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Childhood, Education and Inclusion BA(Hons)

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    Overview

    Are you passionate about making a real difference in the lives of children, young people and their families?

    Our rewarding and flexible degree places children, young people and their families at its heart, drawing on disciplines such as education, childhood studies, special educational needs, social work and social policy, psychology, and sociology. With a team of highly respected and experienced tutors who are experts in their fields, you’ll learn from some of the best in the industry.

    Why study Childhood, Education & Inclusion BA(Hons) at Huddersfield?

    One of the unique aspects of this degree is its flexibility. Following a core year, where you will develop an understanding of the wider concepts, you then tailor your studies more to your interests and career goals by choosing your pathway from our three routes:

    • Education
    • SEND and Inclusion
    • Working with Children and Families

    This allows you to specialise in the area that most resonates with your passion and career aspirations.

    Our course allows you to:

    • Explore the nature of childhood and youth in contemporary society.
    • Examine relevant social theory and research.
    • Focus on current policy and practices, to prepare you for the future.
    • Develop your knowledge and skills to create inclusive spaces for children and young people.

    You’ll gain insight into children’s voices, their wellbeing and development, social policy, children’s rights, youth identities and cultures, safeguarding vulnerable children and young people, and supporting their inclusion and sense of belonging.

    You'll have the option to specialise in areas such as neurodiversity and autism, supporting social, emotional and mental health in education and mentoring and counselling, which will provide you with the essential skills needed for supporting children and young people with diverse needs, a crucial competency which is valued by employers in education, health, and social care sectors.

    In Year 2, you will undertake a work-based placement, gaining a minimum of 120 hours of real-world experience . This practical experience, combined with our unique blend of theory and practice, will equip you for a fulfilling career. Our graduates have gone on to work in the early childhood sector, primary, secondary, and further education, or in specialist roles such as domestic abuse workers, family support workers, and Local Authority SEND case workers. These roles require essential communication and specialised support skills, which our graduates are well-equipped with, enabling them to effectively support and advocate for children and young people

    After completing your degree, you might choose to pursue further study, including an Early Years Teaching Status, Primary and Secondary teaching and SEND PGCEs, which may lead to Qualified Teacher Status. Many of our students have advanced to study MSc Social Work and MSc Child Nursing, among other specialised fields.

    Entry requirements

    To find out if you’re eligible to start this course in September 2025 and get more information on how to apply, please see our Clearing pages or call our Clearing Helpline on 0333 987 9000.

    If you’re interested in studying this course in September 2026, please view the 2026-27 course information.

    Course Detail

    Year 1

    Core modules:

    Theories and Strategies for Learning

    This module introduces you to a variety of key skills intended to support your transition into higher education. The module encourages the development of academic study and communication skills necessary for success on your course along with academic tenacity and resilience. It encourages you to harness your organisation skills, have aspirations and develop self-efficacy.

    Self, Society and Welfare

    This module develops your understanding of society. Firstly, it examines social policy issues in society, such as poverty and inequality, and how the state responds to them through ‘welfare’, as well as through ‘rights’ and ‘citizenship’. You will then investigate the formation of identity and social differentiation by examining key sociological concepts such as social class, gender, the family, ethnic identity and disability.

    Contemporary Childhoods

    This module explores concepts of childhood and youth and how psychology, sociology, history and philosophy contribute to understanding the experience of childhood.

    Perspectives in Learning and Development

    This module introduces significant theories and research which underpin development and learning for children, young people and adults. It considers a range of key concepts to explain the basis of development and learning. It identifies the different dimensions of development (cognitive, linguistic, social, moral) and locates these aspects of development in their cultural and social context and in an international context. It focuses on different transitions that children and young people must make as they develop into adulthood and introduces students to different perspectives on the processes involved in learning and development.

    Year 2

    Core modules:

    Philosophical Approaches to Education

    This module explores the impact of different philosophical systems on the way that education is conceived and put into practice. You will have the opportunity to design an ideal educational system based on your own unique philosophy and representing your own values.

    Professional Practice and Learning

    This module nurtures your own learning whilst also focusing on improving your skills and professionalism. You’ll have the chance to explore your work-based learning opportunities and develop important career concepts,skills, and techniques. This includes reflecting on your experiences and using practical tools to analyse your progress. Throughout the module, you’ll develop a clear and organised approach to tracking and improving your career growth, via setting your own goals for learning at work, the practice self-reflection, and usingcreation learning agreements. Your progress will typically be supported by guidance from your workplace supervisor.

