Everything you need to know...
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What is the fee?
Home: See fees section below
International/EU: £17,155 per year -
How long will I study?
4/5 Years
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Where will I study?
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What are the entry requirements?
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What is the UCAS code?
AA12
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When do I start?
September 2025
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Placement year available?
Yes
Course summary
- Develop knowledge of theories, concepts and principles related to children and childhoods
- Study child development, therapeutic approaches and adverse childhood experiences
- Put learning into practice by working with children and families on real-world placements
- Apply theory, research and evidence as you develop as a critically reflective practitioner
We champion applied learning – partnering with over 600 schools and colleges to help you put your learning into practice. This course will support you to develop knowledge, understanding, skills and experience to be able to progress into a variety of in-demand roles or onto a range of postgraduate routes in education, health and social care.
If you don't meet the entry requirements for our BA (Hons) course, or you’d like extra preparation before starting degree-level study, we recommend you join the foundation year.

Come to an open day
Visit us to learn more about our gold-rated teaching and why we were awarded the highest possible rating in the Teaching Excellence Framework.
How you learn
Course View
Hear firsthand from our staff, students, and graduates about their experiences teaching and studying BA (Honours) Children and Childhoods at Sheffield Hallam University.
You’ll be taught by academics with specialist knowledge and expertise in a range of areas – from psychology and early years to teaching and counselling. You’ll collaborate with your tutors to model and create inclusive teaching and learning strategies and environments, and be supported to challenge accepted ideas and practices. You’ll also be joining a wider learning community of students and academics across the Sheffield Institute of Education.
Because we partner with so many schools and colleges in the region, you’ll have every opportunity to gain experience and network with leading educational providers.
You learn through:
- Diverse learning, teaching and assessment methods
- On-campus lectures
- Guest speakers
- Individual reflection
- Peers engagement
- Class debates
- Group tutorials
- Research-informed practice
- Collaborative projects
- Real-world projects and placements
- Opportunities to study abroad
- Coursework-based assessment
Key themes
You will explore topics including child development, mental health and wellbeing, therapeutic approaches, working with families and professionals, and adverse childhood experiences.
You’ll learn how to evaluate academic research, literature and policy while developing skills of reflection. You’ll also have chances to co-construct learning through dialogic teaching methods to improve the quality of classroom discussion.
We focus on applied learning, with innovative teaching to help you engage in problem-based, active learning with enriching educational experiences.As well as understanding the current practice, you’ll have the opportunity to apply research to real-world projects – gaining great experience that stands out to employers.
Course support
You’ll be taught by a close-knit community of qualified and highly experienced teaching staff who take the time to get to know you. Throughout your time, you’ll receive personalised support, such as:
- Specialist Hallam tutors and school-based mentors, to support your development across the learning experience
- Access to specialist support services to help with your personal, academic and career development
- Access to our Skills Centre with one-to-ones, webinars and online resources, where you can get help with planning and structuring your assignments
- Career support for up to five years after you graduate
Course leaders and tutors

Sarah Gordon
Senior Lecturer in Primary Education and Early Years, Course leader PGCE in Early Years / Primary EducationLecturer at Sheffield Hallam University
Applied learning
Placements
As part of your course you’ll work with employers in a range of ways. In your first year you’ll engage in applied learning with employers to support your understanding of the sector. In your second year you’ll apply for a four-week placement in a setting that supports children and families across a range of education, health and social care employers.
You’ll have the opportunity to complete a year-long placement between your second and third year. This gives you valuable work experience to prepare you for your future career and allows you to graduate with an Applied Professional Diploma to add to your CV.
In your final year, you can also tailor your research project to make a difference to the children and families within a particular setting.
Travel abroad
You may have the opportunity to spend time abroad as part of your course. After completing their second-year studies, previous students have travelled to Mauritius to work in a range of schools and settings – with funding provided by the Turing Scheme.
Live projects
Throughout the course you’ll complete work-integrated learning modules. Here, our Careers & Employability Service will help you find work with organisations and employers on a range of problem-based learning tasks and projects.
You will also work with an organisation to critically review an element of their practice or a challenge they have. You’ll take responsibility for the process of reflection and review and completing a report to share your findings.
Future careers
This course prepares you to progress into a career in:
- Education
- Family liaison
- Counselling
- Social work
- Youth work
- Mental health work
Some of these careers require further postgraduate training such as the following Hallam courses:
- Post Graduate Certificate in Education
- MA in Education
- MA in Art Psychotherapy Practice
Where will I study?
You study at City Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.
