module examines similarities and differences across classroom educator roles and explains these through reference to education and society.

Over-schooled and Undereducated? Alternative Education PracticesThe module will:• Explore alternative education theories.• Examine specific practices of alternative education such as democratic schooling, human scale schools, de-schooling and home education.• Critically assess the evidence and theory in relation to impact on pupil learning and well being.• Compare the impacts to mainstream schooling.• Explore what, if any, lessons can be learned from alternative educational provision for restructuring mainstream education. • Explore examples of practice and draw on theoretical approaches developed in different areas of the world.

Selected Themes in the Psychology of Education• Advances in brain science will be explored in relation to evidence about learning. • Research on the possible effects of recent technology on the brain and its consequences for learning, will be examined. • Selected theories in the area of the psychology of learning will be evaluated, including behaviourism and constructivism. • Research into individual differences will be explored with particular emphasis on a critical evaluation of the concepts of intelligence and motivation, introduced at Level 4 and again at Level 5. • Educational assessment for both formative and summative purposes will be examined critically and in-depth.

• The issue of behaviour and the management of behaviour problems will be explored in relation to social factors which may appear to affect success or failure in education.

Inclusion, SEN and Disability• This module examines differing perspectives toward SEN and disability across time and place. • You will build on earlier study in applying your understanding of educational values, meritocracy, selection, inequality and social justice to SEN and disability.• Educational policy and guidance will be related to legislation and to changing attitudes in society. • The UK chronological sequence within education of segregation, integration, inclusion and choice will be explained through reference to society. • The module will highlight the complex variety of challenges faced by education professionals in seeking to support students with ADHD, Asperger’s and autism, dyslexia, dyscalculia, dyspraxia, physical impairments and behavioural and social/emotional disorders.• You will be encouraged to develop your own recommendations regarding future policy and practice that takes account of values, alternatives, prevailing political realities and practicalities.

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The professional work placements included in the course mean I get to experience working in the field I want to have a career in. Attiya RashidEducation Studies



The professional work placements were one of the main reasons that I chose Leeds Trinity and they’ve been so valuable in helping me to develop an understanding of using theory in practice. Emily BoweWorking with Children, Young People and Families

Course Introduction: In this degree you’ll explore aspects of child development and how society understands the concept of family. Do you want to make a difference in the lives of children and their families? If you’re serious about a career within the child and family welfare sector, then this is the course for you.

Children and their families are high on the political and social agenda. Almost every week issues are raised by politicians and the media about how best to support children and families, and the point at which a formal or legal intervention becomes appropriate.

You’ll explore aspects of child development and how society understands the concept of family. Additionally, you’ll have the chance to study aspects of childhood and the law relating to children and their families.

In years one and two, you’ll undertake professional work placements. These give you an opportunity to work in a variety of child and family settings, helping you to make the link between theory and practice, and to explore your career options early in your degree.

The course considers controversial and topical issues, engaging students in debates around incidents reported in the media. There is consideration too of scenarios that professionals face in supporting children and families. In this way, students learn to make judgements, weigh up risks and take account of different views. Not only does this make for enjoyable study, it prepares students for a confident and successful start to their professional life.

Year 1

Programme Level Assessment Professional Development and Placement 1• This module will involve three stages: portfolio preparation, a University wide two week intensive placement preparation block and a five week professional placement. The three phases include the following:

Portfolio Preparation - Semester 1 and 2• The contents of the portfolio and deadlines are contained within the module handbook and are assessed by the module tutor. • This stage will typically involve lectures, workshops and weekly directed learning activities to support the preparation of a portfolio of evidence. • The portfolio will typically include: CV and other evidence of professional and employability skills; planning for personal and professional development; evidence of successfully securing an appropriate professional placement; reflections on University-based learning and evidence of understanding of programme level aims and objectives.University-wide - Two Week Intensive Placement Preparation Block - Semester 2• Successfully engage in the University-wide two week intensive placement preparation block which will typically include: guest speakers, lectures, workshops, individual/ group activities and directed learning activities.Five week Professional Placement Block - Semester 2• Successfully undertake a five week professional placement including weekly reflections and weekly contact with your progress tutor and module tutor.