    Safeguarding Children and Young People

    Raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe. Knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts. Critically explores broader safeguarding concepts (such as CSE and PREVENT).

    Option modules:

    Choose one from a list which may include:

    Social Policy, Inclusion and Inequality

    This module focuses on differing theoretical and ideological understandings of social inclusion, and the role of social policy in response to experiences of exclusion in modern British society.

    Developing Language and Communication for Learning

    This module develops your understanding of language acquisition in children and young people. You will learn about why speech, language and communication (SLC) skills are important to children and young people’s development and how this potentially impacts on their life. You will also explore curriculum and pedagogical strategies that underpin educational resources to support speech, and communication needs, producing two activities.

    Year 3

    Core modules:

    Planning Your Final Year Project

    This module will help you to learn how to design and conduct a final year project. It does this by exploring a range of research and design approaches, strategies and methods. The module helps you to design a project that utilises your knowledge and abilities, carry it out and evaluate its outcomes. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. The module guides you towards gaining a thorough, critical understanding of project planning and evaluation, research protocols, methods, ethics and ways of doing data analysis. By the end of the module you’ll be confident and capable of designing your own rigorous and valid project.

    Final Year Project

    This module allows you to pursue your academic and work-related interests and to demonstrate the breadth of knowledge, understanding, and strengths that you have developed during your degree studies. You will review critical understanding of project planning and evaluation, research protocols, methods, ethics, and analysis. You will be supported in the selection of a focus for your final project, in the development of an application for ethical approval, and at each stage of your study. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. This module is your opportunity to work together with a supervisor to confidently and rigorously undertake a valid project.

    Finding a Voice (Children and Young People)

    This module helps students to understand theories and models concerning the voice of children and young people. The module will encourage students to evaluate and consider the complexities of international, political, socio economic, ethical and cultural implications within the context of The United Nations Convention on the Rights of the Child (UN 1989). It creates the opportunity for students to develop their analysis of children and young people’s capacity and opportunity to express their voice and encourage them to participate meaningfully to influence policy in a range of differing contexts. Students will explore the significance of voice and identify appropriate responses. The module is designed to improve the effectiveness of students in responding to the needs of children and young people to have a voice within a variety of contexts. This module is designed to improve your ability to respond to the needs of children and young people to have a voice and to enhance your understanding of different definitions, theories and models of voice.

    Supporting Social, Emotional and Mental Health in Education

    This module explores the context of and responses to a range of social, emotional and mental health needs in educational settings. Your understanding of different techniques that can be used to promote positive social, emotional and mental health plus behaviours for learning will be developed. You will explore causes of social, emotional and mental health needs, and look at how these can lead to dysregulated behaviour as well as the way that emotional and other difficulties can be recognised in one-to-one, small group encounters and whole class contexts. You will also consider theoretical aspects of supporting positive social, emotional and mental health, alongside behaviour management.

    Year 1

    Core modules:

    Theories and Strategies for Learning

    This module introduces you to a variety of key skills intended to support your transition into higher education. The module encourages the development of academic study and communication skills necessary for success on your course along with academic tenacity and resilience. It encourages you to harness your organisation skills, have aspirations and develop self-efficacy.

    Self, Society and Welfare

    This module develops your understanding of society. Firstly, it examines social policy issues in society, such as poverty and inequality, and how the state responds to them through ‘welfare’, as well as through ‘rights’ and ‘citizenship’. You will then investigate the formation of identity and social differentiation by examining key sociological concepts such as social class, gender, the family, ethnic identity and disability.

    Contemporary Childhoods

    This module explores concepts of childhood and youth and how psychology, sociology, history and philosophy contribute to understanding the experience of childhood.

    Perspectives in Learning and Development

    This module introduces significant theories and research which underpin development and learning for children, young people and adults. It considers a range of key concepts to explain the basis of development and learning. It identifies the different dimensions of development (cognitive, linguistic, social, moral) and locates these aspects of development in their cultural and social context and in an international context. It focuses on different transitions that children and young people must make as they develop into adulthood and introduces students to different perspectives on the processes involved in learning and development.