City Campus
City Campus is located in the heart of Sheffield, within minutes of the train and bus stations.
City Campus map | City Campus tour

Adsetts library
Adsetts Library is located on our City Campus. It's open 24 hours a day, every day.
Learn moreEquipment and facilities
We’ve invested over £100m in new facilities to help you study how and when you want. This means 24-hour libraries, modern cafes and study spaces designed by our students.
Most of our teaching is conducted in person at our City Campus, right in the heart of Sheffield.
You’ll have access to industry-standard teaching facilities and equipment, such as our Early Childhood Studies classroom.
Entry requirements
All students
UCAS points
- 64
This must include at least 32 points from one A level or equivalent BTEC National qualifications excluding general studies For example:
- CC at A Level
- MPP in BTEC Extended Diploma.
- Pass overall from a T level qualification with D or E from core
- A combination of qualifications, which may include AS levels and EPQ.
You can find information on making sense of UCAS tariff points here and use the UCAS tariff calculator to work out your points.
GCSE
- English Language at grade C or 4 or equivalent
- Maths at grade C or 4 or equivalent
ACCESS
- Access to HE Diploma, with at least 45 level 3 credits.
If English is not your first language, you will need an IELTS score of 6.0 with a minimum of 5.5 in all skills, or equivalent. If your English language skill is currently below IELTS 6.0 we recommend you consider a Sheffield Hallam University Pre-sessional English course which will enable you to achieve an equivalent English score.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Modules
Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.
You will be able to complete a placement year as part of this course. See the modules table below for further information.
Year 1
Compulsory modules
Module Aim:
To examine several contemporary themes and issues relevant to education across the life course develop a questioning approach to education and the development of academic skills for a successful transition into higher education.
Indicative content:
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What is a contemporary issue and why are they important?
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Global historical, social, and political influences
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The social construction of children, young people, and adults
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Lifelong learning
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Approaches to SEND (Special Educational Needs and Disabilities)
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Formal and informal learning
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The use of academic conventions
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Developing academic skills for HE
Module Aim:
To examine approaches to education, childhood and psychology to promote inclusion and social justice and the development of academic skills, that will be required to support their successful transition into higher education.
Indicative content:
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The structure and organisation of the British Educational system and how it compares to international approaches
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Measurement of attainment
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Attachment and belonging
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Developing identities
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Barriers to success
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Formal and informal learning
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The use of academic conventions
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Developing academic skills for HE
The focus of the module is on helping students gain a well-rounded understanding of education, childhood and psychology, and being able to apply their learning about these and study approaches into project work on other areas on the course.
Year 2
Compulsory modules
This module encourages students to develop an awareness of the development of communication and literacy skills and the impact of this on thinking, learning and participation in childhood. It will prepare students to understand their professional role in supporting speech, language and communication in the workplace. They will also learn about the many external agencies that support communication in children and young people.
Indicative content:
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The communicating child
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Augmentative communication systems
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Children as co-constructers and decision makers
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Peer culture / friendships
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The Mosaic Approach
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Listening to children and young people
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Multimodal literacies
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Embodied literacies
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Childrens rights and participation
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Emotional intelligence/multiple intelligences and emotional literacy
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Bibliotherapy
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Learning through digital technology -learning platforms and information
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Social relationships online
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Media literacy
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Parents and families and digital technology
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The impact of social media
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The impact of digital technology on cognition and brain development
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Social and Emotional Aspects of Learning
Module Aim:
To introduce key theories and concepts related to children and young people’s holistic development and learning considering the influence of historical and societal factors throughout childhood.
Indicative content:
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Multiple childhoods
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Concepts of childhood
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Psychological, sociocultural and post developmental theories of development
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Identity, self-esteem, self-concept, moral development
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Emotional well-being and resilience
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Moral development
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Cognition and learning, metacognition
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The education system, policy and curriculum
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Motivations for learning
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Historical, contemporary, international and cultural perspectives of childhood
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Inclusion and diversity
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Participation, advocacy, agency and children/young people’s rights
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Neurodiversity
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Ethical research methods in childhood
Module Aim:
This is an extended induction module which enables you to explore practice associated with effective learning and development. You will be introduced to a range of approaches, resources and support which will help you to understand the processes of learning and, the importance of reflection and developing independence and autonomy in learning. This knowledge and understanding will support you as you progress throughout your degree and will also provide a strong foundation you can build on when exploring how learning and development is supported in others.