Introduction to Child Psychology• The nature, methods and justification for child psychology will provide a basis for studying the beginning of life, including our inheritance, development from conception to birth and the newborn’s adjustment to the world. • The formation of relationships will consider the family, attachments and peer relationships. • The development of gender identity will be considered. • An introduction to emotional development will comprise an attempt to explain what emotions are, children’s conception of emotion, socialization of emotions and the development of emotional competence. • An introduction to cognitive development will consist of the main perspectives on the development of thought and language. • Finally, the construction of the self including adolescent development will be introduced.

Childhood Society and Social PolicyIn this module you will study:• Perspectives on childhood that underpin social policy: historical, geographical, sociological, philosophical and psychological.• The changing status of children within families and society, e.g. the emergence of children’s rights.• The nature of the changing relationship between state, families and children.• Social policy in contexts, e.g. education, health, social services, law.• The responses of government and society to child poverty.

Protecting ChildrenThis module will explore the complex issue of safeguarding children. • It will consider current law and policy initiatives relevant to this area of study along with relevant current research findings. • You will study high profile child abuse cases along with the findings of the subsequent enquiries.• You will be expected to engage in critical thinking around the role of media reporting in child abuse cases.• You will learn the different categories of abuse.

Course Benefits: • You will gain a very practical understanding of how support can be provided for children, young people and their families in a variety of settings including schools and welfare environments.• You will be taught by research active lecturers who are both professionally qualified and experienced in the field of child and family work.

Working with Children, Young People and FamiliesBA Honours

Key Facts:Working with Children, Young People and Families, BA Single HonoursUCAS: L540UCAS typical offer: 104 Length: Three yearsCourse Mode: Full-time

Working with Families• This module enables you to develop your understanding of effective practice with children and families. • You are expected to deepen your understanding of the theoretical and policy context of modern practice with families. • The module aims to raise your awareness that skilful, effective practice is systematic and considered rather than the result of chance or common-sense social processes.• Throughout the module there will be a continuing emphasis on the importance of children’s welfare and development.

The module will include a study of:• National and local policies and procedures that affect working with families.• Values, diversity, discrimination and anti- oppressive practice.• Established theory borrowed from existing disciplines of Social Psychology, Sociology and Social Work.• During the course of the module, you will begin to examine your own and recommended effective communication and engagement with families. • You will develop their knowledge of the ecological and holistic assessment of strengths and vulnerability factors within and around family circumstances.• You will appraise mainstream and perhaps taken for granted accounts of contemporary family life represented in the media. You will have the opportunity to examine these themes from an international perspective.

Professionalism• Analysis of professionalism and professionalisation will include associated historical and legal perspectives, multi-agency and team behaviours and responsibilities, professional standards, effective communication and academic/ learning skills, personal management, health and safety, equality, notions of being a graduate, and employability and ethical issues. • It will also include any specific training workshops required to address relevant needs identified within the group.

Year 2

Research Methods and Evidence-based Practice • The module is taught through a series of topics, which allow you to learn about, use and critique distinct research methodologies and their application. • We explore the scientific method and how to do and not do a good experiment through the real life case studies e.g. case study giving pupils fish oil to boost their

examination performance. • We explore the use of secondary sources by critically examining how statistics relate to policy processes. • This gives the course a strong practical and policy relevance.

Professional Development and Placement 2This module will involve three stages: preparation, professional placement and reflection.• Preparation: tutorial and workshops reconsidering your employability skills, analyse your career prospects and undertake the practicalities of gaining and undertaking a professional placement in the early years workforce, taking account of relevant policy and guidance.• Professional placement: you will be supported in finding a placement and undertaking a period of professional placement in an appropriate setting, considering an aspect of University- based work set against professional requirements.• Reflection: you will complete a report reflecting upon the practical skills gained through the professional placement experience and what you have learnt about the application of theoretical understanding in a practical setting.

