Module manager: Samantha Shaw
Email: s.j.shaw1@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2026/27
This module is not approved as a discovery module
The module takes a sociological approach towards childhood and families, recognizing the dynamic nature of the concept of child and family over time. It situates the child within the ecological context of the family, and then places the family within the ecological context of society. We explore the state's role in supporting Families historically and in the present day. The course encourages students to question their assumptions of a 'good childhood' and ideal family life.
1. Explore different theoretical perspectives in explaining childhood and families in different contemporary and historical contexts.
2. Investigate the dynamics of relationships between children, families, and the State.
3. Evaluate examples how the State may choose to intervene or abstain from involvement in private matters.
4. Analyse debates on public-private boundaries, state and family authority in child matters, and diverse welfare models for child and family support.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Analyse concepts of ‘the child’ ‘the family’ and ‘society’ through a range of sociological theoretical lenses.
2. Critically analyse how different societies and welfare systems meet and fail to meet the needs of children and families.
3. Demonstrate knowledge about the organisation of welfare and children's services in contemporary societies.
4. Analyse the impact of social inequality on individual’s life experience, wellbeing and welfare.
Skills Learning Outcomes:
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Academic: You will learn how to apply academic conventions in producing evidence informed, academic writing.
2. Digital: In engaging with this potentially new-to-you flipped-mode of learning, you will learn to access a range of resources available within the online realm, as well as take part in live and pre-recorded online learning.
3. Technical: You will produce an ecological map illustrating the provision and limitations of support for families in a specific geographic area. This lays the foundation for understanding the ecological systems framework and practical family assessment tools such as ecomaps and genograms.
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 seminars 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.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 1 | 2 | 2 |
| Lectures | 10 | 1 | 10 |
| seminars | 1 | 5 | 5 |
| Independent online learning hours | 83 | ||
| Private study hours | 100 | ||
| Total Contact hours | 17 | ||
| Total hours (100hr per 10 credits) | 200 | ||
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 work for each assignment.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 1000 word essay | 30 |
| Essay | Production of a local map of family support provision (2000 equivalent) | 70 |
| Total percentage (Assessment Coursework) | 100 | |
Students write a relatively short essay quite early on in the module, enabling them to gain confidence and experience of producing academic written work and familiarising themselves with assignment submission procedures. Students also have the opportunity to receive feedback on their work and initial progress, orientation and integration into the subject. Students research family support provision in a chosen geographic area, identifying the nature of the provision and analysing its potential benefits and limitations for children and families. This enables students to map local family support provision using academic skills, and provide a useful reference of support agencies in a local area; if this is relevant to their current professional practice
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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