    Year 2

    Core modules:

    Autism, Neurodiversity and Inclusion

    You will study theories of child development from historical, psychological and sociological perspectives, exploring how neurodivergent and autistic children are constructed within these narratives. You will explore atypical development, examining a range of neurodivergent experiences of education, and analysing pedagogical approaches utilised to strengthen inclusive practices for neurodivergent children and young people in a range of educational settings. You will explore the impact of autism and neurodivergence on individuals and their families and demonstrate critical understanding of support systems within and beyond educational settings.

    Professional Practice and Learning

    This module nurtures your own learning whilst also focusing on improving your skills and professionalism. You’ll have the chance to explore your work-based learning opportunities and develop important career concepts,skills, and techniques. This includes reflecting on your experiences and using practical tools to analyse your progress. Throughout the module, you’ll develop a clear and organised approach to tracking and improving your career growth, via setting your own goals for learning at work, the practice self-reflection, and usingcreation learning agreements. Your progress will typically be supported by guidance from your workplace supervisor.

    Safeguarding Children and Young People

    Raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe. Knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts. Critically explores broader safeguarding concepts (such as CSE and PREVENT).

    Option modules:

    Choose one from a list which may include:

    Social Policy, Inclusion and Inequality

    This module focuses on differing theoretical and ideological understandings of social inclusion, and the role of social policy in response to experiences of exclusion in modern British society.

    Developing Language and Communication for Learning

    This module develops your understanding of language acquisition in children and young people. You will learn about why speech, language and communication (SLC) skills are important to children and young people’s development and how this potentially impacts on their life. You will also explore curriculum and pedagogical strategies that underpin educational resources to support speech, and communication needs, producing two activities.

    Year 3

    Core modules:

    Planning Your Final Year Project

    This module will help you to learn how to design and conduct a final year project. It does this by exploring a range of research and design approaches, strategies and methods. The module helps you to design a project that utilises your knowledge and abilities, carry it out and evaluate its outcomes. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. The module guides you towards gaining a thorough, critical understanding of project planning and evaluation, research protocols, methods, ethics and ways of doing data analysis. By the end of the module you’ll be confident and capable of designing your own rigorous and valid project.

    Final Year Project

    This module allows you to pursue your academic and work-related interests and to demonstrate the breadth of knowledge, understanding, and strengths that you have developed during your degree studies. You will review critical understanding of project planning and evaluation, research protocols, methods, ethics, and analysis. You will be supported in the selection of a focus for your final project, in the development of an application for ethical approval, and at each stage of your study. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. This module is your opportunity to work together with a supervisor to confidently and rigorously undertake a valid project.

    Finding a Voice (Children and Young People)

    This module helps students to understand theories and models concerning the voice of children and young people. The module will encourage students to evaluate and consider the complexities of international, political, socio economic, ethical and cultural implications within the context of The United Nations Convention on the Rights of the Child (UN 1989). It creates the opportunity for students to develop their analysis of children and young people’s capacity and opportunity to express their voice and encourage them to participate meaningfully to influence policy in a range of differing contexts. Students will explore the significance of voice and identify appropriate responses. The module is designed to improve the effectiveness of students in responding to the needs of children and young people to have a voice within a variety of contexts. This module is designed to improve your ability to respond to the needs of children and young people to have a voice and to enhance your understanding of different definitions, theories and models of voice.

    Critical Approaches to Inclusive Education

    You will examine definitions and different understandings of inclusion and models of disability, considering a national and global context. You will explore the impact these different definitions and models have on educational policy and practice. You will critically analyse current approaches to inclusion in a range of settings. You will develop your understanding of approaches to inclusive planning, teaching and assessment that ensures accessibility, challenge and achievability for all pupils.

    Year 1

    Core modules:

    Theories and Strategies for Learning

    This module introduces you to a variety of key skills intended to support your transition into higher education. The module encourages the development of academic study and communication skills necessary for success on your course along with academic tenacity and resilience. It encourages you to harness your organisation skills, have aspirations and develop self-efficacy.

    Self, Society and Welfare

    This module develops your understanding of society. Firstly, it examines social policy issues in society, such as poverty and inequality, and how the state responds to them through ‘welfare’, as well as through ‘rights’ and ‘citizenship’. You will then investigate the formation of identity and social differentiation by examining key sociological concepts such as social class, gender, the family, ethnic identity and disability.