Understanding Family Dynamics• This module will build upon your� knowledge and understanding of the complex and diverse nature of families. • You will explore the detailed interface of practice that exists between the practitioner and family, with a focus upon why families are resistant towards adopting new behaviours prescribed by practitioners.• You will evaluate different theories and models of change, with a rationale to explain client motivation and resistance. • You will analyse different strategies for working with such behaviour. The module will expand upon theoretical and evidence informed practice of direct practice of what works with families, as well as discussion around what does not work and explanations as to why this might be the case when engaging with families, building trust, communicating with families and maintaining relationships.• You will be encouraged to adopt a reflexive and adaptive response towards working with families with an appreciation that different perspectives upon a family problem can facilitate differing relationships with families and in some cases different results. You will gain

confidence at analysing problems from multiple, rather than single fixed perspectives.• Family history and functioning will be explored with a focus upon the impact that � identity and adult attachment might have upon notions of trust and developing relationships within and outside of families.• You are required to safely reflect upon their own life experiences and critical incidents, evaluating how these might limit or enhance their communication with other professionals and clients.

Assessments and Interventions• In this module, you will develop your understanding of existing multi-agency policy and practice in assessing and intervening through direct work with children and families. • You will study a range of assessment and intervention strategies with associated theoretical approaches. • You will be introduced to international aspects of assessment practice, particularly in relation to child protection. • You will be expected to develop and demonstrate effective communication skills and the ability to critically reflect on their own practice through case-work based on group discussion and presentation skills. • These are essential skills and professional practice and make a substantial contribution towards future employability.

Violence in the Family• In this module, you will consider the impact that violence in the family has on the person experiencing it and also the impact on others living in the household particularly children and young people. • You will be expected to analyse different theories and responses to this social problem. • You will learn about family violence in the context of culture and ethnicity. • You will also learn about the experience of violence across the life course, from babies to the elderly. • You will have the opportunity to make clear links between theory and practice, in the national and international context.

Children with Additional Needs: Diversity and Inclusion• This module aims to develop your awareness of the vulnerabilities that children may experience, considered additional needs. • The module will deepen understanding of the child in different social contexts.

• It is intended that you consider social exclusion and diversity from a wide sociological perspective, considering how these might impact upon people in many different circumstances and across the life course.• Your will examine how issues of diversity and social exclusion affect children and families within their communities and cultures as well as school-based contexts.

Key themes include:• How policy and legislation has changed along with social awareness of diversity.• How professionals and parents can identify early needs and support methods used.• The impact of diversity and SEN on an individual child’s development and learning.• Diversity issues such as gender, giftedness, ethnic diversity and disability.• Planning for the inclusion of different children in a range of practice settings.• Learning difficulties.• Physical impairments.• Behavioural and social/emotional disorders.• You will be encouraged to consider how additional needs might shape identity and how services are configured to work with such identities.

Children’s Rights, Young People and the Law • The course will introduce you to key Acts and legal principles; introduce you to key perspectives on children’s rights and the UNCRC;• You will explore some of the tensions and complexities involved in the legal construction of children in education, for example, between rights and obligations, autonomy and protection, capacity and development, welfare and autonomy;• It provides the opportunity for you to explore critically tensions and complexities reflected in statute and case law;• It provides the opportunity for you to reflect critically on the different constructions of children present in law and the way in which law both reflects and influences wider social, cultural and political constructs of the child

Year 3

Research Project• The module provides an opportunity for you to complete an independent investigation or to undertake a work-based project within an area of interest. • It will entail application of the principles and practices introduced in the Research

Methods module at Level 5 and offer you the opportunity to extend your engagement with employers. Identification of an area of inquiry will lead to one of three routes; a practical investigation, a theoretical study or a work-based project that you negotiate with an employer. • A selected literature review will inform the investigation or work based project. • Evidence will be gathered with due regard to ethical concerns and international contexts, where appropriate. • You will be guided towards one of three routes for study: an empirical study, a theoretical study or a work-based project that you negotiate with an employer. • In order to allow latitude for construction of a journal article and/or the provision of a report in a format useful to the employer in a work based project, the Module Handbook will provide guidance regarding appropriate wordage equivalence.