Indicative content:
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Academic skills (finding, selecting and utilising relevant information, using databases and selecting academic journals, evaluating sources of information, reading and note taking, approaches to planning, structure, time management, organisation, APA referencing)
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Blackboard, Turnitin, The skills centre and studiosity
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Teaching and learning theories
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Using assessment briefs and feedback rubrics
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Reflective and reflexive practice, questioning
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Inter and intrapersonal skills: Self-awareness, self-regulation, self-motivation, emotional literacy
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Psychologically safe environments
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Transitions
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Action planning and SMART targets
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Principles of learning and development for HE
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Social and Emotional Aspects of Learning
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Unpicking and understanding theories, concepts and principles
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Theory, evidence and research and impact on practice
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Growth mindset, motivations for learning, learning power, curiosity and creativity and resilience
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Personal narratives of childhood, learning and development
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Positionality
Module Aim:
This module explores the health, wellbeing and safety of children and equips students to evaluate the wider public health agenda, national trends, supporting legislation and policy and procedures. As a work experience module, you will learn about professional behaviours and values that ensure inclusive practice in the workplace. Real world challenges and issues will be explored through engagement with employers and students will be supported to develop confidence and skills to access resources such as handshake supported by the Careers and Employability service.
Indicative content:
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Global, national and local policy, practice and procedures
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Issues related to the health, well-being and safety of children and young people.
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Working with parents, carers, professionals and other stakeholders
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Safeguarding and child protection
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Determinants of health and disease
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Mental health and mental illness
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Health promotion
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Inequalities in health and well-being
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Sociocultural factors
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Online safety
Year 3
Compulsory modules
Module Aim:
To develop knowledge and understanding of the pedagogy of play and the importance of enabling and inclusive environments and spaces in childhood.
Indicative content:
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Key Global, National and local concepts, theories and principles relating to play and enabling environments in a range of settings.
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How play and enabling environments can impact on children and young people's wellbeing, learning and development
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Inclusive practice
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Alternative environments for play and learning
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Acceptable risk
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Play and playfulness
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Children and young people’s right to play and leisure
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Theories of play
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Children’s geographies
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International examples of play and the enabling environments underpinned by principles and theories of learning.
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Audit tools and quality improvement
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Technology and interactive media
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Inclusivity and accessibility
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Creativity and curiosity
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Artificial intelligence
Module Aim:
To explore the impact and interplay of individual and societal factors on a child’s learning, development, well-being and outcomes. To consider the influences of a range of adverse childhood experiences such as poverty and disadvantage, bereavement and loss, disability and SEN, illness, abuse and neglect.
Indicative content:
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Current global and international perspectives
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Sociological and psychological theories of childhood
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Mental health, well-being and mental illness
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Bereavement and loss
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Medical and learning needs
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Adverse childhood experiences
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Safeguarding and child protection
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Social and medical models of disability
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Local and international policy and curriculum
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Risk and resilience
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Poverty and deprivation
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Professional roles in health and social care services and working across professional boundaries
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Health inequalities
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Health and safety policy
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Brain development -sensitive periods and plasticity and toxic stress
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Neurodiversity
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Diversity and inclusion
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International perspectives
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Children’s rights, participation and agency
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Social inclusion and exclusion
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Sustainable communities and regeneration
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Critical reading and writing
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Critically reviewing data and research
Elective modules
Module Aim:
The aims of this module are to reflect on how children's behaviour is conceptualised, experienced and responded to as 'challenging' in relation to autism and to consider the role of communication skills within this process. This module offers the opportunity to develop knowledge and understanding of autism and approaches and strategies which can support practice.
Indicative content:
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Conceptualisations of challenging behaviour
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Environments through the autism lens
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Relationship between challenging behaviour and communication
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Support strategies
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Personal engagement with challenging behaviour
Module Aim:
This module focuses on a critical analysis of national and international approaches to outdoor learning and sustainability though an experiential approach, within the context of childhood and adult education. It offers the opportunity to develop knowledge and skills to prepare you for working with children and adults in alternative environments.
Indicative content:
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What is a Forest School -historical/theoretical perspective
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Specialist Forest School and outdoor learning experience provided by employers and specialists
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Experiential learning – team work, fire lighting, knots, shelters, safety and risk assessment, creative approaches, using tools.
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Theoretical perspectives of outdoor play and learning
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Exploring risk and adventure from research and autoethnographic perspective
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International approaches to experiential, child-led play e.g. Te Whariki, Reggio Emilia, Steiner, iBac, Australia and the four nations (UK)
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Children as co constructors
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Parents as partners
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Reflective practice
Module Aim:
The module introduces students to the discipline of counselling and different theoretical approaches. This module will also introduce counselling skills, such as active listening and empathy, and working in triads which will be covered further in the Level 5 Counselling Skills for Professional Practice module. Students will consider the importance of the therapeutic relationship and whether contemporary developments, such as online or phone counselling, assist or detract from the relationship. The BACP Ethical Framework will be included and related to ethical dilemmas.