    Contemporary Childhoods

    This module explores concepts of childhood and youth and how psychology, sociology, history and philosophy contribute to understanding the experience of childhood.

    Perspectives in Learning and Development

    This module introduces significant theories and research which underpin development and learning for children, young people and adults. It considers a range of key concepts to explain the basis of development and learning. It identifies the different dimensions of development (cognitive, linguistic, social, moral) and locates these aspects of development in their cultural and social context and in an international context. It focuses on different transitions that children and young people must make as they develop into adulthood and introduces students to different perspectives on the processes involved in learning and development.

    Year 2

    Core modules:

    Professional Practice and Learning

    This module nurtures your own learning whilst also focusing on improving your skills and professionalism. You’ll have the chance to explore your work-based learning opportunities and develop important career concepts,skills, and techniques. This includes reflecting on your experiences and using practical tools to analyse your progress. Throughout the module, you’ll develop a clear and organised approach to tracking and improving your career growth, via setting your own goals for learning at work, the practice self-reflection, and usingcreation learning agreements. Your progress will typically be supported by guidance from your workplace supervisor.

    Working with Children and Families

    The aim of this module is to provide those intending to work with children, young people and families with the key knowledge and skills to work inclusively and in partnership in response to children’s needs. You will critically examine contemporary family structures and germane developments in legislation and policy including the need for interagency collaboration when undertaking an assessment of a child in need. You will develop an intervention to meet the particular needs of a child. In addition, you will evaluate models of partnership, methods of intervention and research related to child centred approaches which encourage effective working and good outcomes.

    Safeguarding Children and Young People

    Raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe. Knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts. Critically explores broader safeguarding concepts (such as CSE and PREVENT).

    Option modules:

    Choose one from a list which may include:

    Social Policy, Inclusion and Inequality

    This module focuses on differing theoretical and ideological understandings of social inclusion, and the role of social policy in response to experiences of exclusion in modern British society.

    Developing Language and Communication for Learning

    This module develops your understanding of language acquisition in children and young people. You will learn about why speech, language and communication (SLC) skills are important to children and young people’s development and how this potentially impacts on their life. You will also explore curriculum and pedagogical strategies that underpin educational resources to support speech, and communication needs, producing two activities.

    Year 3

    Core modules:

    Planning Your Final Year Project

    This module will help you to learn how to design and conduct a final year project. It does this by exploring a range of research and design approaches, strategies and methods. The module helps you to design a project that utilises your knowledge and abilities, carry it out and evaluate its outcomes. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. The module guides you towards gaining a thorough, critical understanding of project planning and evaluation, research protocols, methods, ethics and ways of doing data analysis. By the end of the module you’ll be confident and capable of designing your own rigorous and valid project.

    Final Year Project

    This module allows you to pursue your academic and work-related interests and to demonstrate the breadth of knowledge, understanding, and strengths that you have developed during your degree studies. You will review critical understanding of project planning and evaluation, research protocols, methods, ethics, and analysis. You will be supported in the selection of a focus for your final project, in the development of an application for ethical approval, and at each stage of your study. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. This module is your opportunity to work together with a supervisor to confidently and rigorously undertake a valid project.

    Finding a Voice (Children and Young People)

    This module helps students to understand theories and models concerning the voice of children and young people. The module will encourage students to evaluate and consider the complexities of international, political, socio economic, ethical and cultural implications within the context of The United Nations Convention on the Rights of the Child (UN 1989). It creates the opportunity for students to develop their analysis of children and young people’s capacity and opportunity to express their voice and encourage them to participate meaningfully to influence policy in a range of differing contexts. Students will explore the significance of voice and identify appropriate responses. The module is designed to improve the effectiveness of students in responding to the needs of children and young people to have a voice within a variety of contexts. This module is designed to improve your ability to respond to the needs of children and young people to have a voice and to enhance your understanding of different definitions, theories and models of voice.

    Helping in Context (Counselling, Coaching and Mentoring)

    This module develops your understanding of theories concerning counselling, coaching and mentoring. In doing so, it will improve your effectiveness in responding to and working with the needs of individuals in a variety of contexts. You will have an opportunity to develop your helping skills and evaluate the use of different helping approaches.