Therapeutic Interventions with Families • In this module, you will develop your knowledge, skills and understanding of a range of therapeutic interventions including direct work with children and families.• You will study a range of intervention strategies and associated theoretical approaches. • You will have the opportunity to make clear links between theory and practice, with reference to research from national and international perspectives. • You will be expected to further develop and demonstrate effective communication skills and the ability to critically reflect on your own practice through the use of scenarios for group discussion. • These strategies will prepare you for future employabilty.

Child and Youth JusticeThe course explores a range of themes, including:• The historical development of youth justice and the social construction of the youth offender.• Contemporary youth justice strategies and the continuities and ruptures with past approaches.• The links between policy, practice and outcomes.• Key debates around regulating and controlling young people.

Reflection and Supervision• In this module you will develop your knowledge, skills and understanding of the supervisory process to promote good practice in work with children and families. • You will study a range of models of supervision and develop skills in using supervision effectively. • You will have the opportunity to make clear links between theory and practice, with reference to research from a national and international perspective. • You will be expected to further develop and demonstrate effective communication skills and the ability to critically reflect on your own practice through the use of scenarios for group discussion.

Difficulties Families Face• In this module you will be given the opportunity to explore the range of problems that families can face while children are growing up and the approaches to support that may enable families to be empowered to take greater control for a positive future. • As each issue is explored, current research and theory will be applied; you will be encouraged to compare political and media rhetoric with clear research findings (on both a national and an international perspective) around these issues.

On successful completion of the module, you will be able to:• Identify different risk and vulnerabilities of children in the family context.• Interpret the range of problems families face and some methods of effective intervention and empowerment.• Appraise the role of the state in protecting the vulnerable.• Debate the conflict between individual rights and freedoms and collective responsibilities for parenting.

18 19leedstrinity.ac.uk/ice Modules information correct at time of going to print but may be subject to change.

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Inspirational teaching in the classrooms and excellent facilities across the campus.

Library and Study FacilitiesOur Library can be found in the Andrew Kean Learning Centre. It has a great range of study facilities, extensive print and digital collections and an excellent reputation for helping and supporting our students.

You’ll have access to over 500,000 electronic books and 100,000 print volumes to help with your studies. We have also heavily invested to give you access to excellent journal services. Our Discovery Service provides an easy one-stop shop to thousands of articles.

The Learning Centre is equipped with over 250 computers. You will benefit from a range of different learning environments and the latest equipment. From individual to two-person study carrels to group study rooms equipped with smartboards, PCs and media playback facilities to silent study rooms and a 24-hour IT room, you really will have everything covered!

If you have any questions, our qualified Liaison Librarians will be more than happy to help!

Trinity Enterprise Centre If you’ve aspirations of starting your own business or working for yourself, or have a business idea that you’d like to set up, our Enterprise Centre can support you and to develop your business. They can provide information on the following: • Information about business start-up and working freelance • Space to work on your business with access to IT facilities, specialist software and resources • Meeting rooms • Experienced business mentors for specialist support workshops • Opportunities to network • Information about ways to fund a new business

If you would like more information email [email protected]

Learning Hub The Learning Hub team offer friendly and personalised support to help develop your academic skills. They will provide tailored support and advice to help you achieve your potential. If you need help with any of the following, be sure to give them a visit. • Essay Writing • Time Management • Revision Strategies • Critical Thinking and Reading • Presentation Skills

Peer Learning MentorsPeer Learning Mentors are Year 2, 3, postgraduate and PhD students who provide academic support to all students across the University. PLMs host weekly drop-in sessions to assist with your study questions and support. They also provide an online service, so visit leedstrinity.ac.uk/thelearninghub

IT Services We’re continually developing our extensive IT service to ensure you get the most from Leeds Trinity. Our approachable and experienced IT team provide help and resources to support you. You will have access to Laptop Clinics, which offer you free advisory sessions, free Office 365 downloads across devices, to topping up your print credits and purchasing USB sticks.

Online Services Our Intranet provides a convenient gateway into all of our online services. This includes the Virtual Learning Environment (VLE), Moodle, the Library’s website; course timetable information; and e:Vision, the student information portal. You can access all these online services from off campus using our RemoteAccess service available 24/7, 365 days a year.

