Module manager: Samantha Shaw
Email: S.J.Shaw@leeds.ac.uk
Taught: Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
LLLC 3958
This module is not approved as a discovery module
This module explores contemporary issues affecting children, young people and their families. It will be relevant to all those thinking of careers working with children; including teaching, social work and the therapeutic professions. You will examine critically the theory, practice and policy of a range of issues such as education, care, poverty, crime, social media, diversity, identity and conflict. The module is taught using lectures, videos and problem-solving exercises.
This module requires students to research into a chosen contemporary aspect of modern life that impacts on the lives/education of children, young people and/or families. Where possible students should analyse how government policy has sought to address inequalities in welfare children’s lives/education regarding their choice of subject matter.
1. Justify the selection of a contemporary issue that significantly impacts upon the lives of children, young people and families, demonstrating its relevance to current policy and practice debates.
2. Contextualise the chosen issue within broader historical and/or global frameworks, analysing how these contexts shape contemporary understandings and responses.
3. Critically evaluate how policies have sought to address inequalities arising from the chosen issue, examining their assumptions, limitations and effects.
4. Critically evaluate interventions that have proven effective, or that show potential for effectiveness, in addressing the chosen issue, drawing on evidence from research and practice.
Skills Learning Outcomes
On successful completion of the module students will be able to:
Academic writing (Academic Skills) aligns with the essay writing requirement, as students must articulate complex arguments about contemporary issues, supported by relevant evidence whilst adhering to academic conventions. The module's explicit function as dissertation preparation further emphasises development of structured academic discourse competencies essential for final-year research projects.
Information searching (Academic Skills) maps to the sustained in-depth research component, requiring students to access and investigate diverse sources on their chosen contemporary issue, evaluate source reliability and relevance, and synthesise findings to strengthen their analytical arguments.
Critical thinking (Work Ready Skills) connects to the module's emphasis on critically evaluating policies and interventions, as students must gather information from multiple perspectives, analyse contemporary issues within broader historical and global contexts, and use reasoned judgement to assess effectiveness of various approaches to complex social problems.
a) Sustained in-depth research.
b) Confidence in self-directed study on a topic of choice.
c) Planning, organising and executing a 5000 word structured assignment.
This module will examine contemporary issues that impact upon the lived experience of children and their families. Although the key focus is on contemporary, novel, emerging and developing issues, it is expected that these issues will be situated in a broader chronological, geographic and global context.
This contextual analysis will include an exploration of the policy and practice developments of meeting the differing needs of children and families in various circumstances. Issues and subjects are likely to change year on year; however, an indicative syllabus might include:
- Families experiencing poverty;
- The differing educational needs of children;
- Child and parental mental health;
- Asylum and immigration;
- Young people involved in crime;
- The impact of media technologies;
- Early years education and development;
- Community-based family support;
- Family violence and abuse.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 5 | 1 | 5 |
| Seminar | 10 | 1 | 10 |
| Independent online learning hours | 85 | ||
| Private study hours | 100 | ||
| Total Contact hours | 15 | ||
| Total hours (100hr per 10 credits) | 200 | ||
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. Student progress and engagement is assessed weekly in class. There are individual and small-group tutorial opportunities. There are opportunities for students to submit plans and draft work for formative feedback.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 4,000 words | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team