Indicative content:
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Introduction to person-centred theory
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Counselling skills e.g. reflection, summarising, questions and silence.
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Active listening and barriers to listening
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Skills practices
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Personal development
Module Aim:
To explore the current issues and debates active within education. To help students to consider their attributes as potential future practitioners. In this module a critical appreciation of theory and practice used when planning and developing a creative and engaging curriculum will be considered. The module aims to equip students with the confidence to engage in pertinent dialogue around contemporary issues within education. In addition to linking their understanding of children’s development to how a pedagogically appropriate curriculum is developed
Indicative content:
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Approaches to teaching and learning
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Curriculums across the world
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The Education system in England
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Professional teaching values
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Lifelong learning
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Planning
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The National Curriculum
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Engaging and motivating learners
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Following children's interests
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Differentiation
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Display
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Reflection
Module Aim:
This module combines online learning, workshops, observations, and practical teaching experiences. It enables you to develop the knowledge and skills to effectively teach English to speakers of other languages. To prepare for this role you’ll deepen your awareness of the English language, reflect on language learning and teaching experiences, analyse learner language, and teach adult English language learners. The module prepares you for an initial TESOL qualification: Trinity CertTESOL and provides a strong foundation for a sandwich placement.
Indicative content includes:
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English grammar, lexis, and phonology
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TESOL methodology
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lesson panning
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materials design and evaluation
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classroom management
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teaching young learners.
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Careers guidance
Module Aim:
This module supports students to develop knowledge of underpinning research on trauma, attachment, social engagement and relational pedagogies for children and young people and promotes an understanding of how to create mentally healthy environments and support individuals to overcome barriers to learning and well-being.
Indicative content:
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Trauma
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Attachment
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Developmental models
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Relational pedagogies and social engagement
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Psychological safety
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Supporting learning and engagement
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Stress response systems and regulation
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Emotional well being
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Resilience
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Regulation
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Brain development and neuroscience
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Reflective practice
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Mental illness
Module Aim:
This work experience module will be delivered through an immersive work experience working alongside an employer or organisation in a short placement so that students can appraise their own values and motivations in context of the world of work, considering inclusivity and industry sector values. Students will have an opportunity to create a personal action plan, goal setting, and to create job applications in a variety of contexts and media tailored to specific professional roles. The immersive work experience will provide students with the opportunity to critically analyse and reflect on their practice in a professional environment to recognise the value of work experience
Indicative content:
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Developing employability skills using university resources such as employability adviser
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Consider the range of services available and a potential career trajectory
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Analyse the skills required to be successful in chosen career trajectory
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Consider personal reflection and transferable skills
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Develop an understanding of services across the breadth of health, education, enterprise and social care both globally and across the UK
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Analyse the beliefs and values underpinning the education and childcare systems both in the UK and in selected international communities
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Analyse and resolve a real-life service problem
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Project planning and management approaches
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Develop professional skills and behaviours through management of the project and working with people
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Communicate proposed ‘solution’ to the brief with an aim to support and develop an existing service or business
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Reflect on approaches directly experienced and related to secondary sources
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Understand professional values and ethical behaviour within the workplace
Year 4
Optional modules
Module aim:
The aim of this module is to enhance students’ professional development through the completion of and reflection on meaningful work placement(s).
A work placement will provide students with opportunities to experience the realities of professional employment and experience how their course can be applied within their chosen industry setting. The placement will:
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Allow student to apply the skills, theories and behaviours relevant and in addition to their course
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Enable students to enhance their interpersonal skills in demand by graduate employers – communication, problem solving, creativity, resilience, team work etc.
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Grow their student network and relationship building skills.
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Provide student with insights into the industry and sector in which their placement occurs
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Help student make informed graduate careers choices.
Indicative Content:
In this module students undertake a sandwich placement (min 24 weeks / min 21 hours per week) which is integrated, assessed and aligned to their studies.
Their personal Placement Academic Supervisor (PAS) will be their key point of contact during their placement and will encourage and support students to reflect on their experience, learning and contribution to the organisation they work for.
To demonstrate gains in professional development, students will be required to share their progress, learning and achievements with their Placement Academic Supervisor and reflect on these for the summative piece of work.
Final year
Compulsory modules
Module Aim:
To explore a range of local and international societal, historical and systemic issues within education, childhood and inclusion within a wider community of learning.