Outstanding student experience

Having access to the Enterprise Centre has given me the opportunity and encouragement to pursue my own business.

Catch up with friends in the campus social spaces

Business idea? Use the free facilities and support at the

Trinity Enterprise Centre

We have extensive library collections to specifically support your course

The Learning Hub will help develop the skills you need to succeed in your studies

Heather WhistonFilm and Television

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The best thing about my course is the complete dedication and enthusiasm of my lecturers. They genuinely want the best for each of their students and will always go the extra mile to support us.

Teaching and assessment

Learning and Teaching MethodsAt Leeds Trinity, we aim to provide an excellent student experience and a personal approach to helping students achieve their academic and professional potential. We have a strong tradition of supporting student employability, with relevant skills embedded in the curriculum and professional work placements included in all our undergraduate programmes.

Strategic learning themesThe key themes of our strategy are student confidence, professionalism and social responsibility. To help students achieve their potential we emphasise learning as a collaborative process, with a range of student-led and directed activities. This approach ensures that students fully engage in shaping their own learning, developing their critical thinking and reflective skills so that they can identify their own strengths and weaknesses, and use the extensive learning support system we offer to shape their own development.

Student-centred learningThe learning and teaching on our courses is delivered through a range of student-centred approaches which involve problem-based learning, plenty of group work and case study applications. The international work environment demands strong team working ability and collaboration and the everyday learning experience steadily builds up students’ confidence and skills. We make extensive use of Moodle, Leeds Trinity’s Virtual Learning Environment (VLE), to support class sessions, and of e-resources to enable 24/7 access to learning materials both on and off campus.

AssessmentThe modules on these programmes will be delivered by means of formal lectures, group workshops, seminars and blended self-study learning. Access to electronic resources including core e-texts will be made available for most of the modules. A variety of assessment methods are used, matched to the learning outcomes for the programme, to enable students to demonstrate the full range of knowledge and skills that they have developed.

International StudyThere are opportunities to study abroad with our partner universities in places such as Spain, France, Turkey, USA, Germany, Australia, Canada, Holland, Ireland and Italy.

This experience is especially encouraged in the second year of your degree when the course is designed to cover all core material in the first semester leaving you free to study your university credits elsewhere in the world. There is Erasmus funding available to assist you with your costs while abroad and often the study programme is delivered in English.

Research ProjectIn the final year, students conduct a research project or professional learning through work project in which they explore in greater depth a topic of personal academic interest.

Furthermore, across all modules in the final year greater student choice is built into the programme allowing you to develop your own area or region of expertise.

Our students are taught by highly qualified and experienced staff

Develop technical skills and enhance your work by using the Media Centre

Our group study spaces are perfect for studying

with friends

Robert Prothero

T O P

15%of UK Universitiesfor teaching quality

(Times/Sunday Times University Guide 2015)

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Living and studying in a great university city

We have over 800 bedrooms on campus, ranging from self-catered en-suite rooms in a shared flat to part-catered accommodation with shared bathrooms. New halls include All Saints Court and Fountains Court - seven storey halls with over 400 beds between the two buildings, they are at the heart of the campus and very close to your lectures and all facilities.

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Geared for Graduates Leeds is home to some big employers, with many national and international companies opening new offices here. Our broad economy means there’s jobs for every type of sector, from finance and health to the creative industries. It’s also geared for graduates, with plenty of companies offering graduate schemes and part-time work to fit around your studies.

Everyone’s Favourite Night Out In Leeds, we’re lucky to have some of the best nightlife in the North. From specialist whisky bars and late night bowling alleys to craft ale, cocktails and club nights featuring everything from grime to rockabilly, you won’t be short of places to have a good time. Plus, many of them have student nights out.

Live Music without LimitsLeeds is known for its legendary live music scene. The renowned club night Back to Basics started here, and the incredible Leeds Festival is still going strong. Experience hidden gems and big names, whether that’s in an intimate blues bar or the phenomenal Leeds Arena.

We guarantee accommodation on campus for all first year students visit leedstrinity.ac.uk/accommodation

Our accommodation contracts are for an academic year and the price includes heating, electricity and regular cleaning, as well as personal possessions insurance, and free Wi-Fi access.

