2024/25 Undergraduate Module Catalogue

LLLC1370 Children, Young People and Families, Policy Development

20 creditsClass Size: 30

Module manager: Gary Walker
Email: G.D.Walker1@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

This module is not approved as a discovery module

Module summary

This module explores current practices and policy advancements within the framework of perspectives on the state's role in family welfare. The contentious nature of social policy is explored through debates on issues such as out-of-work benefits, parental benefits, and the balance of taxes for working and non-working individuals. Students will learn about significant developments of the UK welfare state post-1945 and the historical and ideological foundations shaping its development.

Objectives

1. Locating the origins of the modern welfare state within a broader historical timeline.
2. Analysing how enduring social issues have endured over time and how policy makers have made choices upon how to solve these issues, with mixed results.
3. To consider the impact that family specific social policies might have on families, and sometimes children.
4. To consider how policies not specifically aimed at children and families, such as employment and health policies, might impact upon them indirectly.

Learning outcomes
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:

1. Define the welfare state, welfare and wellbeing, acknowledging different perspectives in conceptualising these terms.
2. Describe the development of different social policies and analyse their impact on children and families.
3. Demonstrate contemporary knowledge of recent changes to social policy and the ability to assess these policy developments.
4. Explain the drivers and reasons for changes in social policy related to children and families
On successful completion of the module students will have demonstrated the following skills learning outcomes:

Skills Learning Outcomes

1. Digital: You will use digital planning and collaboration tools in order to prepare and deliver your presentation.
2. Enterprise: You will collaborate with your peers to research a social welfare problem and present a coherent group presentation on how social policy has sought to address that problem over time.
3. Academic: You will write a research informed essay on an area of social policy that affects children and families, and apply developing academic skills.

Syllabus

This will be a ‘flipped’ class in line with the Child and Family Studies Programme suite of modules. Students are expected to learn from interactive online materials prior to attending each weekly seminar wherein this prior learning will be applied and formatively assessed. Alongside maintaining expected progress and learning within the structured online interactive resources, it is expected that students deepen, extend and enhance their learning by consulting with recommended and self-sourced academic texts on the subject.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	10	1.00	10.00
Seminar	5	1.00	5.00
Tutorial	1	2.00	2.00
Independent online learning hours			83.00
Private study hours			100.00
Total Contact hours			17.00
Total hours (100hr per 10 credits)			200.00

Opportunities for Formative Feedback

Student progress and engagement with online learning tasks will be monitored on a weekly basis, and formatively assessed by the tutor in weekly class discussions. There will be an opportunity for students to receive individual formative feedback on their draft written work.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	2,000 words	50.00
Presentation	Group Presentation (10 minutes)	50.00
Total percentage (Assessment Coursework)		100.00

Although both assignments assess the same learning outcomes, the knowledge that students demonstrate is different in each assignment. For example, assignment 1 might demonstrate knowledge and analysis about the ‘education’ component of welfare state provision. While assignment 2 might demonstrate knowledge and analysis about the ‘health’ component of welfare state provision. Because, in this example education and health provisions are differently, comprised. Students will be demonstrating unique knowledge and analytical understanding in each assignment. Students will deliver presentation covering a component and function of the welfare state, e.g. education as in the above rationale Students will write an essay on a component and function of the welfare state NOT already covered in the group presentation they took part in, for example health provision in the above rationale.

Reading list

The reading list is available from the Library website

Last updated: 27/02/2024

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