This module offers the opportunity to explore a range of local, national and international societal, historical and systemic issues within education, childhood and inclusion. Experts within the Sheffield Institute of Education will share knowledge and research findings through themes, perspectives and issues which will enhance those considered earlier in the courses. A wider community of learning across three undergraduate courses enables sharing of practice, perspectives and cross disciplinary relationship building.
Indicative content:
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Defining contemporary issues
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Engaging with peer reviewed journal articles to identify recent research evidence
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Engaging with international perspectives -the role of the UN and NGO’s
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Managing behaviour for learning
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Testing and assessment of learning
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Bullying
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Prevent and British Values
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Mental health
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The impact of covid 19
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Globalisation and education
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Children and young people as global citizens
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Mental health
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Numeracy and literacy
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School readiness
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Marketisation of education and neoliberal perspectives
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The digital world
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Environmental issues and sustainability
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Decolonising the curriculum
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EY, Childhood focus, Autism, Disability and SEN focus, Psychology and counselling focus
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Academic skills
Module Aim:
The aim of this module is to build on knowledge and understanding gained at level four and level five to consider the adult role in supporting development, learning and well-being in childhood. Approaches and strategies used in health, education and care will be explored, providing essential understanding and skills required to work effectively in a range of roles with children.
Indicative content:
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Theories that underpin a range of approaches
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Therapeutic techniques (Play, art. drama, filial therapy, therapeutic playwork)
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Working ethically and reflectively
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Application and techniques in practice
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Observation and assessment
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Articulating the intangible
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Non-verbal ways of expressing emotions
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Theraplay
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Diversity and inclusion, equity and equality, anti bias and anti oppressive approaches
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International perspectives
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Children’s rights, participation and agency
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Approaches in early years and education (Hanen Principles , Picture Exchange , Dialogic reading, Sustained shared thinking, quality first teaching)
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Statutory assessment points
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Skills development
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Theories and models of health promotion
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Healthy settings
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Social change for health improvement
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Empowerment and participation in health promotion
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Health behaviour
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Health literacy
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Salutogenesis
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Health needs assessment
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Evidence based approaches to health education
Module Aim:
In this module you will build on professional and academic skills and knowledge developed throughout the course.
This work experience module will be delivered through an employer-led extended project so that you can critically reflect on your values and skills in the context of the world of work, considering inclusivity and industry sector values. The employer-led project will provide you with a unique opportunity to apply academic learning, take responsibility for goal setting and demonstrate professional behaviours by exploring and reviewing a particular agreed theme or issue in depth and detail.
This module will also build upon the experience and learning gained through the Applied Professional Diploma (where you have opted for a sandwich placement). The focus of this module is to prepare you for the transition from UG to the workplace or further study.
Indicative content:
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Ethical research
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Professional conduct
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Methods of research and review
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Reflective practice
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Time management and organisation skills
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Taking responsibility and working autonomously
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Action planning
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Methods of review and reflection
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Analysis
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Drawing conclusions
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Searching the literature
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Critical thinking skills
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Problem solving skills
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Critical writing
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Presentation skills
Module Aim:
To develop knowledge and understanding of policy and practice relating to working in partnership with, families and professionals, and the professional skills required to work effectively with a range of stakeholders.
Indicative content:
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Global, national and local policy relating to working with teams, families and professionals
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Historical, sociological and cultural context of working in partnership with teams, families and professionals
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Dilemmas and challenges of practice
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Theories of team working, family working
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Emotional intelligence
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Effective communication
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Multi agency working
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Reflection of self as a team member
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Leadership in teams
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Concepts of professionalism
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Anti-bias and anti-oppressive approaches
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Children and children’s rights
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UNICEF and the rights of the child
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Co-production with marginalised families.
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Participation and inclusive practice
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Equality and equity
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Supporting parents/carers with transition
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Building local relationships
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Parents as partners in children's learning and development
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Presentation skills
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Academic conventions including finding relevant literature
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Critical writing
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Personal Development and career progression
Fees and funding
Home students
Our tuition fee for UK students on this course in 2025/26 is £5,760 for the foundation year and £9,535 per year for the degree (capped at a maximum of 20% of this during your placement year). These fees are regulated by the UK government and therefore subject to change in future years.If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for International/EU students starting full-time study in 2025/26 is £17,155 per year (capped at a maximum of 20% of this during your placement year)
Financial support for home/EU students
How tuition fees work, student loans and other financial support available.
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Sheffield Institute of Education (PDF, 255.8KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.