Our Resident Mentors (experienced and trained students who live in halls of residence) work hard to ensure you settle into your new surroundings quickly.

We guarantee a room in our halls on campus to all new students, with the majority of our first year students choosing to live on campus. This means that you’ll have a friendly, supportive and secure environment to live in, managed by people who have your best interests at heart.

Fully furnished kitchens

Make new friends

Based just six miles from Leeds city centre surrounded by acres of beautiful greenery

You’ll be spoilt for choice with Leeds’ variety of bars and restaurants

With nearly 100,000 students from three universities, an international reputation for learning and thousands of graduate jobs every year, Leeds is the perfect city to start your journey towards a dream career.

Shop ‘til you drop at Trinity Leeds Shopping Centre

All Saints Court

We actively encourage you to spend time studying abroad. You’ll get the chance to make new friends, develop new skills and have life-changing experiences. You will gain more experience and maturity that prospective employers will find attractive, and the potential to learn or improve a foreign language.

Leeds Trinity University is part of the Erasmus+ Programme which enables you to experience studying and working in other institutions within Europe. We currently have partners in Australia, Canada, the USA, France, Germany, Holland, Ireland, Italy, Spain and Turkey.

After studying abroad in Madrid I feel much more confident in myself and my abilities.

Hannah Bamforth

Broaden your horizons and make yourself more employable. Find out more at leedstrinity.ac.uk/studyabroad

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Studying Abroad is a fantastic opportunity. Not only will you broaden your horizons, experience a new culture but you’ll also make yourself more employable.

Studying Abroad

Leeds Trinity’s entry requirements are listed with each course as a UCAS tariff score, although some of our courses may make grade-based offers. We will give special consideration to applicants where academicachievement has been gained in difficult personal or educationalcircumstances, including: applicants who are first generation entrants to higher education, applicants who have been in care in the last three years, applicants who have care responsibilities, applicants who are members of the traveller community and applicants with refugee status.

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Our offer

Nieve hanging out with a kangaroo on Heirisson Island, Perth

Study Abroad with opportunities around the world

With our campus-wide Wi-Fi, studies aren’t limited to the library!

Studying abroad has given me a broader outlook on life having had such an amazing opportunity to live and study in Fremantle, Australia.

Nieve Boyd

We are committed to nurturing and supporting you throughout your Leeds Trinity journey - from the moment you apply for your place, until long after you graduate. We understand that no two students are the same, so we welcome students with a range of qualifications and will personalise our offer to you.

We recognise that you may have previous experience or qualifications which make you suitable for entry onto a course, or exemption from modules or part of a course. This means that you could gain credit for prior learning, enabling you to gain entry onto a course, or enter at a different level. We treat every one of our applicants as an individual; in making our decision, we will review your personal statement, references, predicted grades, career ambitions as well as your existing skills and broader experiences.

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Developing highly employable graduates

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All of our degree programmes offer a blend of employability skills, professional placements, extra-curricular activities and one-to-one support. We call this our “employability” formula - a special blend of support and guidance that gives our graduates a head start in getting a job.

Guaranteed Work PlacementsYou will undertake two 20-credit Professional Development and Placement modules, which include five/six-week professional work placements in the summer term of Year 1 and the spring term of Year 2.

You will have the opportunity to gain work experience in a sector relevant to your degree programme.

Before your work placements start you are fully prepared and briefed. Afterwards, you are encouraged to reflect on the experience. Our professional work placements are a pivotal part of your degree programme and, along with networking and equivalence arrangements, will invariably help you to find your first job after graduation.

Professional learning through WorkA further option is the Professional Learning through Work module, which will involve the negotiation of a special project with an employing organisation and approved by academic staff at Leeds Trinity. These module options are designed to enhance and develop a network of industry contacts, which will help you access your chosen career networks.

You will be offered opportunities to develop professional skills and links with employers throughout your degree through participation in our on-campus Local Business Network, as well as access to extensive Business Networks made available through corporate membership of the IOD (Institute of Directors) and Leeds Chamber of Commerce. You are also encouraged to build on the contacts made during your work placements.