    You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. On average, 16%* of the study time on the course is spent with your tutors (either face to face or online) in lectures, seminars, tutorials etc. You’ll also have a personal tutor who’ll be assigned to you throughout your degree to support your ongoing wellbeing and ensure that you have a positive learning experience.

    1. The University of Huddersfield has been rated Gold in all three aspects of the Teaching Excellence Framework (TEF) 2023. We were the only university in Yorkshire and the Humber and the North West to achieve Gold ratings in all three aspects of the TEF among those announced in September 2023. In fact only 13 Universities, out of the 96 that were announced in September 2023, were Gold in all three ratings.

    2. Our teaching staff rank first in England for the proportion with higher degrees and teaching qualifications, as well as being top five for those holding doctorates (HESA 2025). So you’ll learn from some of the best, helping you to be the best.

    3. We are second in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 24 since 2008 (2025 data).

    4. We won the first Global Teaching Excellence Award, recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017).

    Visit ‘Our experts’ page where you’ll find in-depth profiles of all our academic staff

    At Huddersfield, you'll study the Global Professional Award (GPA) alongside your degree* so that you gain valuable qualities and experiences that could help you to get the career you want, no matter what your field of study is. On completion of the Award, you'll receive a GPA certificate from the University of Huddersfield, alongside the specialist subject skills and knowledge you gain as part of your degree, which may help to set you apart from other graduates.

    Giving students access to the Global Professional Award is one of the reasons the University won ‘Best University Employability Strategy’ award at the National Graduate Recruitment Awards 2021. Find out more on the Global Professional Award webpage.

    *full-time, undergraduate first degrees with a minimum duration of three years. This does not include postgraduate, foundation, top-up, accelerated or apprenticeship degrees.

    Placements

    Placement experience is highly regarded by employers and enables you to understand practice alongside experienced mentors and practitioners. Placements are a key part of the course and are managed and supported by an experienced team of tutors, who work closely with mentors in the placement settings.

    You will undertake a minimum of 120 hours in a work placement in Year 2 and you can choose to focus on educational practice, supporting children with special educational needs or settings that focus on supporting families. Previous students have completed placements in nurseries, primary, secondary and specialist education provision, family support teams, domestic violence teams, charities and other wider settings that support children and young people.

    Education at Huddersfield

    Curious about studying Education at Huddersfield? Hear directly from our students and staff about the course, the community, and how it prepares you for a career that makes a difference.

    Discover more about the course

    Your Career

    Discover the job roles our graduates are working in now.

    Inspiring Graduate

    Get inspired by real students and their careers.

    Student Support

    Discover all the support available so you can thrive.

    Further Study

    Learn about pursuing a Master’s or PhD at Huddersfield.

    Research Excellence

    See how our innovative research shapes what you'll learn.

    Important information

    When you enrol as a student of the University, your study and time with us will be governed by our terms and conditions, Handbook of Regulations and associated policies. It is important that you familiarise yourself with these as you will be asked to agree to them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan.

    Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons:

    Changes to a course you have applied for but are not yet enrolled on

    If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment. We may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants. Where this is the case we will notify you as soon as reasonably possible and if you are unhappy with the change we will discuss with you other suitable courses we can transfer your application to. If you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

    Changes to your course after you enrol as a student

    Changes to option modules

    Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have an equivalent range of options to that advertised for the course. We will let you know in good time the options available for you to choose for the following year.

    Major changes

    We will only make major changes to non-optional modules on a course if it is necessary for us to do so and provided such changes are reasonable. A major change is a change that substantially changes the outcomes, or a significant part of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), type of delivery or assessment of the core curriculum. For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators or a commissioning or accrediting body. We may also make changes to improve the course in response to student, examiners’ or other course evaluators’ feedback or to ensure you are being taught current best practice. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff being unable to teach due to illness, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to pandemics, other disasters (such as fire, flood or war) or changes made by the government.

    Major changes would usually be made with effect from the next academic year, but may happen sooner in an emergency. We will notify you as soon as possible should we need to make a major change and will consult with affected groups of students and any changes would only be made in accordance with our regulations. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you let us know before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for any additional tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so and you may be eligible for an exit award depending on how far through your course you are.

    In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed in accordance with the student protection plan.

    The Office for Students (OfS) is the principal regulator for the University.

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