You will have the opportunity throughout your course to engage in extra-curricular activities and volunteering, all of which provide the chance to build up your skills, CV and portfolio in preparation for competing in the jobs marketplace.

TWO

Guaranteed Professional Work Placements for all students in years

one and two

Personal careers support

Our team of advisers, industry specialists and business experts are here to help you make the most of the careers and employment opportunities we offer, from volunteering and professional work placements to CV workshops and employer events.

All the help you needYour university course is the first step towards a career you love, and we want to make sure the journey is as rewarding and exciting as possible.

At the Careers Centre, you can gain advice and information from our team on:• The careers open to you, and how you can get there• Developing an impressive CV• Writing applications and preparing for interviews• Finding a job during your studies, holidays or after graduation• Starting your own business with our Trinity Enterprise Centre• Workshops, presentations and events on every element of employment

Personal Careers SupportEveryone’s path to their perfect career is different. That’s why we offer support in a variety of ways, including one-to-one chats with careers advisers, drop-in sessions, open access to our information room and tailored sessions for international students.

Call into our Careers Centre and help yourself to our range of resources. We’ve also got lots of information online, so you really can get advice whenever you need it.

Download example CVs, read about practice interviews and learn about developing your online presence. You can also connect on social media to find the latest news via Twitter and Facebook.

Industry PartnershipsWe work in close partnership with hundreds of businesses across all sectors to support your chosen career path with relevant professional contacts and valuable references.

These include the BBC, Sky News and ASDA as well as hundreds of local businesses, public sector and third sector organisations - who are all keen to work with students on exciting projects, research and events.

All our degree courses include at least one six-week professional work placement in your first two years of study. During the placement, you will work as a full-time employee which will develop your professional skills and knowledge, giving you fantastic degree relevant experience and will help you to make useful contacts for your future career.

Our placements often lead to further part-time work, volunteering opportunities, graduate internships or graduate jobs.

VolunteeringVolunteering can also be an accredited module towards your degree as an alternative to a professional placement on some courses. Volunteering could include supporting adults, mentoring school children and delivering sports sessions.

At Leeds Trinity you get more than a degree, as you make friends for life as well as great professional relationships with staff who can help you throughout your career. Best of all, you get professional work placements, which prepare you for the world of work.

Jack Josling

Find out more about student and graduate successes leedstrinity.ac.uk/placementsLauren Curtis, Journalismstudent on placement at the BBC

The course, people that I met and lecturers that I encountered really broadened my horizons and have certainly contributed to my career success.

I’ve gained so much experience at Leeds Trinity - through work placements and the knowledge staff have taught me.

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Study at Leeds Trinity and get lifetime membership to a community of talented and successful graduates.

If it wasn’t for the amazing tutors who helped me, day in and day out, to make me achieve the best I could - my journey would have been a hundred times harder.

Our Chancellor, Gabby Logan with some of our graduates

95%of graduates are in work

six months aftergraduation

(HESA DLHE 2014)

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Our Alumni Community

You’re part of the community at Leeds Trinity University from the moment you step through the doors, to long after you graduate. Our alumni network is the next step after you graduate: a club full of passionate people who’ve called Leeds Trinity their home and go on to do amazing things.

We’ll continue to support you after graduating as a member of our alumni community. You’ll get to stay in touch with fellow alumni, as well as benefit from discounts and opportunities we’ve created just for you.

Sarah FusseyDirector of Marketing and Ecommerce, Best Western Hotels

Chris FahyRoyal Television Society Award Winner

Harpreet KaurBBC Asian Network Presenter

www.leedstrinity.ac.uk @leedstrinity/leedstrinity /leedstrinity

We hope this covers the majority of your questions. However, if we’ve missed something, please do get in touch.

If you have any general queries about Leeds Trinity, you can get in touch by emailing [email protected] or call 0113 283 7150.

You can also keep in touch with us by connecting with us on Twitter or following us on the Leeds Trinity Facebook page @LeedsTrinity

Keeping in touch

Information correct at time of printing, June 2016.

The information in this publication can be supplied in alternative formats. Please call 0113 283 7150 or email [email protected]

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